Professional development is a critical part of school improvement and enhancing teacher quality; yet there is limited literature about how principals design and lead effective professional development systems. The research activities in this qualitative single case study explored the leadership practices at one successful school implementing job-embedded professional development. A conceptual framework relating Hallinger's leadership for learning construct to professional development helped frame the research. Collected data included participant interviews, a focus group interview, observations, and relevant document analysis. These data were analyzed using a general inductive method to identify the prevailing leadership characteristics. The major themes that emerged during analysis were: (a) vision and goals, (b) high expectations, (c) structures and resources, (d) communication, (e) monitoring progress and providing recognition, (f) focused and ongoing professional development, (g) differentiated professional development, (h) trust and professionalism, (i) culture of learning and growth, (j) building capacity, and (k) collaboration. These themes aligned well with the initial conceptual framework. These findings support the concept that leadership for learning may have implications for school leaders trying to implement effective job-embedded professional development.
