Foreword
Preface
Acknowledgments
About the Authors
Introduction
Chapter 1: The Roots
Root #1: Adopting an Evaluative Inquiry Stance
Root #2: Valuing and Using Deep Conceptual Knowledge
Root #3: Being Agentic
Root #4: Being Aware of Cultural Positioning
Root #5: Being Metacognitive
Root #6: Bringing a Systemic Focus
Chapter 2: The Trunk
Exercise #1: Trunk: Responsiveness through Relationships with a
Generative Improvement Orientation
Chapter 3: Branches and Leaves
Branch 1: Purpose and Focus
DAF #1: Clarifying Purpose
DAF #2: Focusing on Valued Student Outcomes
DAF #3: Building Coherence
DAF #4: Creating Commitment and Taking Action
Branch 2: Knowledge and Inquiry
DAF #5: Deepening Knowledge
DAF #6: Using Evidence Critically
DAF #7: Using Focused and Deep Collaborative Inquiry
Branch 3: Effective Learning Processes
DAF #8: Surfacing and Engaging Theories and Beliefs
DAF #9: Navigating Perceptions of Risk
DAF #10: Developing Self-Regulation
DAF #11: Providing Appropriate Support and Challenge
DAF #12: Co-constructing Learning
Chapter 4: Facilitating Improvement
Facilitating Improvement and Adaptive Expertise
How Does Adaptive Expertise Fit With Other Forms of Expertise?
Developing Your Own Adaptive Expertise
Developing Adaptive Expertise in Others
Putting It All Together
Research Appendix
References
Dr. Deidre Le Fevre is a Senior Lecturer and Head of Graduate
Programs in Educational Leadership at the University of
Auckland. She began her career as an elementary school
teacher in New Zealand and the U.K before completing her PhD (Ann
Arbor, Michigan) and moving into research and teaching at
Washington State University. On return to New Zealand she has
lead large-scale research projects investigating effective
leadership and professional learning practices for educational
change and improvement. Her research publications focus on
practices that support leaders and facilitators improve their
interpersonal effectiveness and solve complex problems. She
brings knowledge and skills in understanding organizational change,
the development of professional capability and effective
leadership.
Dr. Helen Timperley is Professor Emeritus of Education at The
University of Auckland. Her extensive research experience has
focused on how to promote professional and leadership learning in
schools in ways that make a difference to outcomes for those
student learners who are currently underserved by the system. She
has numerous research articles in both these areas published in
international journals, has spoken at a range of invited seminars
and undertaken consultancies in Europe, Canada and
Australia. She has written six books on her specialty research
areas with many translated into a range of languages. Most of her
published and consultancy work has focused on school and system
change through professional learning, professional conversations
with impact and evaluative thinking in educational innovation.
Dr. Kaye Twyford is an experienced school leader and teacher
and more recently, researcher. She is a lecturer at the University
of Auckland. She also works as a consultant supporting Communities
of Learning to build collaborative practice to raise student
outcomes. Kaye completed her PhD in Education (2016) investigating
teachers’ engagement in professional learning through a risk lens
focused on uncertainty and vulnerability. Her work identifies the
importance of reframing teacher resistance as perceptions of risk
and highlights implications for mitigating risks in change. She
brings knowledge and skills in project management, leading change
and collaborative inquiry.
Dr. Fiona Ell is an Associate Professor and Head of Teacher
Education at the University of Auckland. She has a background in
elementary teaching and remains a registered teacher. Fiona’s
research centers on mathematics education and teacher professional
learning, both before certification and afterwards. She has worked
in Australia and New Zealand on schooling improvement projects,
helping schools use the Spiral of Inquiry to improve the learning
and wellbeing of their students. Fiona is interested in how
teachers learn about the impact of their practice from considering
the responses of their learners, especially when they work with
marginalized communities. ?
"Leading adult learning is difficult and many educators do not have
the skills needed, nor do they know where to start. Our mental
model of professional learning is skewed by years of substandard
learning provided by well meaning leaders. This book will help
build capacity for learning leaders to identify shortcomings and
improve their craft."
*Terri Iles, Executive Director, Learning Forward Texas*
"Leading Powerful Professional Learning is a valuable
resource to those responsible for designing and facilitating
professional learning."
*Amy Colton. Executive Director , Learning Forward Michigan*
"Leaders often are unaware of the scope of their responsibilities
when it comes to professional learning. Leading Powerful
Professional Learning′s
diagrammatic and metaphoric way of presenting the content allows
readers to access the book’s content in a variety of different
ways."
*Joellen Killion, Senior Advisor, Learning Forward*
"Most of what is currently available centers around professional
learning for a specific content area (i.e. math, science, reading)
but does not focus, in general, on the development, delivery, and
evaluation of effective professional learning. Leading Powerful
Professional Learning fills a void that currently exists for those
of us charged with providing professional learning experiences."
Leading Powerful Professional Learning Leading Powerful
Professional Learning Leading Powerful Professional Learning
*Eric C. Lee, Director, Jacksonville State University Inservice
Center*
"Leading Powerful Professional Learning provides specific
support for those leading professional learning, giving readers
the option to read cover to cover or identify specific areas
of focus and read those sections. The authors present
a book that moves beyond the description of what professional
learning is but would provide solid examples and support for those
who are leading professional learning in their school and
district."
*Bryan McDonald, Assistant Professor, University of Central
Missouri*
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