Learning for Leadership
Purchase
Description
Prepare education leaders to support adult professional growth with this comprehensive guide!
Supporting adult professional development—or capacity building—is a challenge in today’s high-accountability atmosphere, especially with new teacher and principal evaluations. Help prepare leaders to nurture human potential and build internal capacities with this one-of-a-kind resource. Through the authors’ practical advice, you’ll learn to
- Employ practices that support leadership development in your schools and districts
- Teach on-the-ground applications for effective professional learning initiatives
- Design and implement action plans based on Four Pillar Practices for Growth that comprise a learning-oriented model of school leadership: Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring with Developmental Intentionality
- Help leaders bridge theory and practice with first-hand case study analyses
If you want to improve student achievement, then make schools and districts havens for learning for both students and educators with this comprehensive, highly adaptable, and accessible resource!
"Ellie Drago-Severson is one of our most insightful experts on the development of adult educational leaders. She is unique in her ability to move back and forth comfortably between powerful ideas and promising practices."
—Howard Gardner, Professor of Cognition and Education
Harvard University
“This is not another book about education reform to be read and cast aside—this is a book to be savored. It contributes profoundly to our understanding about how adults learn, the differences in the ways that adults learn, and how we can support and challenge adults as continuous learners within the context of the school day.”
—Deanna Burney, Executive Director
Leading by Learning, LLC
“Can those who teach in and lead our schools dramatically improve the development of their students without a new commitment to their own ongoing development? Drago-Severson and her co-authors think not. But more than this, they provide an expansively intelligent, intensely practical, research-based route to realizing this new commitment.”
—Robert G. Kegan, Meehan Professor of Adult Learning and Professional Development
Harvard Graduate School of Education
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Part I. Foundations
- Chapter 1. New Imperatives for Change in Support of Building Teaching and Leading: The Promise of Supporting Adult Development--Capacity Building--in Today's Complex Educational World
- Orientation
- Connecting This Book to Hopes and Urgent Needs in the Field
- Situating This Book in the Context of Education Today
- A Note About the Cover
- Research Informing This Book
- Organization of This Book
- Our Hopes for You: Enhancing Your Learning and Noble Practice
- Reflective Questions
- Chapter 2. Leadership for Transformational Learning: A Developmental Model for Building Human Capacity in Diverse Contexts
- Introduction and Overview
- Constructive-Developmental Theory: A Sneak Peak
- Leadership for Transformational Learning (LTL): Course Overview
- The Promise of Learning Oriented Leadership
- Chapter Summary
- Reflective Questions
- Chapter 3. A Close-up on Constructive-Developmental Theory: Using Theory to Guide Adult Learning in Schools, Districts, and University Preparation Programs
- Introduction and Overview
- Informational and Transformational Learning: Why Might This Distinction Matter to You?
- Foundational Principles of Constructive-Developmental Theory
- Why Ways of Knowing and Holding Environments Matter
- Chapter Summary
- Reflective Questions
Part II. Lessons and Examples From Leaders in the Field
- Chapter 4. Learning about Leadership for Adult Development: LTL Ideas and Practices That Made a Difference for Leaders
- Introduction and Overview
- New Understandings of Learning-Oriented Leadership and Supporting Adult Development
- Helpful and Meaningful Course Learnings
- Helpful and Meaningful Course Practices
- Chapter Summary
- Reflective Questions
- Chapter 5. Transferring Powerful Learnings: Supporting Professional Growth from University Classrooms to Real-Life Practice
- Introduction and Overview
- Hopes for Developmentally Oriented Leadership Practice
- Transfer to Practice
- Chapter Summary
- Reflective Questions
- Chapter 6. Integrated Lessons from the Field: Three In-Depth Cases of Developmentally Oriented Leadership Practice
- Introduction and Overview
- Matt's Leadership Case: Nurturing the Preconditions and Collegial Inquiry Through Developmentally Oriented, Data-Driven Discussions of Practice
- Tara's Leadership Case: Building Teams for Collaboration and Collegial Inquiry
- Adrian's Leadership Case: Supporting Professional Learning Through Reciprocal Mentoring and Providing Leadership Roles
- Chapter Summary
