Leadership Institute for School Change:
A Developmental Approach to Effective Feedback
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Dates: October 7 - 8, 2024
Times: 9:00 AM - 4:00 PM EST each day
Location: Online Format with Synchronous Teaching
For more information, questions, group rates or to register: Email cps@tc.columbia.edu
Program Description:
Today’s urgent and unprecedented challenges—as well as the complexities of online and blended learning—call for new ways of working, learning, and leading together. As educators seek to deepen lines of communication, open channels for listening and understanding, and create more pathways for collaboration and transformation, feedback has become more important than ever. In fact, offering feedback—so that others can hear us—is one of the most important ways we can support each other’s growth and grow ourselves.
Yet, when and where do leaders learn how to give feedback, especially to adults who make sense of our words, feedback, and relationships in qualitatively different ways? And how might leaders’ own inclinations, preferences, and orientations influence their experiences with feedback, both the giving and receiving of it?
This two-day online interactive Institute addresses these questions and offers participants an immersive experience with our developmental approach to feedback, which we call feedback for growth (Drago-Severson & Blum-DeStefano, 2016, 2018). We invite you to join us.
We will engage in two full learning days to:
- Learn about adult developmental theory (Kegan, 1982, 1994, 2000) and its practical implications for leadership, coaching, professional development, and effective collaboration (Drago-Severson, 2004a, 2004b, 2009, 2012, 2016; Drago-Severson & Blum-DeStefano, 2016, 2018; Drago-Severson, Blum-DeStefano, & Asghar, 2013);
- Explore practical strategies for enacting a developmental approach to feedback (Drago- Severson & Blum-DeStefano, 2015, 2016, 2018, 2020) so that others can best hear, take in, learn from, and act upon your feedback;
- Explore a developmentally-based model for leadership and professional learning (Drago-Severson, 2004a, 2004b, 2009, 2012; Drago-Severson, Blum-DeStefano & Asghar, 2013; Drago-Severson, Roy, & von Frank, 2015) that focuses on supporting adult growth, and offers promising practices that can be implemented in your school and system; and
- Engage in collaborative, developmental action planning to apply key ideas to advance your leadership and practice.
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, district leaders, policymakers, and anyone interested in enhancing professional feedback across non-profit and for-profit sectors. All are welcome!
FACILITATORS
Ellie Drago-Severson, Faculty Lead and Co-Facilitator
Professor of Education Leadership and Adult Learning & Leadership, Teachers College, Columbia University, Faculty Lead and Co-Facilitator of Institute
Jessica Blum-DeStefano, Co-Facilitator
Faculty at Bank Street College of Education
Facilitators
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; leadership that supports principal, faculty, school, and leadership development; and coaching and mentoring in K–12 schools, university settings, and other adult education contexts. She is also an internationally certified developmental coach who works with leaders to build internal capacity and achieve goals. Her work is inspired by the idea that schools must be places where adults and children can grow, and she is dedicated to creating the conditions to achieve this and to helping leaders and educators of all kinds to do the same on behalf of supporting adults and youth.
Ellie is author of the best-selling books Helping Teachers Learn: Principal Leadership for Adult Growth and Development (Corwin, 2004) and Leading Adult Learning: Supporting Adult Development in Our Schools (Corwin/The National Staff Development Council, 2009)—as well as Becoming Adult Learners: Principles and Practices for Effective Development (Teachers College Press, 2004) and Helping Educators Grow: Practices and Strategies for Supporting Leadership Development (Harvard Education Press, 2012). She is also a co-author of Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools (Corwin, 2013), Learning Designs: Reach the Highest Standard of Professional Learning (Corwin, 2014), Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators (Harvard Education Press, 2016), Leading Change Together: Developing Educator Capacity Within Schools and Systems (ASCD, 2018).
Jessica Blum-DeStefano earned her PhD in Education Leadership Teachers College, Columbia University after nine rewarding years as a teacher and school leader in alternative education settings. She teaches at Bank Street College of Education and, for the past ten years, has co-taught adult development with Ellie in the Summer Principals Academy at Teachers College. She is a co-author of Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools (Corwin, 2013), Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators (Harvard Education Press, 2016), ), Leading Change Together: Developing Educator Capacity Within Schools and Systems (ASCD, 2018).
Registration Fee & Discounts
Registration Fee Per Attendee: $1,495 ( Institute materials, and central text)
Group/Team Discount (2 or more): Contact cps@tc.columbia.edu
Audience
Everyone really! This Institute is designed for leaders and collaborators of all kinds—principals, AP’s, teachers, professional developers, curriculum specialists, coaches, district leaders, policymakers, and anyone interested in enhancing professional feedback across non-profit and for-profit sectors. All are welcome!
Continuing Education
Participants who successfully complete the Institute will receive a Certificate of Participation and 10 Clock Hours.
Please note, we are not able to offer partial professional development hours for those who cannot attend the full workshop.