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"If we can get adult development right, we can change the world!"
Adult development . . . in schools? Yes. In fact, understanding and
sharing ideas-and implementing practices-that help adults explore
experiences and assumptions is a powerful driver of school change.
Eleanor Drago-Severson and Jessica Blum-DeStefano share expertise
that has evolved from their many decades of research and work with
educators and show you how to: Deepen your understanding of adult
development and its role in systemic and schoolwide change and
educational improvement. Connect theory to practice with
developmentally oriented structures and strategies that enhance
collaboration, communication, and feedback. Support individual and
organizational growth with a differentiated approach to leadership
and capacity building. Build trust, capacity, collegiality, and
sustainability with developmental practices that meet adult needs.
Whether you work in a school, district, university, educational
institution, or other learning organization, you'll learn how to
infuse leadership, collaboration, communication, and capacity
building with a deep understanding of individuals' experiences and
capacities-and how they influence our day-to-day work. Leading
Change Together explains how you and other adult learners can
effect tremendous change in schools and systems.
In Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica
Blum-DeStefano show how education leaders can learn to deliver
feedback in a way that strengthens relationships as well as
performance and builds the capacity for growth. Drawing on
constructive-developmental theory, the authors describe four stages
of adult growth and development and explain how to differentiate
feedback for colleagues with different "ways of knowing," which
include: Instrumental knowers, who tend to see things in black and
white ("Did I do it right or wrong?") and may need to develop the
capacity for reflection. Socializing knowers, who are concerned
with maintaining relationships ("What do you want me to do?") and
may need support developing their own ideas. Self-authoring
knowers, who have strong ideologies and values ("How does this fit
with my goals and vision?") and may need help with perspective
taking. Self-transformative knowers, who are able to examine issues
from multiple points of view ("How can I understand this more
deeply?") and may need guidance in resolving tensions and
contradictions. The authors show how leaders can provide feedback
in ways that "meet people where they are" while expanding the
developmental capacities educators bring to their work.
Drago-Severson and Blum-DeStefano provide real-life examples with
practical strategies for creating a safe space for feedback,
finding the right words, and bridging feedback and action. Tell Me
So I Can Hear You offers invaluable guidance to help educators
support a culture of learning in classrooms, schools, and
districts.
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
The ultimate collection for building a world-class professional
learning program! This groundbreaking 7-book series, co-developed
by Learning Forward and Corwin, closes the "knowing-doing" gap by
guiding educational leaders through the process for implementing
the Learning Forward Standards for Professional Learning. Each
volume tackles an individual standard, providing: Original essays
written by leading experts in the field to promote deeper
understandings of the meaning of each standard An array of
templates, tools, and protocols to help you design and delivery
quality professional learning in your own district or school Case
studies of districts "getting it right" and educators who have
realized the promise of effective professional learning
Be the leader you want to see in the world. Educators committed to
social justice enter into the work in markedly different ways.
Drawing from research with 50 educational leaders from across the
United States, Growing for Justice explores how leaders committed
to social justice support the growth of others while also
developing their own capacities to engage, connect, and lead for
change. This groundbreaking book, informed by adult developmental
theory and based on a first-of-its-kind study, helps school leaders
assess their own strengths and areas for growth—and then take
concrete steps toward improvement. Features include: Exploration of
meaning-making systems and how they affect leaders’
understandings of diversity, equity, and social justice A
research-based, developmental model of justice-centering
educational leadership capacities and practices Leaders’ personal
stories of growth and development as advocates Planning activities
and reflective exercises to drive decision-making, action, and
internal capacity-building Wherever you are in your social justice
journey, wanting to do better is the first step toward actually
doing better. With this book’s help, you’ll outline the
supports, stretches, and scaffoldings you need to continually grow
for justice.
'Eleanor Drago-Severson takes hold of an important and neglected
truth: students grow best in schools where the adults around them
are growing, too. In this nurturing and much-anticipated work, the
author shows us exactly how to make this happen. Sound theory,
vivid examples, and, best of all, a practice-ready framework-it's
all here! Anyone who cares about making our schools better will
feel richly rewarded for spending time with this encouraging book'
- Robert Kegan, Meehan Professor of Adult Learning and Professional
Development Harvard University Graduate School of Education,
Coauthor of Immunity to Change 'With this comprehensive and
compelling book, Eleanor Drago-Severson establishes herself as a
leading authority on authoritative leadership in education' -
Howard Gardner, Author of Leading Minds Support the growth and
development of all adults-teachers, principals, and
superintendents-in your school community! Educators at every level
go through different stages of development over the course of their
lives and need different kinds of supports and challenges to grow.
