1. Copyright © Allyn & Bacon 2007 Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

2. Copyright © Allyn & Bacon 2007 Chapter 4 Adult and Teacher Development within the Context of the School This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

3. Copyright © Allyn & Bacon 2007 Contemporary Theories of Intelligence Howard Gardner (1983): Theory of Multiple Intelligences Robert Sternberg (1985): Triarchic Theory of Intelligence –Compotential –Experiential –Socially Influenced Abilities Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York: Basic Books. Sternberg, R.J. 1985. Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge.

4. Copyright © Allyn & Bacon 2007 Malcolm Knowles’ Theory of Andragogy 1.Adults have psychological need to be self- directing 2.Adults bring an expansive reservoir of experience 3.A need to solve real-world problems 4.Performance centered: desiring immediate application of knowledge (Knowles, 1980) Knowles, M.S. 1980. The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Chicago: Association/Follett.

5. Copyright © Allyn & Bacon 2007 Transformational Learning Transformational learning most often follows a disorienting dilemma (Mezirow, 2000) Critical reflection and dialogue on one’s assumptions and beliefs can lead to a new theory of practice (Cranton, 1994) Cranton, P. 1994. Understanding and promoting transformative learning. San Francisco: Jossey-Bass. Mezirow, J.M. 2000. Learning to think like an adult: Core concepts of transformation theory. In J.M. Mezirow & Associates (Eds.). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

6. Copyright © Allyn & Bacon 2007 Experiential Learning and Situated Cognition Much of the meaningful learning that occurs in the workplace is of the informal and incidental variety rather than the highly structured learning traditionally associated with workplace training. (Kerka, 1998) Workplace environments that stimulate learning are those which foster proactivity, critical reflection, and creativity. (Marsick & Watkins, 1990) Kerka, S. 1998. New perspectives on mentoring. ERIC Digest No. 194. (ERIC ED 418249). Marsick, V.J., & Watkins, K. 1990. Informational and incidental learning in the workplace. London and New York: Routledge.

7. Copyright © Allyn & Bacon 2007 Critical Theory Hegemony operates to preserve inequities linked to structures of privilege and oppression based on categories like race, ethnicity, gender, class, and age. Social justice is viewed as a core value. Postmodern Theory Resists embracing any universal truth, emphasizing that knowledge is multi-faceted and truths shift according to the experience and context of the knower. Interested in interrupting the status quo to create emancipatory knowledge

8. Copyright © Allyn & Bacon 2007 Stage Theories of Adult Development Adult Cognitive Development Continuum Concrete Operations Formal Operations Postformal Operations

9. Copyright © Allyn & Bacon 2007 Stage Theories (Continued) Low Conceptual Level (Concrete Thinking) Moderate Conceptual Level (Moderately Abstract Thinking) High Conceptual Level (Highly Abstract Thinking) Conceptual Development Continuum

10. Copyright © Allyn & Bacon 2007 Stage Theories (continued) Moral Development Continuum Preconventional Level Conventional Level Postconventional Level

11. Copyright © Allyn & Bacon 2007 Stage Theories (continued) Ego Development Continuum FearfulConformingAutonomous

12. Copyright © Allyn & Bacon 2007 Stage Theories (continued) Levels of Consciousness Durable Category (Concrete) Cross-Categorical (Abstract) Systems/Trans-systems (Complex)

13. Copyright © Allyn & Bacon 2007 Stage Theories (continued) Teacher Concerns Continuum Self-AdequacyTeaching Tasks Teaching Impact

14. Copyright © Allyn & Bacon 2007 Adult Life Cycle Development Early Adulthood:Bravado, romance, and the pursuit of dreams Young Adulthood:Search for status, comfort, and happiness in work, family, and friends Middle Adulthood:Some disillusionment, reflection, and reordering of priorities Later Adulthood:Taking stock of life achievements; giving back; career wind down

15. Copyright © Allyn & Bacon 2007 Transition Events Sometimes called life events, critical events, or marker events Willis and Baltes (1980) Typology: –Normative age-graded events –Normative history-graded events –Nonnormative events Neugarten (1977): “on-time” vs. “off-time” events Neugarten, B. L. 1977. Personality and aging. In J.E. Birren and K.W. Schaie (Eds.), Handbook of the psychology of aging. New York: Van Nostrand Reinhold. Willis, S.L., & Bates, P.B. 1980. Intelligence in adulthood and aging: Contemporary issues. In L.W. Poon (Ed.), Aging in the 1980s: Psychological issues. Washington DC: American Psychological Association.

16. Copyright © Allyn & Bacon 2007 Role Development Work Personal Development Family Life

17. Copyright © Allyn & Bacon 2007 The Role of Gender in Adult Development Gilligan (1982) challenged Kohlberg’s model of moral development, suggesting that, unlike men, who base moral decisions on an ethic of justice, women base moral decisions on an ethic of caring. Caffarella and Olson (1993) discuss four themes in the research on women’s development: –The centrality of relationships –The importance and interplay of social roles –The dominance of role discontinuities and change –The diversity of experience across age cohorts Caffarella, R.S., & Olson, S.K. 1993. Psychosocial development of women: A critical review of the literature. Adult Education Quarterly 43(3): 125-151. Gilligan, C. 1982. In a different voice. Cambridge, MA: Harvard University Press.

18. Copyright © Allyn & Bacon 2007 The Role of Race and Ethnicity in Adult Development Individuals from white ethnic groups typically experience learning that is grounded in their own cultural norms. They may struggle with or resist learning in less familiar multicultural environments. Persons from non-dominant cultural groups often have to learn to be at least bicultural in their learning if they are to succeed in “mainstream” learning environments.

19. Copyright © Allyn & Bacon 2007 Practitioner Reflection: Adult Learning for Student Learning Which modules do you need more training in as a future leader? Which modules does the leadership at your school need training in? Prioritizing, mapping, and monitoring the curriculum Using data to lead change Leading assessment and instruction Standards in practice