Eleanor Drago-Severson, Jessica Blum-DeStefano, Anila Asghar

Learning for Leadership

Developmental Strategies for Building Capacity in Our Schools

• Broschiertes Buch

Produktbeschreibung

Prepare education leaders to support adult professional growth with this comprehensive guide! Help foster an understanding of adult development that enables education leaders to support professional learning-or b

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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Corwin
• Seitenzahl: 320
• Erscheinungstermin: 16. August 2013
• Englisch
• Abmessung: 254mm x 178mm x 17mm
• Gewicht: 605g
• ISBN-13: 9781412994408
• ISBN-10: 1412994403
• Artikelnr.: 36377591

Autorenporträt

Eleanor (Ellie) Drago-Severson is Professor of Education Leadership and Adult Learning and Leadership, and director of the PhD Program in Educational Leadership, at Teachers College, Columbia University. A developmental psychologist, Ellie teaches, conducts research, and consults to school and district leaders, teacher leaders, and organizations on professional and personal growth and learning; leadership that supports principal, teacher, school, and leadership development; and coaching and developmental mentoring in K-12 schools, university settings, and other for-profit and nonprofit organizations. She is also an internationally certified Immunity to Change Coach who works with leaders to build internal capacity, improve performance, and help them achieve their goals. Her work is inspired by the idea that schools, districts, and organizations must be places where adults and those entrusted to them can grow. Ellie is dedicated to creating the conditions to achieve this and to helping leaders and educators of all kinds do the same on behalf of supporting adults and those in their care. She teaches aspiring and practicing principals in Columbia University's Summer Principals Academy, and aspiring superintendents in the Urban Education Leaders Program. She also coaches principals, assistant principals, and teacher leaders in the Cahn Fellows Program for Distinguished Leaders. In addition, Ellie is a faculty member in Columbia University's Adult Learning and Leadership Program, where she teaches leaders from for-profit organizations, consulting organizations, and senior leadership teams in business and educational sectors. She earned her BA from C.W. Post, Long Island University, and her master's and doctorate from Harvard's Graduate School of Education, where she was awarded a postdoctoral fellowship from 1998 to 2001. Prior to her work at Teachers College, she served on the faculty at Harvard's Graduate School of Education (1998-2005). She was invited to serve on Harvard's Alumni Council from 2011 to 2015. Ellie was awarded the Morningstar Award for excellence in teaching (2005) from Harvard's Graduate School of Education. She has written and coauthored many books.

Inhaltsangabe

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 Taräs 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