Leading Adult Learning: Supporting Adult Development in Our Schools »

Eleanor (Ellie) Drago-Severson is an associate professor of education in the department of organization and leadership at Teachers College, Columbia University. Prior to her research into adult learning and leadership, she was a teacher, administrator, and staff developer in K-12 schools in New York, Florida, and Massachusetts. Drago-Severson teaches, conducts research, and consults with teachers, principals, and other educational leaders. Her work is inspired by the idea that schools must be places where adults as well as children can grow.

This learning-oriented model of school leadership details four Pillar Practices for helping adults grow throughout their careers: teaming, providing leadership roles, collegial inquiry, and mentoring.

Preface Acknowledgments About the Author Part 1. Foundations
1. A New Model of Leadership for Adult Growth and Learning In This Chapter Meeting Adaptive Challenges The Need for a New Model of Leadership Supporting Learning Across the System Re-envisioning Staff Development The Research Informing This Book A New Learning-Oriented Model of School Leadership Organization of the Book Summary and Conclusion Reflective Questions
2. How Constructive-Developmental Theory Informs the Pillar Practices Why Constructive-Developmental Theory?
Informational Learning vs Transformational Learning Constructive-Developmental Theory: An Introduction Why Ways of Knowing Matter When Supporting Adult Growth Shaping School Cultures: Noble Expectations and Hidden Developmental Demands The Holding Environment and Why It Matters in Schools The Learning-Oriented Leadership Model Chapter Summary Frequently Asked Questions Application Exercise Reflective Questions Part 2. Pillar Practices for Growth
3. Teaming: Growth Opportunities for Individuals, Organizations, and Systems About Effective Teaming and Its Value Key Elements of Successful Teaming The Team as a Source of Individual Growth and Development Why and How School Leaders Employ Teaming Team Structures That Nurture Adult Development Implementing Teaming: Lessons From the Field Chapter Summary Frequently Asked Questions Application Exercise Reflective Questions
4. Providing Leadership Roles: Learning and Growing From Leading Together About Providing Leadership Roles Developmental Benefits of Providing Leadership Roles Examples of School Leaders? Use of Providing Leadership Roles Cases and Lessons From the Field Chapter Summary Reflective Questions
5. Collegial Inquiry: Engaging in Shared Dialogue and Reflection on Practice Collegial Inquiry: A Kind of Reflective Practice Collaborative Cultures How Collegial Inquiry Attends to Developmental Diversity Why and How School Leaders Employ Collegial Inquiry Practices School Leaders Use to Initiate Collegial Inquiry Case Study: One Principal?s ?Rare and Unique Opportunity? to Engage in Reflective Practice Over Time Convenings: Personal Case-Based Discussions That Support Collegial Inquiry Chapter Summary Application Exercises Reflective Questions
6. Mentoring: Building Meaningful and Growth-Enhancing Relationships About Effective Mentoring and Its Value Mentoring and Developmental Diversity Implications: How Our Way of Knowing Influences the Way We Mentor Why and How School Leaders Employ Mentoring An Example of a Mentoring Program: Lessons From the Field A Protocol for Mentoring Relationships That Nurture Adult Development Chapter Summary Application Exercise Reflective Questions
7. Implementing the Pillar Practices: Cases From the Field Case 1: Mentoring Principals and Assistant Principals Case 2: Coaching School Leaders Case 3: Leading Teachers by Listening Case 4: Supporting Adult Development Through Schoolwide Transformation Case 5: The Pillar Practices, Hawaiian Style Chapter Summary Application Exercise Reflective Questions
8. The School as Learning Center: Stepping Forward With Hope Meeting Adaptive Challenges by Building Developmental Capacity The Promise of Building Schools as Learning Centers Implications of the New Learning-Oriented Leadership Model Attending to and Valuing Adults? Ways of Knowing Putting the New Learning-Oriented Model Into Practice Stepping Forward On the Gift of Giving Research Appendix Glossary Endnotes References Index