Just Released: Tell Me So I Can Hear

Just released in December 2014 issue of the Journal of Staff Development is the article by Drago-Severson & Blum-Stefano (2014) Tell Me So I Can Hear!

Tell Me So I Can Hear

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Learning Designs

Check out one of the most recently published books from Learning Designs: Reach the Highest Standard in Professional Learning from Corwin.

learning designs

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Film Talk: Race to Nowhere, with Vicki Abeles & Ellie Drago-Severson

Race to Nowhere is a film that calls us to challenge current thinking about how we prepare our children for success. Named by TakePart.com as one of “10 Education Documentaries You Don’t Want to Miss”, “Race to Nowhere” brings communities together to spark dialogue and galvanize change in America’s schools.

Featuring the heartbreaking stories of students across the country who have been pushed to the brink by over-scheduling, over-testing and the relentless pressure to achieve, “Race to Nowhere” points to a silent epidemic in our schools. Through the testimony of educators, parents and education experts, it reveals an education system in which cheating has become commonplace; students have become disengaged; stress-related illness, depression and burnout are rampant; and young people arrive at college and the workplace unprepared and uninspired.

Shown nationwide and internationally in more than 7,000 schools, universities, cinemas, hospitals, corporations and community centers, “Race to Nowhere” has become the centerpiece of a nationwide, grassroots movement for the transformation of education.” –RTN
Please join us for a screening and discussion with producer and co-film director Vicki Abeles and Dr.Elllie Drago-Severson, Professor of Education at Teachers College, Columbia University.”


Find out more at the Morningside Heights MAA Arts and Community Calendar.

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Internationally Certified Immunity to Change Coach

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.

Featured in GASP blog

Florida Atlantic Professor of Educational Leadership and Research Methodology Dr. Ira Bogotch applauds his interactions with Dr. Ellie Drago-Severosn and her work:

“Ellie travels the world with a focus on practitioners. Her articles and books emerge from her work with these practitioners in both large and small settings. In some ways, her scholarship is not typical of other professors; nor does she write in a typically obtuse fashion. Ellie does professional development which drives her research agenda in adult learning and school leadership. She interacts with more practitioners in a single year than most professors, I’m guessing, do in a decade. And what’s even more amazing is that if professors would actually try her developmental constructivist ideas on their own teaching and learning practices, there would be immediate results.”

Read more here!

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New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development

New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development (03:36)

New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development (03:36)

Education researcher Eleanor Drago-Severson discusses her TCRecord article. #TheVoice #EducationalLeadership Adapted from https://vialogues.com/vialogues/play/9225

Urban Leadership Academy Speaker Series


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

ULA_Postcard2013_2014 copy

You are Invited – 2013_2014 Urban Leadership Academy Speaker Series copy

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Adult Learning Styles

[youtube http://www.youtube.com/watch?v=lyESbKR5D-0&w=640&h=360%5D

Published on Jun 28, 2013

The panelist from Exec-Comm’s Coaching Behavioral Change event discuss how style and culture impact adult learning and development.