Summary
Contents
Subject index
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
Transferring Powerful Learnings: Supporting Professional Growth from University Classrooms to Real-Life Practice
Transferring Powerful Learnings: Supporting Professional Growth from University Classrooms to Real-Life Practice
Introduction and Overview
Knowing is not enough; we must apply. Willing is not enough; we must do.
Energized and excited by their powerful learning experiences in the Leadership for Transformational Learning (LTL) course, the leaders we learned from in this study went on to implement, adapt, and invent learning-oriented practices as school principals, assistant principals, teacher leaders, educational consultants, district administrators, and university professors. When we checked with LTL graduates four, five, or even six years after they successfully completed the course, we were inspired as they shared compelling insights and examples from their own practice about their work to ...
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