- Reflective Questions
- Chapter 7. Growing from, through, and beyond Obstacles: Leaders' Big Challenges and Their Strategies for Overcoming Them
- Introduction and Overview
- Challenging Norms: Confronting "The Way It's Always Been"
- Facing Resistance: Pushing Forward Despite "Pushback" From Colleagues and/or Supervisors
- The Urgency of Time: A Common Challenge
- Professional Isolation: The Loneliness of Leadership
- Growing Oneself: A Fundamental Need and Responsibility of Leadership
- Chapter Summary
- Reflective Questions
Part III. Implications for Practice and Policy
- Chapter 8. In the Spirit of Closing Well: Implications for Leaders, Schools, Districts and Systems
- Looking Back and Ahead: Reflecting on Our Journey Together
- Leaders' Requested Supports: Making Space for Renewal, Deep Connection, and Authentic Learning
- Implications: What Schools, Districts, and Systems Can Do . . . and What You Can, Too
- New Beginnings
Resource A. Research Appendix
Resource A. Research Appendix
Resource B. Leadership for Transformational Learning (LTL) Course Topics
Resource B. Leadership for Transformational Learning (LTL) Course Topics
Resource C. Leadership for Transformational Learning (LTL) Citations for Course Readings
Resource C. Leadership for Transformational Learning (LTL) Citations for Course Readings
Glossary
Glossary
References
References
Index
Index
Additional materials
Description
Prepare education leaders to support adult professional growth with this comprehensive guide!
Supporting adult professional development—or capacity building—is a challenge in today’s high-accountability atmosphere, especially with new teacher and principal evaluations. Help prepare leaders to nurture human potential and build internal capacities with this one-of-a-kind resource. Through the authors’ practical advice, you’ll learn to
- Employ practices that support leadership development in your schools and districts
- Teach on-the-ground applications for effective professional learning initiatives
- Design and implement action plans based on Four Pillar Practices for Growth that comprise a learning-oriented model of school leadership: Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring with Developmental Intentionality
- Help leaders bridge theory and practice with first-hand case study analyses
If you want to improve student achievement, then make schools and districts havens for learning for both students and educators with this comprehensive, highly adaptable, and accessible resource!
"Ellie Drago-Severson is one of our most insightful experts on the development of adult educational leaders. She is unique in her ability to move back and forth comfortably between powerful ideas and promising practices."
—Howard Gardner, Professor of Cognition and Education
Harvard University
“This is not another book about education reform to be read and cast aside—this is a book to be savored. It contributes profoundly to our understanding about how adults learn, the differences in the ways that adults learn, and how we can support and challenge adults as continuous learners within the context of the school day.”
—Deanna Burney, Executive Director
Leading by Learning, LLC
“Can those who teach in and lead our schools dramatically improve the development of their students without a new commitment to their own ongoing development? Drago-Severson and her co-authors think not. But more than this, they provide an expansively intelligent, intensely practical, research-based route to realizing this new commitment.”
—Robert G. Kegan, Meehan Professor of Adult Learning and Professional Development
Harvard Graduate School of Education
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Part I. Foundations
- Chapter 1. New Imperatives for Change in Support of Building Teaching and Leading: The Promise of Supporting Adult Development--Capacity Building--in Today's Complex Educational World
- Orientation
- Connecting This Book to Hopes and Urgent Needs in the Field
- Situating This Book in the Context of Education Today
- A Note About the Cover
- Research Informing This Book
- Organization of This Book
- Our Hopes for You: Enhancing Your Learning and Noble Practice
- Reflective Questions
- Chapter 2. Leadership for Transformational Learning: A Developmental Model for Building Human Capacity in Diverse Contexts
- Introduction and Overview
- Constructive-Developmental Theory: A Sneak Peak
- Leadership for Transformational Learning (LTL): Course Overview
- The Promise of Learning Oriented Leadership
- Chapter Summary
- Reflective Questions
- Chapter 3. A Close-up on Constructive-Developmental Theory: Using Theory to Guide Adult Learning in Schools, Districts, and University Preparation Programs
- Introduction and Overview
- Informational and Transformational Learning: Why Might This Distinction Matter to You?
