Learner-Centered Leadership for Language and Culturally Diverse Schools in High-Needs Urban Settings | Arizona State University
Theory of Change
According to Murphy (2002), the professional development of school leaders must be built around five change principles: a) move from management to leadership; b) define purpose and vision; c) change organizational structures; d) enhance quality and equity; and e) develop learning communities. To initiate the change process within the learner-centered leadership program, the project team embraces a framework that is based upon one established by the National Research Council in "How People Learn" (2000).
The Council suggests four characteristics to guide professional development for adults. First, professional development should build on pre-existing knowledge. Second, people have pre-conceptions and misconceptions that need to be recognized and when necessary corrected. Third, scaffolding that provides support and nurturing should be used with adults so that they can grow and learn. Finally, real world applications should be used so that new knowledge is more readily transferred to the existing settings and context. In order to provide real world scenarios, the grant experiences are being offered using multiple mediums including on-line discussions, labs, web courses, and case studies.
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e-Lead provides information on professional-development programs for school leaders that have submitted detailed information and that also meet certain standards-based criteria. Programs listed at the e-Lead website are not endorsed by either the Institute for Educational Leadership or Temple University's Laboratory for Student Success.