Dr. Sarah E. Benis Scheier-Dolberg | Equity & Leadership ...



Written by Sarah Benis Scheier-Dolberg (9/9/11)ORLA 4501: Advanced Approaches to Supporting Adult Development and Professional LearningLeadership in support of adult learning and development or learning-oriented leadership (Drago-Severson, 2009)Constructive-developmental theory (Kegan, 1982, 1994, 2001)Change leadership (Wagner et al., 2006) and practices that support adults’ transformational learning (e.g., teaming, assuming leadership roles, collegial inquiry, and mentoring) and the developmental principles informing them (Drago-Severson, 2004, 2009)Theorist & TheoryRobert Keganconstructive-developmental theoryEllie Drago-Seversonlearning-oriented leadership & pillar practicesOrigins & Theoretical InfluenceConstructivism, Developmentalism (Piaget)Subject-object relationship (perspective taking)CDT: Kegan (1982, 1994, 2001)Reflective Practice: Osterman & Kottkamp (1993)Key IdeasDefinition of CDT:“It [constructive-developmental theory] is based on two fundamental ideas: (1) people actively make sense of their realities, and (2) people can change or develop their way of knowing (developmental orientation) if they are provided with developmentally appropriate supports and challenges (Kegan, 1982, 1994, 2000).” (Drago-Severson, 2009, p. 309)Key ideas about learningIn his theories regarding the cognitive development of children, Piaget (1954) makes an important distinction in growth and learning which Kegan (1982, 1994, 2000) assumes as foundational to his distinctions between transformational and informational learning. Informational learning is the kind of learning that in Piaget’s (1954) theory is acquired through an assimililative learning process. New knowledge or new experience is added to the existing knowledge structures; this is a change in the amount of knowledge one has, but not in the way one understands the world or makes meaning. Kegan (1982, 1994, 2000) points out that informational learning changes what we know. In contrast, transformational learning changes how we know (Kegan, 2000). According to Piaget (1954), this type of learning is part of an accommodative process where new experiences change the underlying knowledge structures themselves. Kegan (2000) says the form is changed in transformational learning and thus transformational learning is an epistemological change and not simply a behavioral change. Circling back to the definition of constructive-developmental theory above, we see the emphasis on how individuals make meaning—this refers to Kegan’s notion of the form. An individual’s way of knowing, or way of making sense of the world, is the form or underlying structure being changed by learning experiences. One’s way of knowing (KOW) shapes all aspects of identity and experience across multiple domains. Most common WOK:Instrumental – rule-bound self; “I’ll do to you what you do to me”; cannot think abstractly; “right” way of doing thingsSocializing – other-focused self; self is defined by important others; capable of abstract thinking; feels responsible for others’ feelingsSelf-Authoring – reflective self; self generates own internal values and standards; relies on internal authoritySelf-Transforming - Subject-object balanceKegan (1994, 2000) names six distinct systems of thought, or ways of knowing, defining them by what individuals are subject to and what they can hold as object. Kegan (1982, 1994, 2000) defines the ways of knowing typical in adult development by exploring the relationship between the subject and object of one’s knowing. “Constructive-developmental theory invites those with an interest in transformational learning to consider that a form of knowing always consists of a relationship or temporary equilibrium between the subject and the object in one’s knowing” (Kegan, 2000, p. 53). Holding environment is the context in and out of which we grow and is a combination of supports and challenges. Goodness of fit (expectations for adults) is critical for understanding whether or not the demands outpace one’s capacitiesReflective practice is central to teachers’ and leaders’ learning and growth. “Reflective practice is based on the belief that organizational change begins with us. That unless we change behaviors organizations will not change…” (Osterman & Kottkamp, 1993, p. 1).“The ultimate guardians of excellence are not external forces, but internal professional responsibilities” (Ramsden, 1992, p. 221)Change leadership requires reframing the problems educational leaders face from reform (technical fix) to reinvention (adaptive fix) (Heifetz, 1994; Wagner et al., 2006).The pillar practices—mentoring, teaming, providing leadership roles, collaborative inquiry—create holding environments (or holding spaces, Drago-Severson, forthcoming) for growth. All are collaborative and developmentally robust because:Focus on person as meaning maker & contextHolding environment for testing assumptionsSupports and challenges for new thinking and behaviorUsing tools for reflectionCreating structures and making time in the scheduleMindfulness of adults differing preferences and capacities (e.g., differences of opinions, experience, strengths, and areas for growth)Appreciating variation in terms of adults’ readinessThe Pillar PracticesTeaming: sharing ideas and collaborating; sharing power and authority in decision-making; building communication. Examples: giving and receiving feedback (learning from multiple perspectives, trust); teaching teams (examining assumptions); strategy management & data meetings (multiple perspectives); looking at student work (multiple perspectives, examining assumptions); school-wide teams (examining assumptions)Providing Leadership Roles: sharing responsibility for work and leadership that is different from distributed leadership. Examples: sharing knowledge and expertise (promotes self-discovery, independent learning); proposal writing (self-reflection and learning) Collegial Inquiry: shared dialogue that centers on reflecting on assumptions, convictions, and values as part of the teaching, learning, and leadership processes; key is creating reflective contexts. Examples: reflective writing through prompts, journals, writing proposals; reflective dialogue and feedback; reflective decision-making; reflection through serving as consultants and researchersMentoring/Developmental Coaching: dyads and teams; oldest form of supporting growth; a less public space for growth; multiple roles for mentors to navigate—mentor, evaluator, critical friend, professional developer, etc. Examples: co-mentoring; experienced adults mentoring others new to the organization; team mentoring; principals mentoring APs; principals