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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| Foundations | |
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| A New Model of Leadership for Adult Growth and Learning | |
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| In This Chapter | |
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| Meeting Adaptive Challenges | |
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| The Need for a New Model of Leadership | |
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| Supporting Learning Across the System | |
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| Re-envisioning Staff Development | |
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| The Research Informing This Book | |
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| A New Learning-Oriented Model of School Leadership | |
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| Organization of the Book | |
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| Summary and Conclusion | |
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| Reflective Questions | |
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| How Constructive-Developmental Theory Informs the Pillar Practices | |
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| Why Constructive-Developmental Theory? | |
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| Informational Learning vs Transformational Learning | |
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| Constructive-Developmental Theory: An Introduction | |
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| Why Ways of Knowing Matter When Supporting Adult Growth | |
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| Shaping School Cultures: Noble Expectations and Hidden Developmental Demands | |
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| The Holding Environment and Why It Matters in Schools | |
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| The Learning-Oriented Leadership Model | |
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| Chapter Summary | |
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| Frequently Asked Questions | |
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| Application Exercise | |
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| Reflective Questions | |
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| Pillar Practices for Growth | |
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| Teaming: Growth Opportunities for Individuals, Organizations, and Systems | |
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| About Effective Teaming and Its Value | |
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| Key Elements of Successful Teaming | |
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| The Team as a Source of Individual Growth and Development | |
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| Why and How School Leaders Employ Teaming | |
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| Team Structures That Nurture Adult Development | |
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| Implementing Teaming: Lessons From the Field | |
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| Chapter Summary | |
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| Frequently Asked Questions | |
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| Application Exercise | |
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| Reflective Questions | |
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| Providing Leadership Roles: Learning and Growing From Leading Together | |
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| About Providing Leadership Roles | |
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| Developmental Benefits of Providing Leadership Roles | |
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| Examples of School Leaders? Use of Providing Leadership Roles | |
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| Cases and Lessons From the Field | |
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| Chapter Summary | |
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| Reflective Questions | |
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| Collegial Inquiry: Engaging in Shared Dialogue and Reflection on Practice | |
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| Collegial Inquiry: A Kind of Reflective Practice | |
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| Collaborative Cultures | |
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| How Collegial Inquiry Attends to Developmental Diversity | |
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| Why and How School Leaders Employ Collegial Inquiry | |
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| Practices School Leaders Use to Initiate Collegial Inquiry | |
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| Case Study: One Principal?s ?Rare and Unique Opportunity? to Engage in Reflective Practice Over Time | |
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| Convenings: Personal Case-Based Discussions That Support Collegial Inquiry | |
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| Chapter Summary | |
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| Application Exercises | |
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| Reflective Questions | |
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| Mentoring: Building Meaningful and Growth-Enhancing Relationships | |
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| About Effective Mentoring and Its Value | |
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| Mentoring and Developmental Diversity | |
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| Implications: How Our Way of Knowing Influences the Way We Mentor | |
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| Why and How School Leaders Employ Mentoring | |
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| An Example of a Mentoring Program: Lessons From the Field | |
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| A Protocol for Mentoring Relationships That Nurture Adult Development | |
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| Chapter Summary | |
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| Application Exercise | |
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| Reflective Questions | |
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| Implementing the Pillar Practices: Cases From the Field | |
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| Mentoring Principals and Assistant Principals | |
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| Coaching School Leaders | |
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| Leading Teachers by Listening | |
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| Supporting Adult Development Through Schoolwide Transformation | |
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| The Pillar Practices, Hawaiian Style | |
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| Chapter Summary | |
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| Application Exercise | |
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| Reflective Questions | |
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| The School as Learning Center: Stepping Forward With Hope | |
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| Meeting Adaptive Challenges by Building Developmental Capacity | |
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| The Promise of Building Schools as Learning Centers | |
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| Implications of the New Learning-Oriented Leadership Model | |
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| Attending to and Valuing Adults? Ways of Knowing | |
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| Putting the New Learning-Oriented Model Into Practice | |
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| Stepping Forward | |
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| On the Gift of Giving | |
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| Research Appendix | |
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| Glossary | |
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| Endnotes | |
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| References | |
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| Index | |