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"This book provides school leaders with the theoretical framework and practical applications to better support teachers’ professional growth and learning. The authors teach us how to create meaningful change through the development of a safe, trusting, respectful environment that encourages reflection, collaboration and professional growth within schools. This book will enable educational leaders to understand and overcome resistance to change and will transform the way they facilitate professional development and guide adult learning in schools."
"This is not another book about education reform to be read and cast aside—this is a book to be savored. It contributes profoundly to our understanding about how adults learn, the differences in the ways that adults learn, and how we can support and challenge adults as continuous learners within the context of the school day—a must if we are truly dedicated to improving teaching and learning for every child in every classroom in every school."
"This book is unique in its approach to bridge theory and practice regarding leadership in our schools. The stories, examples, and vignettes are grounded in the real world of leadership and provide concrete, specific examples."
"Ellie Drago-Severson is one of our most insightful experts on the development of adult educational leaders. She is unique in her ability to move back and forth comfortably between powerful ideas and promising practices."
"Can those who teach in and lead our schools dramatically improve the development of their students without a new commitment to their own ongoing development? Drago-Severson and her co-authors think not. But more than this, they provide an expansively intelligent, intensely practical, research-based route to realizing this new commitment."
“A powerful new framework for supporting leaders. I see Learning for Leadership becoming the foundation for many leadership development programs. Using the adult learning lens, the authors offer a powerful approach to supporting the development and increasing the impact of school leaders.This will serve as a great reference for educators charged with the responsibility to design leadership development programs that make a difference for the participants as well as their staff and students.”
“Learning for Leadership brings right to life the experiences school leaders have had as a result of their work with TC’s LTL course! Dr. Drago-Severson provides a tremendously active and learning oriented model for school leadership. Her examination of real –life lessons learned from her adult students is action oriented in itself. These testimonies not only focus on how intentionally these leaders implemented their learning from LTL but they also put forth the challenges encountered by these thoughtful leaders as well.