coaching principals.Importance of Ways of Knowing“In the context of education, our way of knowing shapes the way we understand our role and responsibilities as a teacher, principal, superintendent, or learner and the way we think about what makes a good teacher or a good superintendent. A person’s way of knowing is not random; it is stable and consistent for a period of time and reflects a coherent system of logic. A way of knowing might feel more like the way we are rather than something we have (Drago-Severson, 2004a, Kegan, 1982, 1994; Kegan et al., 2001a).” (Drago-Severson, 2009, p. 39)Holding environment is a term we can apply to child development as well as adult development (Drago-Severson, 2009). For adults working in a school, principals and staff developers can do this by providing “developmentally appropriate supports and challenges” (Drago-Severson, 2009, p. 57). AssumptionsIndividual as meaning makerImportance of adult’s contextKegan’s (1994, 2000) theory acknowledges that for adult life, there is a hidden curriculum, and that what leaders and teachers of the mind do is help adults see this hidden curriculum, see the “goodness of fit” between the mental models of modern life and their ways of knowing, and then guides them in transformational learning experiences so that they might master that hidden curriculum. Hopefulness (promise of growth)Transformational learning (Kegan) vs. transformative learning (Mezirow).Kegan’s (1982, 1994, 2000) constructive-developmental theory often refers to transformational learning as transforming one’s consciousness, or way of knowing. Kegan (1994) asserts that, “the consciousness that gives rise to insight can be developed” (p. 128). Kegan (1982, 1994, 2000) argues that adults’ consciousness can change over time and that change is the result of transformational learning. How that change happens is the crux of constructive-developmental theory, and according to Kegan (1982, 1994, 2000), in order for educators to effectively become “teachers of the mind” (Kegan, 1994) they must know something about their students’ ways of knowing.Supporting adult learning makes schools better place for children and youth and is linked to increased student achievement (Donaldson, 2008; Drago-Severson, 2004, 2009; Gusky, 1999; Sinclair et al., 2003; Lieberman & Miller, 2003).Change comes from surfacing underlying assumptions (hidden barriers) (Kegan & Lahey, 2001, 2009).Importance of having both training (informative learning) and developmental learning (transformative) opportunities for adults in schools.Developmentally appropriate supports and challenges help adults reflect on their “growing edge” as the leader stands “at the edges of their thinking.” Considering developmental diversity is important for promoting adult growth because there are unrecognized expectations in that adults with different KOW experience teaching, learning, and leadership differently. A developmental vocabulary helps in naming and understanding ourselves and others.School leaders should work to create holding environments for all adults in schools. The growth of the individual is dependent on the social context of the school acting as a holding environment.Strengths Becoming adult learners: Principles and practice for effective development (Drago-Severson, 2004) was the first study applying CDT to adult learners (ESOL context) and was linked to the shifting context of 21st century work requirements. It showed the value of considering developmental theory to inform the understanding of adults needs and experiences as learners. It demonstrated the power of relationships between adults and their supervisors; the relationship between one’s WOK and one’s expectations for a leaders and teachers; and the power of the cohort for supporting adult growth (academic learning, emotional and psychological well-being, perspective broadening).Helping teachers learn (Drago-Severson, 2004) presented a new learning-oriented model for leadership in schools in support of adult development. Presented the 4 pillar practices as reported by 25 principals (national sample; public, independent, and parochial; low, medium, and high resource schools; serving diverse student populations) AND the ways in which they use pillar practices to provide supports and challenges for growth. Emphasis on role of reflective practice AND need for renewal.Leading adult learning (Drago-Severson, 2009) as reported by 100s of educational leaders (superintendents, principals, APs, teachers)Critiques (i.e. What’s missing?) Relevance to Urban Educational Leadership Examples in practice and/or case studies Immunity to Change Tools: 4-column exercise (Kegan & Lahey, 2001, 2009)Convenings: convening a group and receiving consultation around a case (Drago-Severson, 2009)Providing supports and challenges for different KOW (holding environments): Instrumental knowers Affirming: Focus on goals, needs, information that presents concrete results, showing “how,” high structure; concrete examplesChallenge: Gently encourage movement away from self-interest and self-gain toward consideration of other people’s views and needs as a way to achieve successful resultsSocializing knowers Affirming: Attend to capacity for abstract thinking and generalization and their interest in pleasing; create opportunities to reflect on, consider, debate & critique different perspectives in a safe environmentChallenge: Gently encourage movement away from relying on external authorities as the only sources of opinions; support looking to self and reliance on own exptertiseSelf-authoring knowers Affirming: Person’s view of self as generator of ideas, insights, & creations; provide opportunities to reflect on and consider process and paradoxesChallenge: Gently encourage movement away from self’s ideas; encourage self-critique and understanding of constructed nature of self’s beliefs and values. Connect self-competency to process oriented approach to dialogic forms of learningGoal setting and expectations with developmental diversity in mind: Instrumental knowers – leader gives goals and step-by-step process for achieving them.Socializing knowers – leader asks individual to generate some goals internally.Self-authoring knowers – leader offers feedback and critique on goals and engages in joint inquiry around process for selecting parisons 080645ORLA 4501: Advanced Approaches to Supporting Adult Development and Professional Learning Study Guide by Sarah Benis Scheier-Dolberg is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Please reuse and adapt as long as you give credit to the author. Share and share alike. ................
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