Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools

Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools

By: Anila Asghar (author), Eleanor Drago-Severson (author), Jessica Blum-DeStefano (author)Paperback

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This book help fosters an understanding of adult development that enables education leaders to support professional learning-or build capacity-across schools and districts with this one-of-a-kind resource. Based on adult developmental theory and filled with practical, actionable advice as well as takeaways, readers learn to: * Design and implement action plans based on a learning-oriented model of school leadership and capacity building: Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring * Build robust and effective professional learning initiatives that increases student achievement * Help leaders bridge theory and practice with first-hand case study analyses

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About Author

Ellie Drago-Severson is a Professor of Education Leadership and Adult Learning & Leadership at Teachers College, Columbia University. As a developmental psychologist, her work is inspired by the idea that schools must be places where adults and children can grow. She is dedicated to creating the conditions to achieve this and to helping leaders and educators of all kinds to do the same on behalf of supporting adults and youth. Ellie's work builds bridges between research and practice by supporting teachers, principals, superintendents and other school and district leaders in their professional and personal development and growth. Ellie is author of four recent books: Becoming Adult Learners: Principles and Practices for Effective Development (Teachers College Press, 2004), Helping Teachers Learn: Principal Leadership for Adult Growth and Development (Corwin Press, 2004), Leading Adult Learning: Supporting Adult Development in our Schools (Corwin/Sage, 2009), and Helping Educators Grow: Practices and Strategies for Supporting Leadership Development (Harvard Education Press, 2012). Learning Forward (formerly The National Staff Development Council, NSDC) awarded the Outstanding Staff Development Book of the Year in 2004 to Helping Teachers Learn, and selected Leading Adult Learning as their book for the Fall 2009. Ellie teaches, conducts research and consults to leaders and organizations on professional and personal growth and learning, leadership that supports principal, faculty and school development, capacity building, leadership development, coaching, qualitative research, and mentoring K-12 schools, university contexts, and ABE/ESOL contexts. She is also an internationally certified developmental coach who works with principals, assistant principals, district leaders, and teachers to build internal capacity and achieve goals. She served as lead researcher on the Adult Development Team of the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University and as teacher, program designer, program director, and currently as consultant, and professional developer in a variety of educational contexts including K-12 schools, higher education, adult education centers, and ABE/ESOL programs (domestically and internationally). Her work explores the promise of practices that support adult development, leadership development, and capacity building, within schools, districts and across systems. Ellie's work has been recognized by and supported with awards from the Spencer Foundation, the Klingenstein Foundation, and Harvard Graduate School of Education (HGSE) where she served as Lecturer on Education for eight years. While serving at Harvard, Ellie was awarded the 2005 Morningstar Award for Excellence in Teaching. Most recently, she received three outstanding teaching awards from Teachers College. She has earned degrees from Long Island University (BA) and Harvard University (EdM, EdD and Post-Doctoral Fellowship). Ellie grew up in the Bronx, New York and lives in New York City. Jessica Blum-DeStefano is an advanced doctoral student in Education Leadership at Teachers College, Columbia University who is exploring how at-risk high school students in alternative education settings understand and describe good teaching. Jessica was awarded a research fellowship by the Teachers College Office of Policy and Research to support her work, and has worked closely with Ellie over the past five years as a research assistant, teaching fellow and co-instructor. She is co-authoring Learning and Learning for Growth (Corwin/Sage, 2013). Anila Asghar is an Assistant Professor in the Department of Integrated Studies in Education at McGill University. Her research and teaching encompass a number of interconnected areas: cognitive and emotional development; curriculum development; science pedagogy; teacher education; and educational leadership in a variety of international settings. She earned her doctorate from Harvard's Graduate School of Education and carried out her postdoctoral research at McGill University. She also received an Ed.M. from Harvard University, and an M.A. in Science Education from Teachers College, Columbia University.


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 Tara's 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

Product Details

  • publication date: 24/10/2013
  • ISBN13: 9781412994408
  • Format: Paperback
  • Number Of Pages: 320
  • ID: 9781412994408
  • weight: 658
  • ISBN10: 1412994403

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