Multiple Learning Approaches in the Professional Development of School Leaders – Theoretical Perspectives and Empirical Findings on Self-assessment and Feedback

Abstract

This article investigates the use of multiple learning approaches and different modes and types of learning in the (continuous) professional development (PD) of school leaders, particularly the use of self-assessment and feedback. First, formats and multiple approaches to professional learning are described. Second, a possible approach to self-assessment and feedback is explored including the ‘Competence Profile School Management (CPSM)’, which is one component of the modularized four-phase-PD program of three German states. Third, the quality and the impact of self-assessment and feedback is examined using quantitative as well as qualitative measures. The participants experience it as an enriching learning opportunity which promotes reflection and the motivation to gather more information about one’s own behavior in day-to-day practice, supports other learning opportunities and promotes the participants’ professional competencies in areas they identify as beneficial to improving their practice. Moreover, participants change the way they approach career planning after participating in this PD program. They seem to have developed a more differentiated subjective theory of leadership and identified different leadership career possibilities or career steps to principalship than they had before participating in the program. Overall, there are more participants willing to apply for different types of leadership position at schools and in the school system.