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Professional Development (Principal specific (Drago-Severson, 2007…

- - - - Including subjects they teach
      - Including how teacher understanding of subjects they teach is consistent with school's vision for the subject
      - Principal drew on knowledge of how ts learn mathematics and her own experience of mathematical inquiry when she designed PD opportunities for her staff.
  - - - Adapt from managing instruction to being primary adult developers and architects of PLCs
      - Act as professional learning leaders
      - Make time and space for reflection and collaboration; participate in these practices - model shared inquiry, openness to diverse opinions, take risks, attend to different adults' needs
  - - - Using knowledge of teachers' pedagogical and subject matter needs
      - Use positional power to influence content and delivery of PD
        
        timing, content, pedagogy, and delivery for teachers
      - Timperley, 2007: "responsibility for promoting the professional development of teachers rests with school leaders." (p. 192)
      - Principal is a key linchpin between teacher development and school improvement (Grogan and Andrews, 2002, p. 249)