Helping Teachers Learn

Principal Leadership for Adult Growth and Development
Eleanor Drago-Severson - Columbia University Teachers College, USA
Helping Teachers Learn
March 2004 | 248 pages | Corwin
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ISBN: 9781483360614
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Description

"Drago-Severson has created an indispensable resource for anyone who wants to learn how to be a school's 'principal adult educator.'"
—Robert Kegan, Meehan Professor of Adult Learning and Professional Development
Harvard University Graduate School of Education

"Helping Teachers Learn is a remarkably ambitious and comprehensive work that describes how principals may effectively exercise leadership in support of teacher learning within schools. The book is an extraordinary treasure chest of real-world examples, insights, and uncommon sense."
—Richard H. Ackerman
Author, The Wounded Leader

A new learning-oriented leadership model to help principals support teacher development and growth!

How can you, as a principal, create opportunities for teacher learning that really work to support teachers with different needs and preferences? There is wide agreement that the best teacher development is informal, diverse, democratic, school-based, and continuous. The best programs ignite and sustain teachers' excitement in learning, growing, and changing their classroom practices. Drago-Severson presents case studies from 25 diverse schools across the U.S. and examines strategies that help shape a school climate of teacher support, growth, and learning. In addition, she suggests many creative solutions to secure any resources needed to implement this learning-oriented professional growth model.

Concepts covered in Helping Teachers Learn include:

  • A new model of learning-oriented leadership that can be tailored to particular settings or individuals
  • Adult learning principles that inform teacher growth and development, and why they are essential to effective teacher development programs
  • The Four Pillars: teaming, providing leadership roles, engaging in collegial inquiry, and mentoring
  • Real-world examples of principals sharing leadership, building community, and managing change

Enhance your professional development model to better support teacher growth and development, as well as your own self-development as a principal.

Contents

Foreword

  • Susan Moore Johnson

Preface

  • About Professional Development
  • School Leadership
  • Organization of the Book

Acknowledgments

Acknowledgments

About the Author

About the Author

1. Developing A New Model of School Leadership For Teacher Learning

  • The Study
  • Origins of This Work
  • Methods
  • A New Model of Learning-Oriented School Leadership
  • Chapter Summary
  • Reflective Questions

2. Constructive-Developmental Theory and Adult Development

  • About Transformational Learning
  • Kegan's Constructive-Developmental Theory
  • Chapter Summary
  • Reflective Questions

3. Principals as Climate Shapers

  • Lessons From Current Research
  • The Core Principles That Ground Leadership Approaches
  • Chapter Summary
  • Reflective Questions

4. The Impact of Financial Resources on Support for Teacher Learning

  • Challenges Posed by Limited Financial Resources
  • Creative Strategies for Coping with Limited Financial Resources
  • Chapter Summary
  • Reflective Questions

5. Teaming: Learning Opportunities for Individuals and Organizations

  • About Teaming
  • Why Principals Support Teaming
  • Examples of Principals' Use of Teaming
  • A Contextualized Case: A Cross-Functional Team of Teachers, Administrators, and Staff
  • Chapter Summary
  • Reflective Questions

6. Providing Leadership Roles: Opportunities for Leadership and Learning

  • About Leadership Roles
  • Why Principals Want to Provide Teachers With Leadership Roles
  • Examples of Providing Leadership Roles
  • A Case Study: Shared Leadership - Peter's Story
  • Chapter Summary
  • Reflective Questions

7. Collegial Inquiry: A Practice for Talking and Thinking About Practice

  • About Collegial Inquiry and Reflective Practice
  • What Principals Like About Collegial Inquiry
  • Examples of Principals' Use of Collegial Inquiry
  • Developmental Benefits of Collegial Inquiry
  • A Case: Using Collegial Inquiry in Collaborative Goal Setting and Evaluation
  • Chapter Summary
  • Reflective Questions

