Because of COVID-19, many providers are cancelling or postponing in-person programs or providing online participation options.
We are happy to help you find a suitable online alternative.
Who should attend
Everyone really! This Institute is designed for leaders and collaborators of all kinds—principals, AP’s, teachers, professional developers, curriculum specialists, coaches, superintendents and other district leaders, policymakers, and anyone interested in building capacity across non-profit and for-profit sectors. All are welcome!
About the course
This two-day interactive workshop provides leaders and educators of all kinds—principals, assistant principals, teachers, professional developers, curriculum specialists, coaches, district leaders, policymakers, professors, community college leaders, administrators, and for- and non-profit leaders who support others—with an opportunity to more deeply understand how to support one’s own and other adults’ growth by learning about adult developmental theory, a developmental model of leadership for supporting adult growth, and promising, capacity-building practices that can be implemented in your school, district, or organization.
Participants will have multiple opportunities during and after each seminar day to apply their learnings, develop action plans, and enhance their noble practice of leading in support of adult development—including supervision for growth, coaching, and practices that support adult development.
During the Institute, participants will learn about:
- Adult developmental theory and its practical applications for supporting growth and capacity building (Drago-Severson, 2004a, 2004b, 2007, 2009, 2012, 2016; Drago-Severson & Blum-DeStefano, 2016, 2017; Drago-Severson, Blum-DeStefano, & Asghar, 2013; Drago-Severson, Roy, & von Frank, 2015; Kegan, 1982, 1994, 2000)
- A developmentally-based model for leadership and professional learning comprised of four pillar practices—teaming, collegial inquiry, providing leadership roles, and mentoring—that you can employ to enhance collaboration and PLCs, grow teacher leadership, and give and receive effective feedback ((Drago-Severson, 2004a, 2004b, 2007, 2009, 2012, 2016; Drago-Severson & Blum-DeStefano, 2017; Drago-Severson, Blum-DeStefano & Asghar, 2013; Drago-Severson, Roy, von Frank, 2015).
- Practical strategies for building successful teams, differentiating professional learning, building a culture of collaboration, and supporting instructional improvement in both groups and individuals.
- Takeaways for applying and implementing learnings in practice through action plans.
Ellie Drago-Severson is Professor of Education Leadership and Adult Learning and Leadership at Teachers College, Columbia University. A developmental psychologist, Ellie teaches, conducts research, and consults to leaders and organizations on professional and personal growth and learning; leaders...
Jessica is an instructor and advisor in the leadership programs, where she facilitates learning in courses about adult development and qualitative research. Her teaching, scholarship, and approach to leadership foreground the power of growth and interconnection—especially as they relate to indiv...
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