Campus Location
Dallas Campus (Online)
Date of Award
12-2026
ORCID
https://orcid.org/0009-0001-9031-8391
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
John Kellmayer
Second Committee Member or Secondary Advisor
Andrew Lumpe
Third Committee Member or Committee Reader
Timothy B. Jones
Abstract
This qualitative descriptive study examined the perspectives of U.S. principals regarding professional development on standards-based grading to provide insight into the benefits of district-level standards-based grading professional development plans for school leaders. The exploration of school leaders' perspectives on their professional development experiences, their responsibilities in leading and sustaining standards-based grading in their schools, and their standards-based grading knowledge and skill set determined best practices and ongoing support for standards-based grading school leaders. This study focused on the problem of limited research on principals’ preparedness to lead grading reform practices, such as standards-based grading. The study underscored the need for principals not only to deliver professional development to teachers but also to receive it themselves. Leaders of failed standards-based grading efforts were unable to overcome resistance from teachers, parents, and other stakeholders. Interviews were conducted with 10 school leaders in Large Independent School District of Innovation, and data were collected from transcripts of semi structured interviews. Data analysis revealed two themes: (a) leadership behaviors and (b) professional development for school leaders. The findings highlighted the need to ensure that all diverse learners are reflected in the standards-based grading systems. Recommendations for district and school leaders were provided, including actions such as implementing a professional development pathway for standards-based grading leaders.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Langston, Lisa P., "Exploring the Perspectives of School Leaders on Professional Development for Standards-Based Grading and Program Sustainability" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 1065.
https://digitalcommons.acu.edu/etd/1065