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    4 practices serve as pillars for adult learning

    Learning-oriented leadership offers a promising way to support growth

    By Ellie Drago-Severson
    October 2008
    At a recent workshop I delivered on practices that support adult growth, John, a New York City principal for more than 20 years, captured the others’ experiences. “I have a master’s degree in educational administration and have taken many courses and workshops on leadership and administration since earning my degree,” he said. “None of my coursework focused on understanding how adults learn. I need more knowledge about how I can support adult learning and growth in my school and with the newer principals I mentor.” How can we create high-quality learning opportunities for adults with different needs, preferences, and developmental orientations? Here, I present a new learning oriented model to support adult development. This model emerged from my research that explored how 25 principals from

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    References

    Drago-Severson, E. (2004a). Becoming adult learners: Principles and practices for effective development. New York: Teachers College Press.

    Drago-Severson, E. (2004b). Helping teachers learn: Principal leadership for adult growth and development. Thousand Oaks: Corwin Press.

    Drago-Severson, E. (in press). Leading adult learning: Practices for building schools and school systems as learning centers. Thousand Oaks: Corwin Press.

    Kegan, R. (1982). The evolving self: Problems and process in human development. Cambridge, MA: Harvard University Press.

    Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

    Kegan, R. (2000). What “form” transforms? A constructive-developmental approach to transformative learning. In J. Mezirow and Associates (Eds.), Learning as transformation (pp. 35-70). San Francisco: Jossey-Bass.

    University Professor at Teachers College Columbia University | + posts

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