Effective principals are actively engaged in their teachers' career-long education and the improvement of instructional performance. Ineffective principals per form neither key leadership task well. Programs to prepare would-be effective principals for the role of teacher educa tor are lacking in substance and in effec tive delivery systems. Providers of pro fessional development programs for principals, argues Hord, can and should influence both the content and the proc ess of program development and pro duce more promising programs.
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