- Foundational Principles of Constructive-Developmental Theory
- Why Ways of Knowing and Holding Environments Matter
- Chapter Summary
- Reflective Questions
Part II. Lessons and Examples From Leaders in the Field
- Chapter 4. Learning about Leadership for Adult Development: LTL Ideas and Practices That Made a Difference for Leaders
- Introduction and Overview
- New Understandings of Learning-Oriented Leadership and Supporting Adult Development
- Helpful and Meaningful Course Learnings
- Helpful and Meaningful Course Practices
- Chapter Summary
- Reflective Questions
- Chapter 5. Transferring Powerful Learnings: Supporting Professional Growth from University Classrooms to Real-Life Practice
- Introduction and Overview
- Hopes for Developmentally Oriented Leadership Practice
- Transfer to Practice
- Chapter Summary
- Reflective Questions
- Chapter 6. Integrated Lessons from the Field: Three In-Depth Cases of Developmentally Oriented Leadership Practice
- Introduction and Overview
- Matt's Leadership Case: Nurturing the Preconditions and Collegial Inquiry Through Developmentally Oriented, Data-Driven Discussions of Practice
- Tara's Leadership Case: Building Teams for Collaboration and Collegial Inquiry
- Adrian's Leadership Case: Supporting Professional Learning Through Reciprocal Mentoring and Providing Leadership Roles
- Chapter Summary
- Reflective Questions
- Chapter 7. Growing from, through, and beyond Obstacles: Leaders' Big Challenges and Their Strategies for Overcoming Them
- Introduction and Overview
- Challenging Norms: Confronting "The Way It's Always Been"
- Facing Resistance: Pushing Forward Despite "Pushback" From Colleagues and/or Supervisors
- The Urgency of Time: A Common Challenge
- Professional Isolation: The Loneliness of Leadership
- Growing Oneself: A Fundamental Need and Responsibility of Leadership
- Chapter Summary
- Reflective Questions
Part III. Implications for Practice and Policy
- Chapter 8. In the Spirit of Closing Well: Implications for Leaders, Schools, Districts and Systems
- Looking Back and Ahead: Reflecting on Our Journey Together
- Leaders' Requested Supports: Making Space for Renewal, Deep Connection, and Authentic Learning
- Implications: What Schools, Districts, and Systems Can Do . . . and What You Can, Too
- New Beginnings
Resource A. Research Appendix
Resource A. Research Appendix
Resource B. Leadership for Transformational Learning (LTL) Course Topics
Resource B. Leadership for Transformational Learning (LTL) Course Topics
Resource C. Leadership for Transformational Learning (LTL) Citations for Course Readings
Resource C. Leadership for Transformational Learning (LTL) Citations for Course Readings
Glossary
Glossary
References
References
Index
Index
Additional materials
Reviews
Learning for Leadership
Developmental Strategies for Building Capacity in Our Schools
August 2013 | 320 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412994408 | $47.95 |
| Lifetime | 01/02/2026 | 9781452278452 | $44.00 |
Prepare education leaders to support adult professional growth with this comprehensive guide!
Supporting adult professional development—or capacity building—is a challenge in today’s high-accountability atmosphere, especially with new teacher and principal evaluations. Help prepare leaders to nurture human potential and build internal capacities with this one-of-a-kind resource. Through the authors’ practical advice, you’ll learn to
- Employ practices that support leadership development in your schools and districts
- Teach on-the-ground applications for effective professional learning initiatives
- Design and implement action plans based on Four Pillar Practices for Growth that comprise a learning-oriented model of school leadership: Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring with Developmental Intentionality
- Help leaders bridge theory and practice with first-hand case study analyses
If you want to improve student achievement, then make schools and districts havens for learning for both students and educators with this comprehensive, highly adaptable, and accessible resource!
"Ellie Drago-Severson is one of our most insightful experts on the development of adult educational leaders. She is unique in her ability to move back and forth comfortably between powerful ideas and promising practices."
—Howard Gardner, Professor of Cognition and Education
Harvard University
“This is not another book about education reform to be read and cast aside—this is a book to be savored. It contributes profoundly to our understanding about how adults learn, the differences in the ways that adults learn, and how we can support and challenge adults as continuous learners within the context of the school day.”
