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SuperVision and Instructional Leadership: A Developmental Approach

Eleventh Edition

Chapter 4

Adult and Teacher Development within the Context of the School

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Learning Objectives

4.1 List the implications of any of the theories of adult learning discussed in this chapter for instructional supervision.

4.2 Explain why the notion of a universal model of adult development has been challenged.

4.3 Discuss what the authors mean by the “ebb and flow” of adult development.

Intelligence & Wisdom Adults as Learners – Research (4.1) (1 of 2)

Does ability to learn diminish with age?

Thorndike (1928)

Horn & Cattell (1967) – Fluid and Crystallized Intelligence

Intelligence & Wisdom Adults as Learners – Research (4.1) (2 of 2)

Are there differences between the learning process of adults and children?

Gardner’s Theory of Multiple Intelligences

Sternberg’s (2008, 2021) Triarchic Theory of intelligence

Cooke & Carr (2014) Practice Wisdom

Triarchic Theory of Intelligence (4.1)

Componential

Experiential

Contextual

Theories of Adult Learning (4.1)

Andragogy

Self-directed learning

Heutagogy

Transformative learning

Malcolm Knowles Theory of Andragogy (4.1)

Adults have psychological need to be self-directing

Adults bring an expansive reservoir of experience

A need to solve real-world problems

Performance centered: desiring immediate application of knowledge

(Knowles, 1980)

Transformative Learning (4.1)

Transformative learning most often follows a disorienting dilemma (Mezirow, 2000)

Fundamental shift occurs between transformative learning and informative learning (Kegan, 2009)

Critical reflection and dialogue on one’s assumptions and beliefs can lead to a new theory of practice (Cranton, 2016)

Adult learning theory to the point of being a similar risk of oversimplification and misapplication (Newman, 2012; Taylor & Laros, 2014)

Situated Learning and Communities of Practice (4.1)

Workplace environments stimulate learning, which foster proactivity, critical reflection, and creativity (Marsick and Watkins, 1990)

Social interaction and social construction produced Communities of Practice Theory (Wenger, 2009)

The narrative in adult learning stresses the power of storytelling (Clark, 2001)

Organizational Learning (O L) in Schools (4.1)

“[C]an be identified by the presence of habituated searching for new information, processing and evaluating information with others, incorporating and using new ideas, and of generating ideas within the organization as well as importing them from outside” (p. 536, Seashore-Louis & Lee, 2016)

Sheng and colleagues (2021) find

People and school culture affect O L

O L characteristics and staff knowledge are related to school performance

Individual learning must be distributed to affect O L

Critical Perspectives on Adult Learning (4.1)

Hegemony operates to preserve inequities linked to structures of privilege and oppression based on categories like race, ethnicity, gender, class, and age. Social justice is viewed as a core value

Postmodern Theory resists universal truth, emphasizing a multifaceted approach to truth based upon experience and the context of the learner

What role does Power play in both frameworks?

Teachers as Adult Learners (4.1)

Review the following “implications for Instructional Supervision” in Figure 4.1. Describe the extent to which you have seen these implications implemented in schools today

Differentiation

Learning strategies

Innovation

Critical thinking

Multiple perspectives

Problem solving

Experiential learning

Teacher empowerment

Stage Theories of Adult and Teacher Development (4.2)

Cognitive

Moral

Consciousness

Teacher concerns

Describe: Characteristics for Life Cycle (4.2)

From

Early Adulthood

Young Adulthood

Middle Adulthood

Later Adulthood

Role Development (4.2)

How do these roles relate to one another?

Individual’s role at work

Role as someone engaged in personal development

Individual’s role in family life

Research on Sociocultural Context (4.2)

Gender

Gilligan (1982)

Belenky and colleagues (1986)

Hayes (1996)

Race/Ethnicity

Cross (1971, 1995)

Chavez and Guido-DiBrito (1999)

Worrel (2008)

Worrell and colleagues (2019)

Development: Ebb and Flow (4.3)

Stages of thinking vary according to domain (Gardner, 2006; Sternberg, 2008)

Stages of development can regress, recycle, or become blocked.

Teacher or adult development can vary based upon developmental stages of individuals.

Reflection

In understanding adult and teacher development, how would you apply these concepts to professional development and support services in your school?

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