Promising Practices for Leadership Development - Exploring a Collaborative Professional Learning and Coaching Program

Oct 15, 2026

Given the substantial impact school leaders have on school improvement, this two-year action research study investigates how a collaborative professional learning and coaching program supports leadership development. Researchers partnered with a school district to align the program with local leadership standards and to guide continual design improvements. Data from district and school leaders included pre/post surveys, interviews, and focus groups. Findings suggest district leadership practices show promising potential through sustained focus, collaborative learning, growth assessment via reflection and feedback, and action research for ongoing improvement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Principal Preparation

Principal Professional Development

Methodology

Findings

Discussion

Conclusion

Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program Christy Thomas1, Jennette Koehn2, & Jeff Turner2 1Ambrose University, 2 University of Calgary Abstract Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus,(b) utilize collaborative learning approaches,(c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development. Keywords: leadership development, district leadership, professional development, peer coaching Introduction Given the extensive influence school leaders have on school improvement and leading teacher and student learning (Goldring et al., 2012; Grissom et al., 2021; Leithwood & Louis, 2012; Louis et al., 2010), the importance of preparing effective leaders becomes apparent. Engaging in quality principal preparation and ongoing learning experiences, both prior to assuming a leadership position and during their tenure, is noted as beneficial (Darling-Hammond et al., 2007; Grissom et al., 2021; Mombourquette & Bedard, 2014). This article features research from a two-year action research study where researchers collaborated with a school district, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program for district and school leaders. The program was aligned to local leadership standards and aimed to foster leadership development through ongoing learning experiences. The study also informed continual improvements to the program design. This article begins with an exploration of the literature on principal preparation, principal professional development, and coaching. The methodology is then outlined and is followed by the findings, discussion, and conclusion. Principal Preparation The importance of preparing and investing in school leaders is noted in the literature (Grissom et al., 2021; Leithwood & Louis, 2012; Meyers et al., 2023; Service & Thornton, 2021; Tingle et al., 2019). A variety of programs exist to support the recruitment, preparation, and development of school leaders. Principal preparation programs are often offered by universities to support leadership development and obtaining certification requirements. However, these programs have faced criticism for their inadequate preparation of aspiring school leaders (Davis et al., 2005; Mendels & Mitgang, 2013). Consequently, many school districts have taken the initiative to create their own pipeline programs or principal preparation initiatives to identify and train potential leaders prior to assuming formal leadership roles within schools (King, 2020; Mazurek, 2022; Primus, 2021; Taylor et al., 2014; Tingle et al., 2019). Gates et al.(2019) examined principal pipeline activities across six lar

FAQs

What was the main goal of the collaborative professional learning and coaching program?

The program aimed to align with local leadership standards and foster leadership development through ongoing professional learning and coaching experiences.

How did the researchers collect data in the study?

Data were collected from district and school leaders using pre- and post-surveys, interviews, and focus groups.

What promising district leadership practices were reported for leadership development?

The study highlighted sustaining programs with a consistent focus, using collaborative learning approaches, assessing growth through reflection and feedback, and using action research to support continual improvement.

Oct 15, 2026

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