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Helping Teachers Learn by Drago-Severson by Mind Map: Helping Teachers Learn by Drago-Severson
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Helping Teachers Learn by Drago-Severson

nothing withing a school has more impact on students in terms of skills development, self-confidence or classroom behavior thanthe personal and professional growth of teachers.

What would school leadership practices look like if they were designed to support adult development?

3 PREMISES 1 Principals have a key role in supporting teachers learning and responsibility to develop a clear vision of how schools context can better support their learning 2 Leadership support of teacher development makes schools better places for learning for children 3 Schools need to be places where the adults as well as the children are growing

A New Model: Transformational Learning

INFORMATIONAL LEARNING Increases what a person knows TRANSFORMATIONAL LEARNING Transformational Learning a shift in how a person organizes, understands and actively makes sense of his or her experiences and focuses on how a person knows. TRANSFORMATIONAL LEARNING AND SELF-EXAMINATION In Transformational Learning, adults undergo a development and profound change in the very way they construct or make sense of experiences....THIS KIND OF CHANGE IS AT THE CORE OF CONSTRCTIVE-DEVELOPMENTAL THEORY  

4 PILLARS of the Constructive Developmental Model

TEAMING "Working in teams enables teachers to question their own and other people's philosophies of teaching and learning...refelct on meaning of school mission and engage in collaborative decision making...explroe new and diverse perspective." Curriculum teams, Literacy teams, technology teams and teaching teams. "one way to invite and encourage participation of community members in collecive inquiry." "Sharing responsibility for group learning and working toghther enhances effectiveness." "Contributes to a culture of adult development by challenging teachers to examine their assumptions and practice." DEVELOPMENTALLY: Encourage appreation of perspective of others Greater opportunity to self-reflect Consider new way of thinking   PROVIDING LEADERSHIP ROLES "Distributive leadership...teachers share power and decision making authority..schools can benefit from teachers' knowledge and expertise" "Leadership roles foster relationship building, help adults to acclimate to change and enhance school climate" DEVELOPMENTALLY: Foster reflective practices through sharing their thinking, learn about perspective of others and challenge own thinking. Serves a holding environment.   COLLEGIAL INQUIRY "RELECTIVE PRACTICE...reflecting on ones' assumption, convictions, and values as part fo the learning process...context for teachers to reflect on thir practices, proposals for change, and school wide issues." "The central goal of reflective practice is improving one's teaching, which includes attention to the emotional and intllectual well being and growth of the teacher.  when adults engage in reflective practice, they become aware of their own and other' assumptions and behavior." DEVELOPMENTALLY: "Helps teachers explore and challenge their own and others' thinking through writing and or discussing of ideas, premises, or assumptions.  Engaging in this practice provide a structure for reflection, problem solving, decision making and development." MENTORING "...invites teachers to share leadership...paring experienced teachers with new teachers, pairing teachers who have deep knowledge of school mission with other teachers...menotirng enables adults to explore their own thinking and contradictions, enhancing self-imporvement. DEVELOPMENTALLY: "...for both participants to challenge their thinking, reshape their assumptions, and grow to more complex ways of knowing.  As both participants better understand the values they bring to the teaching process, mentoring can support transformation learning."  

Constructive-Developmental Theory & Adult Development by KEGAN Supports Transformational Learning

2 KEY IDEAS 1 People actively make sense of the reality in which they live with respect to cognitive, interpersonal and intrapersonal development 2 People can change or develop over time with developmentally appropriate supports and challenges. (Holding Environment) 1st basic principle of constructive-developmental theory is that GROWTH and DEVELOPMENT ARE LIFELONG PROCESS. DEVELOPMENT is and interactive process between ther person and the environment. 2nd Basic Principle: Development involves a qualitative change in the ways in which a person makes sense or construct his or her experiences-RATHER than an acquisitionof more skills and knowledge.   KNOWING: Meaning Making A person's way of knowing dictates how learning experience will be taken in, manage, handaled, used and understood.  


Instrumental: What do you have that can help me? others' interests are important only if they interfere with their own, can't take another's perspective. Decisions are RIGHT or WRONG Socializing: Socializing way of knowing, have enhanced capacity for REFLECTIONS, reflect on own and other's actions. Others approval and acceptance is of ultimate importance. Need to feel accepted by group especially authorities within group. Avoid confilct Look for concensus Self Authoring: Have the capacity to generate their own abstract values, principles, and longer-term purposes and are able to prioritize and integrate competing values. Believe that there are may paths to making decisions Decision making involves examination of many opinions

Holding Environment

Serves 3 functions 1: hord or affirm, idrrernt way sos knowing and welcome people as they are 2: shodl appropriately challenge them by offer ign opportunities to transform their way of knowing 3: It must provide continuity, which means making froom to recognize an individual's new self.

Helping Teacher Learn

This learning-oriented model for school leadership diffes from other K-12 models of professioan development because it centers on learnign as a developmental process, the person as an acitve meaning maker, and the context as an enhancer to growth.  It shows that teacher learning can be understood as more than the accumulation of facts, knowledge, and skills it is a process for transformation, provided that appropriate support and challenges are in place