Table of Contents
Prologue Carl Glickman ix
Acknowledgments xi
1 Why Leadership for Adult Learning Is Crucial 1
Teachers as Learners 2
Instructional Leadership 4
Practitioner Learning 4
Constructive-Developmental Theory 5
Beyond Individual Learning 7
Along the Learning Continuum 11
The Organization of This Book 12
2 Instrumental Learning in Schools 14
Initiating Instrumental Learning 16
Expert-Based Professional Development 17
Using Multimedia Resources for Instrumental Learning 18
Instructional Coaching 19
Study Groups 19
Walkthroughs 21
Mentoring 23
Clinical Supervision 25
Supporting Instrumental Learning: Implications for Leadership 27
3 Socializing Learning in Schools 29
Planning for Socializing Learning 29
Going Against the Grain 30
Supporting Socializing Learning: Strategies and Protocols 31
Learning with Texts 31
Looking at Student Work 34
Looking at Adult Work 37
Observing Colleagues 40
Creating Learning Communities 43
Engaging in Collaborative Supervision 47
Supporting Socializing Learning: Implications for Leadership 47
4 Self-Authoring Learning in Schools 52
Planning for Self-Authoring Learning 52
Uniqueness of Self-Authoring Learning 53
Approaches to Self-Authoring Learning 56
Learning About Race and Equity 57
Inquiring into Practice 60
Engaging in Lesson Study 64
Critical Friends Groups 66
Clinical Supervision: Using a Nondirective Approach to Supervision 72
Supporting Self-Authoring Learning: Implications for Leadership 73
5 How Leaders Facilitate for Learning 75
Meetings for Learning 76
Agreements, Norms, and Ground Rules 79
Understanding the Design Principles: Protocols for Learning 84
Facilitating Protocols for Learning 87
6 How Leaders Design for Learning 93
Design Question 1: What Does Our School (and Its Students) Need Us to Learn? 94
Design Question 2: Who Are Our Teachers? 97
Design Question 3: Who Am I As a Learner and Leader? 103
At the End of the Day: The Critical Role of Leadership 107
Before Leaving the Design for Learning Discussion: Potential Pitfalls 108
The Work Is Never Done 110
7 Leading for Learning 111
The Three Approaches to School Reform 112
Why a Learning Approach to School Leadership 119
How to Lead Educator Learning 122
Appendix A The Collaborative Assessment Conference Protocol 123
Appendix B The Tuning Protocol 125
Appendix C The Consultancy Protocol 127
Appendix D Establishing Ground Rules 129
Appendix E Setting Norms for Collaborative Work 131
Appendix F Resources 133
References 137
Index 145
About the Authors 154