8. Mentoring: A Powerful Means of Facilitating Learning

  • About Mentoring
  • What Principals Like About Mentoring
  • Examples of Mentoring
  • A Case Study: An Exemplary Mentoring Program
  • Chapter Summary
  • Reflective Questions

9. Bringing It All Together: A Case of Learning-Oriented Leadership in Action

  • The Self-Study Evaluation
  • Chapter Summary
  • Reflective Questions

10. Leadership for Learning's Well-Spring: Self-Renewal through Reflective Practice

  • Principal Renewal: Rejuvenation Through Reflective Practice
  • Chapter Summary
  • Reflective Questions

11. Leading in the 21st Century: New Opportunities for Learning

  • Review of Challenges to a Climate Suppportive of Teacher Learning
  • Implications of the New Learning-Oriented Model of Leadership
  • Frequently Asked Questions
  • Stepping Forward: New Beginnings for Leaders of Transformational Learning

Epilogue

Epilogue

Glossary

Glossary

References

References

Index

Index

Description

"Drago-Severson has created an indispensable resource for anyone who wants to learn how to be a school's 'principal adult educator.'"
—Robert Kegan, Meehan Professor of Adult Learning and Professional Development
Harvard University Graduate School of Education

"Helping Teachers Learn is a remarkably ambitious and comprehensive work that describes how principals may effectively exercise leadership in support of teacher learning within schools. The book is an extraordinary treasure chest of real-world examples, insights, and uncommon sense."
—Richard H. Ackerman
Author, The Wounded Leader

A new learning-oriented leadership model to help principals support teacher development and growth!

How can you, as a principal, create opportunities for teacher learning that really work to support teachers with different needs and preferences? There is wide agreement that the best teacher development is informal, diverse, democratic, school-based, and continuous. The best programs ignite and sustain teachers' excitement in learning, growing, and changing their classroom practices. Drago-Severson presents case studies from 25 diverse schools across the U.S. and examines strategies that help shape a school climate of teacher support, growth, and learning. In addition, she suggests many creative solutions to secure any resources needed to implement this learning-oriented professional growth model.

Concepts covered in Helping Teachers Learn include:

  • A new model of learning-oriented leadership that can be tailored to particular settings or individuals
  • Adult learning principles that inform teacher growth and development, and why they are essential to effective teacher development programs
  • The Four Pillars: teaming, providing leadership roles, engaging in collegial inquiry, and mentoring
  • Real-world examples of principals sharing leadership, building community, and managing change

Enhance your professional development model to better support teacher growth and development, as well as your own self-development as a principal.

Contents

Foreword

  • Susan Moore Johnson

Preface

  • About Professional Development
  • School Leadership
  • Organization of the Book

Acknowledgments

Acknowledgments

About the Author

About the Author

1. Developing A New Model of School Leadership For Teacher Learning

  • The Study
  • Origins of This Work
  • Methods
  • A New Model of Learning-Oriented School Leadership
  • Chapter Summary
  • Reflective Questions

2. Constructive-Developmental Theory and Adult Development

  • About Transformational Learning
  • Kegan's Constructive-Developmental Theory
  • Chapter Summary
  • Reflective Questions

3. Principals as Climate Shapers

  • Lessons From Current Research
  • The Core Principles That Ground Leadership Approaches
  • Chapter Summary
  • Reflective Questions

4. The Impact of Financial Resources on Support for Teacher Learning

  • Challenges Posed by Limited Financial Resources
  • Creative Strategies for Coping with Limited Financial Resources
  • Chapter Summary
  • Reflective Questions

5. Teaming: Learning Opportunities for Individuals and Organizations

  • About Teaming
  • Why Principals Support Teaming
  • Examples of Principals' Use of Teaming
  • A Contextualized Case: A Cross-Functional Team of Teachers, Administrators, and Staff
  • Chapter Summary
  • Reflective Questions

6. Providing Leadership Roles: Opportunities for Leadership and Learning

  • About Leadership Roles
  • Why Principals Want to Provide Teachers With Leadership Roles
  • Examples of Providing Leadership Roles
  • A Case Study: Shared Leadership - Peter's Story
  • Chapter Summary
  • Reflective Questions

