A NEW APPROACH TO FEEDBACK FOR EDUCATORS THAT PRIORITIZES GROWTH AND AUTHENTIC CONNECTION
Harvard Pocket Knowledge highlights Dr. Drago-Severson and Dr. Blum-Stefano’s book and feedback for growth. Read more by clicking here.
In Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different “ways of knowing,” which include:
• Instrumental knowers, who tend to see things in black and white (“Did I do it right or wrong?”) and may need to develop the capacity for reflection.
• Socializing knowers, who are concerned with maintaining relationships (“What do you want me to do?”) and may need support developing their own ideas.
• Self-authoring knowers, who have strong ideologies and values (“How does this fit with my goals and vision?”) and may need help with perspective taking.
• Self-transformative knowers, who are able to examine issues from multiple points of view (“How can I understand this more deeply?”) and may need guidance in resolving tensions and contradictions.
The authors show how leaders can provide feedback in ways that “meet people where they are” while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts.
Dr. Ellie Drago-Severson explains why teaching leadership is important.
Check out one of the most recently published books from Learning Designs: Reach the Highest Standard in Professional Learning from Corwin.
Ellie Drago-Severson is an internationally certified Immunity to Change (ITC) coach.
She coaches leaders and facilitators, teaches practicing and aspiring leaders, conducts research, and consults to leaders (domestically and internationally).
She also works with Dr. Robert Kegan and Dr. Lisa Lahey with HarvardX as a certified coach.
Session 1 October 23, 2013: Learning and Leading for Growth: Developmental Leadership Strategies for Supporting Adult Growth and Capacity Building in Our Schools
Dr. Ellie DragoSeverson, Teachers College, Columbia University
While supporting adult learning is important for its own sake, it is also important since we know that supporting adult learning is directly linked to increasing students’ academic achievement. Today’s educational challenges place new, multifaceted demands on educators who dedicate themselves to educating children and youth. This calls for changes in how we work and learn together—it also calls for more effective ways to support adult growth and development. New demands, for example teacher and principal evaluation systems, make it crucial to employ even more effective practices for supporting adult development. We know that there is an urgent, palpable need to focus on supporting the growth and learning of teachers and all educational leaders within schools and across school systems. But how can you, as a principal, assistant principal, teacher leader, district leader, coach or professional developer, support growth in adults with different needs, preferences, and developmental orientations? In other words, how can we differentiate our leadership approaches to supporting genuine adult development to best attend to adults’ qualitatively different developmental needs?
In this workshop you to learn about a new model of learning oriented leadership and the four pillarpracticesfor sustaining adult growth, comprising this model: teaming, inviting other adults to assume leadership roles (distributing leadership with developmental supports and challenges for growth), engaging in collegial inquiry, and mentoring. This model is based on research that focuses on how principals, assistant principals, teachers, district leaders, and other school leaders from diverse schools throughout the U.S. shape growthenhancing school climates and employ practices to support and sustain adult learning and development.
Adapted from ULA Speaker Series Invitation us6.campaign-archive1.com/?u=5d495bcd7440a33e11120aff4&id=c80c843364&e=fe091f7bf4 2/4