The intent of this paper is to provide a mixed-methods audit of professional development provided to K-12 school leadership in Virginia\u27s diverse landscape to include identification of providers, funding, effectiveness, and expectations.
In the Commonwealth of Virginia, geographical, political, and socio-economical differences across 132 school divisions cause variability in leaders\u27 experiences with professional development. A mixed-methods approach was used, including a review of current literature, an online survey, virtual interviews, and virtual focus group discussions. This data collection results in a comprehensive audit of professional development provided to school leaders in Virginia\u27s diverse landscape. The study defines effective professional development for school leaders and considers commonalities and disparities of school leaders\u27 experience with professional development, including divisions\u27 commitment to funding, leaders’ access to providers, and leaders’ exposure to traditional and emerging content topics in order to provide recommendations to Virginia Commonwealth University\u27s School of Education as an external provider of professional development for school leaders