7. Collegial Inquiry: A Practice for Talking and Thinking About Practice

  • About Collegial Inquiry and Reflective Practice
  • What Principals Like About Collegial Inquiry
  • Examples of Principals' Use of Collegial Inquiry
  • Developmental Benefits of Collegial Inquiry
  • A Case: Using Collegial Inquiry in Collaborative Goal Setting and Evaluation
  • Chapter Summary
  • Reflective Questions

8. Mentoring: A Powerful Means of Facilitating Learning

  • About Mentoring
  • What Principals Like About Mentoring
  • Examples of Mentoring
  • A Case Study: An Exemplary Mentoring Program
  • Chapter Summary
  • Reflective Questions

9. Bringing It All Together: A Case of Learning-Oriented Leadership in Action

  • The Self-Study Evaluation
  • Chapter Summary
  • Reflective Questions

10. Leadership for Learning's Well-Spring: Self-Renewal through Reflective Practice

  • Principal Renewal: Rejuvenation Through Reflective Practice
  • Chapter Summary
  • Reflective Questions

11. Leading in the 21st Century: New Opportunities for Learning

  • Review of Challenges to a Climate Suppportive of Teacher Learning
  • Implications of the New Learning-Oriented Model of Leadership
  • Frequently Asked Questions
  • Stepping Forward: New Beginnings for Leaders of Transformational Learning

Epilogue

Epilogue

Glossary

Glossary

References

References

Index

Index

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Helping Teachers Learn

Principal Leadership for Adult Growth and Development

Eleanor Drago-Severson
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March 2004 | 248 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9780761939672 $40.95
Lifetime 27/02/2023 9781483360614 $37.00

"Drago-Severson has created an indispensable resource for anyone who wants to learn how to be a school's 'principal adult educator.'"
—Robert Kegan, Meehan Professor of Adult Learning and Professional Development
Harvard University Graduate School of Education

"Helping Teachers Learn is a remarkably ambitious and comprehensive work that describes how principals may effectively exercise leadership in support of teacher learning within schools. The book is an extraordinary treasure chest of real-world examples, insights, and uncommon sense."
—Richard H. Ackerman
Author, The Wounded Leader

A new learning-oriented leadership model to help principals support teacher development and growth!

How can you, as a principal, create opportunities for teacher learning that really work to support teachers with different needs and preferences? There is wide agreement that the best teacher development is informal, diverse, democratic, school-based, and continuous. The best programs ignite and sustain teachers' excitement in learning, growing, and changing their classroom practices. Drago-Severson presents case studies from 25 diverse schools across the U.S. and examines strategies that help shape a school climate of teacher support, growth, and learning. In addition, she suggests many creative solutions to secure any resources needed to implement this learning-oriented professional growth model.

Concepts covered in Helping Teachers Learn include:

  • A new model of learning-oriented leadership that can be tailored to particular settings or individuals
  • Adult learning principles that inform teacher growth and development, and why they are essential to effective teacher development programs
  • The Four Pillars: teaming, providing leadership roles, engaging in collegial inquiry, and mentoring
  • Real-world examples of principals sharing leadership, building community, and managing change

Enhance your professional development model to better support teacher growth and development, as well as your own self-development as a principal.


Table Of Contents:

  • Foreword
  • Susan Moore Johnson
  • Preface
  • About Professional Development
  • School Leadership
  • Organization of the Book
  • Acknowledgments
  • About the Author
  • 1. Developing A New Model of School Leadership For Teacher Learning
  • The Study
  • Origins of This Work
  • Methods
  • A New Model of Learning-Oriented School Leadership
  • Chapter Summary
  • Reflective Questions
  • 2. Constructive-Developmental Theory and Adult Development
  • About Transformational Learning
  • Kegan's Constructive-Developmental Theory
  • Chapter Summary
  • Reflective Questions
  • 3. Principals as Climate Shapers
  • Lessons From Current Research
  • The Core Principles That Ground Leadership Approaches
  • Chapter Summary
  • Reflective Questions
  • 4. The Impact of Financial Resources on Support for Teacher Learning
  • Challenges Posed by Limited Financial Resources
  • Creative Strategies for Coping with Limited Financial Resources
  • Chapter Summary
  • Reflective Questions
  • 5. Teaming: Learning Opportunities for Individuals and Organizations
  • About Teaming
  • Why Principals Support Teaming
  • Examples of Principals' Use of Teaming
  • A Contextualized Case: A Cross-Functional Team of Teachers, Administrators, and Staff
  • Chapter Summary
  • Reflective Questions
  • 6. Providing Leadership Roles: Opportunities for Leadership and Learning
  • About Leadership Roles
  • Why Principals Want to Provide Teachers With Leadership Roles
  • Examples of Providing Leadership Roles
  • A Case Study: Shared Leadership - Peter's Story
  • Chapter Summary
  • Reflective Questions
  • 7. Collegial Inquiry: A Practice for Talking and Thinking About Practice
  • About Collegial Inquiry and Reflective Practice
  • What Principals Like About Collegial Inquiry
  • Examples of Principals' Use of Collegial Inquiry
  • Developmental Benefits of Collegial Inquiry
  • A Case: Using Collegial Inquiry in Collaborative Goal Setting and Evaluation
  • Chapter Summary
  • Reflective Questions
  • 8. Mentoring: A Powerful Means of Facilitating Learning
  • About Mentoring
  • What Principals Like About Mentoring
  • Examples of Mentoring
  • A Case Study: An Exemplary Mentoring Program
  • Chapter Summary
  • Reflective Questions
  • 9. Bringing It All Together: A Case of Learning-Oriented Leadership in Action
  • The Self-Study Evaluation
  • Chapter Summary
  • Reflective Questions
  • 10. Leadership for Learning's Well-Spring: Self-Renewal through Reflective Practice
  • Principal Renewal: Rejuvenation Through Reflective Practice
  • Chapter Summary
  • Reflective Questions
  • 11. Leading in the 21st Century: New Opportunities for Learning
  • Review of Challenges to a Climate Suppportive of Teacher Learning
  • Implications of the New Learning-Oriented Model of Leadership
  • Frequently Asked Questions
  • Stepping Forward: New Beginnings for Leaders of Transformational Learning
  • Epilogue
  • Glossary
  • References
  • Index

Recent Product Reviews:

"Drago-Severson has created an indispensable resource for anyone who wants to learn how to be a school’s ‘principal adult educator.’"
Robert Kegan, Meehan Professor of Adult Learning and Professional Development, Harvard University Graduate School of Education
"Helping Teachers Learn is a remarkably ambitious and comprehensive work that describes how principals may effectively exercise leadership in support of teacher learning within schools. The book is an extraordinary treasure chest of real world examples, insights, and uncommon sense."
Richard H. Ackerman, Author, The Wounded Leader
"Helping Teachers Learn addresses an extremely important theme--the developmental aspects of teacher learning and how principals can support them. The framework is new and generative."
Andy Hargreaves, Thomas More Brennan Chair, Lynch School of Education, Boston College
"Teaching can be a very isolating profession. In the midst of the many constraints and pressures inherent in education today, there exist some distinctive messages of hope. Helping Teachers Learn focuses on some of the best practices found in a broad spectrum of schools--public, independent and parochial. Drago-Severson's important research points the way to greater reflective practice, personal growth and professional satisfaction."
Joe Marchese, Dean of Faculty, Westtown School, Pennsylvania
"Drago-Severson masterfully weaves voices of experience with practical strategies and theoretical underpinnings to illustrate the viability and necessity of adult learning in schools. As a novice principal in a low resource urban charter school, I have a renewed hope that this work is indeed possible."
Jed F. Lippard, Director, Prospect Hill Academy Charter School, Cambridge, MA

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