—Deanna Burney, Executive Director
Leading by Learning, LLC
“Can those who teach in and lead our schools dramatically improve the development of their students without a new commitment to their own ongoing development? Drago-Severson and her co-authors think not. But more than this, they provide an expansively intelligent, intensely practical, research-based route to realizing this new commitment.”
—Robert G. Kegan, Meehan Professor of Adult Learning and Professional Development
Harvard Graduate School of Education
Table Of Contents:
- Acknowledgments
- About the Authors
- Part I. Foundations
- Chapter 1. New Imperatives for Change in Support of Building Teaching and Leading: The Promise of Supporting Adult Development--Capacity Building--in Today's Complex Educational World
- Orientation
- Connecting This Book to Hopes and Urgent Needs in the Field
- Situating This Book in the Context of Education Today
- A Note About the Cover
- Research Informing This Book
- Organization of This Book
- Our Hopes for You: Enhancing Your Learning and Noble Practice
- Reflective Questions
- Chapter 2. Leadership for Transformational Learning: A Developmental Model for Building Human Capacity in Diverse Contexts
- Introduction and Overview
- Constructive-Developmental Theory: A Sneak Peak
- Leadership for Transformational Learning (LTL): Course Overview
- The Promise of Learning Oriented Leadership
- Chapter Summary
- Reflective Questions
- Chapter 3. A Close-up on Constructive-Developmental Theory: Using Theory to Guide Adult Learning in Schools, Districts, and University Preparation Programs
- Introduction and Overview
- Informational and Transformational Learning: Why Might This Distinction Matter to You?
- Foundational Principles of Constructive-Developmental Theory
- Why Ways of Knowing and Holding Environments Matter
- Chapter Summary
- Reflective Questions
- Part II. Lessons and Examples From Leaders in the Field
- Chapter 4. Learning about Leadership for Adult Development: LTL Ideas and Practices That Made a Difference for Leaders
- Introduction and Overview
- New Understandings of Learning-Oriented Leadership and Supporting Adult Development
- Helpful and Meaningful Course Learnings
- Helpful and Meaningful Course Practices
- Chapter Summary
- Reflective Questions
- Chapter 5. Transferring Powerful Learnings: Supporting Professional Growth from University Classrooms to Real-Life Practice
- Introduction and Overview
- Hopes for Developmentally Oriented Leadership Practice
- Transfer to Practice
- Chapter Summary
- Reflective Questions
- Chapter 6. Integrated Lessons from the Field: Three In-Depth Cases of Developmentally Oriented Leadership Practice
- Introduction and Overview
- Matt's Leadership Case: Nurturing the Preconditions and Collegial Inquiry Through Developmentally Oriented, Data-Driven Discussions of Practice
- Tara's Leadership Case: Building Teams for Collaboration and Collegial Inquiry
- Adrian's Leadership Case: Supporting Professional Learning Through Reciprocal Mentoring and Providing Leadership Roles
- Chapter Summary
- Reflective Questions
- Chapter 7. Growing from, through, and beyond Obstacles: Leaders' Big Challenges and Their Strategies for Overcoming Them
- Introduction and Overview
- Challenging Norms: Confronting "The Way It's Always Been"
- Facing Resistance: Pushing Forward Despite "Pushback" From Colleagues and/or Supervisors
- The Urgency of Time: A Common Challenge
- Professional Isolation: The Loneliness of Leadership
- Growing Oneself: A Fundamental Need and Responsibility of Leadership
- Chapter Summary
- Reflective Questions
- Part III. Implications for Practice and Policy
- Chapter 8. In the Spirit of Closing Well: Implications for Leaders, Schools, Districts and Systems
- Looking Back and Ahead: Reflecting on Our Journey Together
- Leaders' Requested Supports: Making Space for Renewal, Deep Connection, and Authentic Learning
- Implications: What Schools, Districts, and Systems Can Do . . . and What You Can, Too
- New Beginnings
- Resource A. Research Appendix
- Resource B. Leadership for Transformational Learning (LTL) Course Topics
- Resource C. Leadership for Transformational Learning (LTL) Citations for Course Readings
- Glossary
- References
- Index