‘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.
Mục lục
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
Giới thiệu về tác giả
Ellie Drago-Severson is Professor of Education Leadership and Adult Learning and Leadership at Teachers College, Columbia University. A developmental psychologist, Ellie teaches, conducts research, and serves as a consultant to school and district leaders, systems leaders, and teacher leaders in public, charter and private schools and systems—on professional and personal growth and learning; leadership that supports principal, teacher, school, and leadership development; and coaching and mentoring in K–12 schools, university settings, and other adult education contexts domestically and internationally. She is also an internationally certified developmental coach who works with leaders to build internal capacity, lead on behalf of social justice, and grow systemwide capacity. For more than three decades, Ellie’s research, teaching, and partnerships in the field have sought—synergistically—to explore, and extend the possibilities of adult development and developmental leadership as levers for internal capacity building at the individual, team, organizational, and societal levels. Her work explores interconnected streams that focus on: the connection between internal capacities and educational leaders’ practice on behalf of social justice, a developmental approach to feedback for growth, pressing challenges national and international educational leaders are facing and helping them to manage them, leadership preparation and development, a new, learning-oriented model for leadership development, supporting adult development in individuals and teams across and within systems, supporting diverse adult English Language Learners and those who serve them, and growing teacher leadership. Consonant with the urgent conversations about transforming schools, systems, and society as more learning- and equity-oriented contexts, her work foregrounds how we can support leaders’ internal capacity building in schools, organizations, and leadership preparation programs, and how these capacities inform the gifts leaders are able to give to those in their care, each other, and the world as they lead for social justice. Ellie loves opportunities to accompany school leaders in their vital work—and never takes it for granted. Instead, she considers it a gift. At Teachers College, Ellie is director of the Ph D Program in Educational Leadership, teaches aspiring and practicing principals in the Summer Principals Academy, aspiring superintendents in the Urban Educators Leaders Program, leaders from a variety of different sectors in the Accelerated Educational Guided Inquiry Studies (AEGIS) Program, and also coaches leaders in the Cahn Fellows Program for Distinguished Leaders and in her private coaching practice to help leaders grow their practice and themselves. She also serves as faculty director and co-facilitator of the Leadership Institute for School Change at Teachers College. Ellie is author of the best-selling books Helping Teachers Learn (Corwin, 2004) and Leading Adult Learning (Corwin/The National Staff Development Council, 2009)—as well as Becoming Adult Learners (Teachers College Press, 2004) and Helping Educators Grow (Harvard Education Press, 2012). She is also a co-author of Learning for Leadership (Corwin, 2013), Learning Designs (Learning Forward & Corwin, 2014), Tell Me So I Can Hear You (Harvard Education Press, 2016), and Leading change together (ASCD, 2018). Ellie’s work has earned awards from the Spencer Foundation, the Klingenstein
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