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Rethinking the Professional Development of School Leaders


by Frances K. Kochan, Paul Bredeson & Carolyn Riehl — 2002

This chapter discusses the professional development of principals as it exists and as it might be. We begin by examining the problems and paradoxes traditionally associated with the professional development of principals. Next, we propose a new conceptual framework to enhance the continuous learning of school leaders.


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This article originally appeared as NSSE Yearbook Vol 101, No. 1.


Cite This Article as: Teachers College Record Volume 104 Number 9, 2002, p. 289-306
http://www.tcrecord.org ID Number: 18672, Date Accessed: 3/30/2017 2:51:29 AM

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About the Author
  • Frances Kochan
    Auburn University
    E-mail Author
    FRANCES K. KOCHAN is Professor of Educational Leadership and Associate Dean for Administration and Research at Auburn University.
  • Paul Bredeson
    University of Wisconsin–Madison
    E-mail Author
    PAUL BREDESON is Professor of Educational Administration at the University of Wisconsin–Madison.
  • Carolyn Riehl
    University of North Carolina at Greensboro
    E-mail Author
    CAROLYN RIEHL is Assistant Professor in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina at Greensboro.
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