Leading Adult Learning introduces a model of adult development that
helps school and district leaders consciously cultivate teacher,
head teacher, and education officer capacities in the educational
workplace. Eleanor Drago-Severson's developmental model of
learning-oriented school leadership draws from multiple knowledge
domains, including adult learning, developmental theory, leadership
practice, and organizational collaboration. The book shows head
teachers how to foster growth and learning for individuals with
different needs and developmental orientations. With a focus on
research and application, this volume: - Details four Pillar
Practices for growth-teaming, providing leadership roles, collegial
inquiry, and mentoring-which can support all adults - Presents
extensive research and practical application from head teachers,
teachers, Education Officers, and other school leaders from across
the nation - Includes application exercises, reflective questions,
and lessons from the field to assist you in applying this
learning-oriented model to your school and school system
Drago-Severson makes a compelling case for deliberately supporting
adult development within and across school systems to enhance
adults' capacities, school improvement, and student achievement.
In Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica
Blum-DeStefano show how education leaders can learn to deliver
feedback in a way that strengthens relationships as well as
performance and builds the capacity for growth. Drawing on
constructive-developmental theory, the authors describe four stages
of adult growth and development and explain how to differentiate
feedback for colleagues with different "ways of knowing," which
include: Instrumental knowers, who tend to see things in black and
white ("Did I do it right or wrong?") and may need to develop the
capacity for reflection. Socializing knowers, who are concerned
with maintaining relationships ("What do you want me to do?") and
may need support developing their own ideas. Self-authoring
knowers, who have strong ideologies and values ("How does this fit
with my goals and vision?") and may need help with perspective
taking. Self-transformative knowers, who are able to examine issues
from multiple points of view ("How can I understand this more
deeply?") and may need guidance in resolving tensions and
contradictions. The authors show how leaders can provide feedback
in ways that "meet people where they are" while expanding the
developmental capacities educators bring to their work.
Drago-Severson and Blum-DeStefano provide real-life examples with
practical strategies for creating a safe space for feedback,
finding the right words, and bridging feedback and action. Tell Me
So I Can Hear You offers invaluable guidance to help educators
support a culture of learning in classrooms, schools, and
districts.
'Eleanor Drago-Severson takes hold of an important and neglected
truth: students grow best in schools where the adults around them
are growing, too. In this nurturing and much-anticipated work, the
author shows us exactly how to make this happen. Sound theory,
vivid examples, and, best of all, a practice-ready framework-it's
all here! Anyone who cares about making our schools better will
feel richly rewarded for spending time with this encouraging book'
- Robert Kegan, Meehan Professor of Adult Learning and Professional
Development Harvard University Graduate School of Education,
Coauthor of Immunity to Change 'With this comprehensive and
compelling book, Eleanor Drago-Severson establishes herself as a
leading authority on authoritative leadership in education' -
Howard Gardner, Author of Leading Minds Support the growth and
development of all adults-teachers, principals, and
superintendents-in your school community! Educators at every level
go through different stages of development over the course of their
lives and need different kinds of supports and challenges to grow.
Leading Adult Learning introduces a model of adult development that
helps school and district leaders consciously cultivate teacher,
head teacher, and education officer capacities in the educational
workplace. Eleanor Drago-Severson's developmental model of
learning-oriented school leadership draws from multiple knowledge
domains, including adult learning, developmental theory, leadership
practice, and organizational collaboration. The book shows head
teachers how to foster growth and learning for individuals with
different needs and developmental orientations. With a focus on
research and application, this volume: - Details four Pillar
Practices for growth-teaming, providing leadership roles, collegial
inquiry, and mentoring-which can support all adults - Presents
extensive research and practical application from head teachers,
teachers, Education Officers, and other school leaders from across
the nation - Includes application exercises, reflective questions,
and lessons from the field to assist you in applying this
learning-oriented model to your school and school system
Drago-Severson makes a compelling case for deliberately supporting
adult development within and across school systems to enhance
adults' capacities, school improvement, and student achievement.
This book offers a new and promising way to support adults in Adult
Basic Education (ABE) and English for speakers of other languages
(ESOL) programs specifically, and learners in adult education, in
general. Applying renowned Harvard University psychologist Robert
Kegan's constructive-development theory,
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Discovery Miles 3 300
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