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Educators have voiced concern that leadership development has not been a part of their graduate education. But little is known about how leaders learn and how that learning affects their behavior and their success on the job. School leaders participating in a program at the Main Academy for School Leaders examined the connections between leaders' learning, their behaviors, and student outcomes. Since January 1992, 66 teachers and administrators have developed Leadership Development Plans (LDPs), carried out these plans in their work places, and evaluated the progress and results. In phase I, school leadership needs were evaluated, leader readiness determined, and goals established. In phase II, members developed LDPs, which were implemented and evaluated in phase III. Three styles of leadership learning and action were identified: (1) think it through, act, then think back; (2) act it out, then sort it out; (3) clarify what should happen, try to make it happen, evaluate progress. The study revealed that the transition from a cognitive-based learning model to a field-based one is difficult. No learning style is best in all situations. Leadership styles should take greater advantage of learning opportunities in the workplace. Lastly, structures that support adult learning are central to success. (JPT)

Descriptors: Cognitive Style, Elementary Secondary Education, Leadership, Leadership Qualities, Leadership Training, Outcomes of Education, Professional Development, Public Schools

Autor: Donaldson, Gordon A., Jr.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10042&id=ED362957

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