Principal Leadership for Professional Development to Build School Capacity

By Peter A. Youngs, M. King. 2002

401 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/ad538207c95bfff4de1fb31ac38cb303af04fc33

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Citations in the corpus

Learning leadership matters (2014, background): “In their qualitative study of urban elementary schools, Youngs and King (2002) found that effective principals can sustain high levels of capacity by establishing trust, creating structures that promote teacher learning, and supporting learning by engaging external expertise or helping teachers…”
Rethinking Instructional Leadership, a Review (2013, background): “Youngs and King (2002) found principals built school capacity by working with teacher leaders.”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “Although many factors affect whether professional community will exist in a school, one of the most significant factors is strong principal leadership (Bryk, Camburn, & Louis, 1999; Louis & Marks, 1998; Youngs & King, 2002).”
How does leadership affect student achievement? Results from a national US survey (2010, background): “While many factors affect whether or not professional community exists in a school, one of the most significant factors is strong principal leadership (Bryk, Camburn, & Louis, 1999; Louis & Marks, 1998; Wiley, 2001; Youngs, 2001; Youngs & King, 2002).”
Effective Instructional Time Use for School Leaders (2013, background): “…in importance as a result of state and district policy shifts toward more rigorous evaluation systems (Donaldson, 2009; Ebmeier, 2003); professional development (Blase & Blase, 1999; Youngs & King, 2002); and developing the school’s educational or curricular program (Hallinger & Murphy, 1985).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “One key facet of school capacity concerns the productive involvement of teachers in professional learning (Hattie, 2009; Leithwood et al., 2008, 2010a, 2010b; Louis et al., 2010; Mulford and Silins, 2003, 2009; Spillane and Thompson, 1997; Youngs and King, 2002).”
Are Teachers Who Need Sustained, Content-Focused Professional Development Getting It? An Administrator’s Dilemma (2006, background): “We then discuss implications for district and school administrators in providing, shaping, and targeting teachers’professional development opportunities (e.g., Youngs & King, 2002).”
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning (2016, background): “…relationships between principal and teacher leadership (e.g., Marks and Nance 2007; Marks and Printy 2003; Printy et al. 2009; Supovitz et al. 2010; Youngs and King 2002), but empirical research is limited on how these relationships extend to influence school processes and improve student outcomes.”
Principals’ Instructional Leadership Within a Teacher Performance Appraisal System: Enhancing Students’ Academic Success (2007, background): “Such actions include establishing regular meeting times for teams of teachers to plan instruction and reflect on their practice, aligning school-wide professional development activities with school goals, promoting social trust among staff members, and practicing distributed leadership ( Youngs and ”
Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “The absence of strong leadership, however, leaves teachers on their own without the support of in-school structures to facilitate the kind of collaboration we know builds knowledge and motivation to improve teaching (Youngs & King, 2002).”
Facilitating Elementary Principals' Support for Instructional Teacher Leadership (2007, background): “In their study of principal leadership for professional development, Youngs and King (2002) found that principals can effectively promote school capacity (measured as teacher knowledge, professional community, and project coherence) by building connections to external sources of expertise or by…”