Tag Archives: growth and development

Helping Educators Grow: The Book Talk

Learn more about Professor Drago-Severson’s best-selling book Helping Educators Grow through a book talk she did at Teachers College, Columbia University.


Published on Nov 18, 2014

Writes Eleanor Drago-Severson, Associate Professor of Education at Teachers College, Columbia University, “How can we help aspiring and practicing leaders develop the internal capacities they need to teach, learn, and lead in the increasingly complex environment that constitutes the field of education today?” In Helping Educators Grow: Strategies and Practices for Leadership Development (Harvard Education Press, 2012), Drago-Severson presents a new learning-oriented model of leadership development that draws on twenty-five years of teaching and research with educators from around the world. Favoring the creation of professional learning environments that fully support adult growth, she presents and elaborates on a valuable conceptual framework based on the core elements of care, respect, trust, collaboration, and intentionality.”

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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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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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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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