Using Story and Narrative to Enhance the Professional Development of Learner-Centered Leaders

Becoming skillful leaders: American school principals’ transformative learning

“…Although two participants (Kyle and Teresa) mentioned preparation programs, informal learning settings were more frequently mentioned by participants. Other research findings support this result, which highlights engagement in informal and personally significant experiences as important for leadership learning (Danzig et al, 2007;Mackay, 2012). Findings also suggest that not all experiences are linked to learning.…”

“…On the other hand, research on principal education underscores the principal as a learner, who is responsible for his/her own learning as a leader to support teachers' and students' learning (Danzig et al, 2007;Drago-Severson, 2009;Drago-Severson and Blum-DeStefano, 2014;Zepeda et al, 2014). In this vein, researchers argued that adult learning theories can provide pedagogical foundations for principals' leadership learning (Crow and Whiteman, 2016;Matthews and Crow, 2010;Zepeda et al, 2014).…”

“…Studies have suggested that leadership learning programs need to consider individual demands and motivations, personal and professional backgrounds, school contexts, and prior experiences, all of which have been described as important elements in adult learning (e.g. Danzig et al, 2007;Davis et al, 2013;Donaldson, 2008;Drago-Severson and Blum-DeStefano, 2014). For instance, Donaldson (2008) indicated that effective learning for principals begins with asking a question that is critical for the learner's own inquiry and reflection.…”

“…This learning involves the acquisition of leadership skills to enact significant change. Given this, research on leadership learning has noted the importance of learning opportunities that lead to qualitative improvement (Danzig et al, 2007;Drago-Severson, 2009). Thus, this study explores learning that facilitates transformation in school principal leadership practices and perceptions.…”

“…Although most research on principal learning has focused on formal education programs for leadership development, findings suggest that changes in leaders' practices and perceptions require engagement in informal and personally significant experiences (e.g. Danzig et al, 2007;Mackay, 2012). For example, Mackay (2012: 392) examined linkages between school leaders' earliest experiences and current practices to suggest that shaping leadership practice occurs through "a complex dynamic of personal, contextual, and socially defined influences."…”