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Learner-Centered Leadership for Language and Culturally Diverse Schools in High-Needs Urban Settings | Arizona State University

Definition of Leadership

Learner-centered leadership is more than a single unifying concept with a set of assumptions and actions; it is a belief in democracy and individuation. Learner-centered leadership is dynamic and creative, and prioritizes learning in educational settings. Learner-centered leadership implies a new framework for leadership in opposition to standardization and organizational efficiency models justified by references to the behavioral sciences. The discussions and application of learner-centered leadership presented in this volume require rethinking the purposes and actions of school leaders; it requires new knowledge and skills for aspiring administrators and new models for professional development for those already on the job. Learner-centered leadership implies a reculturing of school administration that prioritizes the importance of learning (Murphy, 2002a, 2002b). Learner-centered leadership focuses attention on the primary role of learning in the repertoire of expertise for school leaders: learning about oneself as a leader (Danzig, 1999; Ackerman & Maslin-Ostrowski, 2002), learning about instruction and instructional reform (Spillane and Seashore Louis, 2002; Spillane, 2000; Spillane and Thompson, 1997); learning to make sense and reflect on individual and organizational life (Cross & Parker, 2004; Weick, 1993; Weick & Roberts, 1993; Schön, 1991); learning to build communities of learners (Sergiovanni, 1994), and learning to collaborate and share decision making (Murphy, 2002a; Senge et al., 1999). Learning is the organizing concept for the new generation of school leaders.

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Introduction | Theory of Change | Mission

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