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| Prologue | |
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| Acknowledgments | |
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| Why Leadership for Adult Learning Is Crucial | |
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| Teachers as Learners | |
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| Instructional Leadership | |
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| Practitioner Learning | |
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| Constructive-Developmental Theory | |
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| Beyond Individual Learning | |
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| Along the Learning Continuum | |
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| The Organization of This Book | |
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| Instrumental Learning in Schools | |
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| Initiating Instrumental Learning | |
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| Expert-Based Professional Development | |
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| Using Multimedia Resources for Instrumental Learning | |
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| Instructional Coaching | |
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| Study Groups | |
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| Walkthroughs | |
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| Mentoring | |
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| Clinical Supervision | |
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| Supporting Instrumental Learning: Implications for Leadership | |
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| Socializing Learning in Schools | |
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| Planning for Socializing Learning | |
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| Going Against the Grain | |
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| Supporting Socializing Learning: Strategies and Protocols | |
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| Learning with Texts | |
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| Looking at Student Work | |
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| Looking at Adult Work | |
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| Observing Colleagues | |
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| Creating Learning Communities | |
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| Engaging in Collaborative Supervision | |
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| Supporting Socializing Learning: Implications for Leadership | |
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| Self-Authoring Learning in Schools | |
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| Planning for Self-Authoring Learning | |
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| Uniqueness of Self-Authoring Learning | |
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| Approaches to Self-Authoring Learning | |
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| Learning About Race and Equity | |
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| Inquiring into Practice | |
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| Engaging in Lesson Study | |
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| Critical Friends Groups | |
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| Clinical Supervision: Using a Nondirective Approach to Supervision | |
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| Supporting Self-Authoring Learning: Implications for Leadership | |
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| How Leaders Facilitate for Learning | |
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| Meetings for Learning | |
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| Agreements, Norms, and Ground Rules | |
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| Understanding the Design Principles: Protocols for Learning | |
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| Facilitating Protocols for Learning | |
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| How Leaders Design for Learning | |
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| Design Question 1: What Does Our School (and Its Students) Need Us to Learn? | |
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| Design Question 2: Who Are Our Teachers? | |
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| Design Question 3: Who Am I As a Learner and Leader? | |
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| At the End of the Day: The Critical Role of Leadership | |
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| Before Leaving the Design for Learning Discussion: Potential Pitfalls | |
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| The Work Is Never Done | |
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| Leading for Learning | |
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| The Three Approaches to School Reform | |
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| Why a Learning Approach to School Leadership | |
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| How to Lead Educator Learning | |
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| The Collaborative Assessment Conference Protocol | |
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| The Tuning Protocol | |
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| The Consultancy Protocol | |
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| Establishing Ground Rules | |
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| Setting Norms for Collaborative Work | |
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| Resources | |
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| References | |
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| Index | |
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| About the Authors | |