From Supervision to “Super Vision”

Drago‐Severson, Eleanor; Blum-DeStefano, Jessica

doi:10.1002/9781119128304.ch14

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…These capacity-building reforms, too, have had their limitations in terms of spreading deep change system-wide at scale (Coburn, 2003). More recent ideas about capacity-building include issues of trust, teacher collective and self-efficacy, organizational culture, and sense of purpose (e.g., Drago-Severson and Blum-DeStefano, 2018). These frameworks would benefit from conceptualizing these dynamics in a cultural and political system like China’s, where multiple levels of government can influence capacity-building resources and content.…”

Section: Discussionmentioning

confidence: 99%

Understanding the role of local educational departments in school collaboration for improvement: Two districts in China

Wei¹,

Ni²,

Yoon³

2021

Educational Management Administration & Leadership

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As improving low-performing schools has become a critical strategy to achieve educational equity in China, local educational departments have implemented various school collaboration programs. Drawing on international literature and empirical data from in-depth interviews and policy documents in two Chinese urban districts, this multiple-case qualitative study examines local educational departments’ roles in the school collaboration implementation. Our analysis shows that both local educational departments set clear district-wide expectations of school collaborations. While various strategies were implemented to improve low-performing schools, limited opportunities were provided for school-based educators to contribute to decision-making processes. Both districts relied more on structural changes to create conditions to improve teaching and learning, and lacked long-term investments in building professional capacity and fostering data-use cultures. Finally, local educational departments’ goals of equity and school improvement were sometimes overshadowed by other political and economic priorities. This study offers new evidence on the leadership roles that local educational departments play in Chinese school reform implementation, thus responding to a scarcity of district-level empirical research in Chinese literature. It also expands the existing international research base that is largely Western-focused and not necessarily applicable to all countries, especially developing countries where school improvement efforts are often situated in conflicting policy systems.

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Section: Discussionmentioning

confidence: 99%

Understanding the role of local educational departments in school collaboration for improvement: Two districts in China

Wei¹,

Ni²,

Yoon³

2021

Educational Management Administration & Leadership

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“…When approached as holding environments for development (Drago-Severson, 2009), collaborative spaces like the pillars – whether they be one-on-one, or small- or large-group – can be opportunities to engage in deep inquiry, exchange meaningful feedback, and generate new and needed ideas. Key to “developmentalizing” collaboration in all of the pillars, we have found, are the following, culled from our combined decades of research and practice with leaders nationally and internationally (Drago-Severson and Blum-DeStefano, 2018): Setting the Stage . When engaging in any collaboration, it is essential to designate time and space to prioritize its value amidst competing demands.…”

Section: A Developmental Approach To Leadership Developmentmentioning

confidence: 99%

Growing leaders in schools and out: building internal capacity for the mid-21st-century

Drago‐Severson

Blum-DeStefano

2019

DLO

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Purpose This article highlights key elements of a developmental approach to leadership development and their promising connections to mid-21st-century capacities. Methods To do so, the authors draw from more than three decades of mixed-methods and qualitative research, as well as insights from their teaching and consulting with leaders of all kinds about adult development. Findings Specifically, four critical strategies are highlighted for enhancing collaboration that can help build internal capacity in schools and organizations. Value This research shows that building internal capacity in this way can help prepare leaders – and those in their schools and communities – for the complexities and opportunities of mid-21st-century leadership and learning.

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From Learning Psychiatry to Becoming Psychiatrists: A Qualitative Study of Co-constructive Patient Simulation

et al. 2021

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Objectives: Co-constructive patient simulation (CCPS) is a novel medical education approach that provides a participatory and emotionally supportive alternative to traditional supervision and training. CCPS can adapt iteratively and in real time to emergent vicissitudes and challenges faced by clinicians. We describe the first implementation of CCPS in psychiatry.Methods: We co-developed clinical scripts together with child and adolescent psychiatry senior fellows and professional actors with experience performing as simulated patients (SPs). We conducted the simulation sessions with interviewers blind to the content of case scenarios enacted by the SPs. Each hour-long simulation was followed by an hour-long debriefing session with all participants. We recorded and transcribed case preparation, simulation interactions, and debriefing sessions, and analyzed anonymized transcripts through qualitative analysis within a constructivist framework, aided by NVivo software.Results: Each of six CCPS sessions was attended by a median of 13 participants (range, 11–14). The first three sessions were conducted in person; the last three, which took place during the COVID-19 pandemic, via synchronized videoconferencing. Each of the sessions centered on clinically challenging and affectively charged situations informed by trainees' prior experiences. Through iterative thematic analysis we derived an alliterating “9R” model centered on three types of Reflection: (a) in action/“while doing” (Regulate, Relate, and Reason); (b) on action/“having done” (Realities, Restraints, and Relationships); and (c) for action/“will be doing” (with opportunities for Repair and Reaffirmation).Conclusions: CCPS is an experiential approach that fosters autonomous, meaningful, and individually tailored learning opportunities. CCPS and the 9R model for reflective practice can be effectively applied to psychiatry and have the potential to contribute uniquely to the educational needs of its trainees and practitioners.

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From Supervision to “Super Vision”

Cited by 3 publications

References 14 publications

Understanding the role of local educational departments in school collaboration for improvement: Two districts in China

Understanding the role of local educational departments in school collaboration for improvement: Two districts in China

Growing leaders in schools and out: building internal capacity for the mid-21st-century

From Learning Psychiatry to Becoming Psychiatrists: A Qualitative Study of Co-constructive Patient Simulation

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