Abstract
The author argues that the individual school site is a promising context for promoting teacher growth and that the school principal has a unique opportunity to influence conditions under which not only students but adults learn and grow. The author examines his own experience as an elementary school principal dedicated to staff development and offers several personal conclusions: attempts at staff development should be differentiated; formal teacher evaluation has only modest influence upon the professional growth of teachers-, there is an important distinction between promoting institutional compliance and promoting professional development; teachers learn most when they work under conditions of mutual visibility; the principal can have, a powerful effect upon the professional growth of teachers through the fulfillment of regular school responsibilities. Finally the author argues for the professional development of principals so that they may become more effective adult educators.
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