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Leading Adult Learning: Supporting Adult Development in Our Schools ReviewLeading Adult Learning captures the theoretical underpinnings and practical applications both researchers and school leaders will find invaluable for preparing learners to negotiate complexities of life in the 21st century. Drago-Severson's new model of leadership for adult growth and learning rests on four pillar practices - teaming, providing leadership roles, collegial inquiry, and mentoring. She skillfully bases her work in constructive-developmental theory and masterfully explains this framework in ways that are enlightening to researchers and meaningful for practitioners. Carefully crafted examples, application exercises and reflective questions engage the reader's ability to make connections between theoretical concepts, professional and personal experiences as they are guided through each of the pillar principles.
This book advances our thinking beyond building organizational structural and instructional capacity to support student learning. Drago-Severson emphasizes the importance of valuing diversity and enhancing adult development as the next essential capacity-building dimension for supporting student learning. Readers are able to move beyond conceptualizing professional development models that too often focus on familiar technical fixes that can be inefficient against complex contemporary issues. This book answers the call to fill a significant gap in the literature for new ways to model professional development with more sustainable results and uses rich implementation examples in doing so.
Drago-Severson's new model reveals ways to accommodate varying needs and ways of knowing among adults in their professional development experiences. Readers are guided in customizing procedures for engaging the pillar practices that assist adults to grow toward greater capacity for facing contemporary leadership problems adaptively. The pillar practices inform how we can support and challenge each other to rise to our best selves as learners, leaders and thinkers while inspiring hope for sustaining those ideals as a society. I highly recommend this book to all who teach or provide consultation to school leaders.
Sandra Bridwell
Cambridge, MA
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