Power Point Presentations for
Each Chapter of SuperVision and
Instructional Leadership: A
Developmental Approach
Carl D. Glickman
Stephen P. Gordon
Jovita M. Ross-Gordon
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Chapter 4
Adult and Teacher Development
within the Context of the School
This multimedia product and its contents are protected under copyright law. The following are
prohibited by law:
• Any public performance or display, including transmission of any image over a network;
• Preparation of any derivative work, including the extraction, in whole or in part, of any images;
• Any rental, lease, or lending of the program.
Copyright © Allyn & Bacon 2007
Contemporary Theories of
Intelligence
Howard Gardner (1983): Theory of Multiple
Intelligences
Robert Sternberg (1985): Triarchic Theory of
Intelligence
– Compotential
– Experiential
– Socially Influenced Abilities
Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Sternberg, R.J. 1985. Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge.
Copyright © Allyn & Bacon 2007
Malcolm Knowles’ Theory of
Andragogy
1. Adults have psychological need to be selfdirecting
2. Adults bring an expansive reservoir of
experience
3. A need to solve real-world problems
4. Performance centered: desiring immediate
application of knowledge (Knowles, 1980)
Knowles, M.S. 1980. The modern practice of adult education: From pedagogy to andragogy (2nd ed.).
Chicago: Association/Follett.
Copyright © Allyn & Bacon 2007
Transformational Learning
• Transformational learning most often follows a
disorienting dilemma (Mezirow, 2000)
• Critical reflection and dialogue on one’s
assumptions and beliefs can lead to a new theory
of practice (Cranton, 1994)
Cranton, P. 1994. Understanding and promoting transformative learning. San Francisco: Jossey-Bass.
Mezirow, J.M. 2000. Learning to think like an adult: Core concepts of transformation theory. In J.M.
Mezirow & Associates (Eds.). Learning as transformation: Critical perspectives on a theory
in progress. San Francisco: Jossey-Bass.
Copyright © Allyn & Bacon 2007
Experiential Learning and
Situated Cognition
• Much of the meaningful learning that occurs in the
workplace is of the informal and incidental variety
rather than the highly structured learning
traditionally associated with workplace training.
(Kerka, 1998)
• Workplace environments that stimulate learning
are those which foster proactivity, critical
reflection, and creativity.
(Marsick & Watkins, 1990)
Kerka, S. 1998. New perspectives on mentoring. ERIC Digest No. 194. (ERIC ED 418249).
Marsick, V.J., & Watkins, K. 1990. Informational and incidental learning in the workplace.
London and New York: Routledge.
Copyright © Allyn & Bacon 2007
Critical Theory
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 embracing any universal truth,
emphasizing that knowledge is multi-faceted and
truths shift according to the experience and context
of the knower. Interested in interrupting the status
quo to create emancipatory knowledge
Copyright © Allyn & Bacon 2007
Stage Theories of Adult
Development
Adult Cognitive Development Continuum
Concrete
Operations
Formal
Operations
Postformal
Operations
Copyright © Allyn & Bacon 2007
Stage Theories (Continued)
Conceptual Development Continuum
Low
Conceptual
Level
Moderate
Conceptual
Level
High
Conceptual
Level
(Concrete
Thinking)
(Moderately
Abstract
Thinking)
(Highly
Abstract
Thinking)
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Stage Theories (continued)
Moral Development Continuum
Preconventional
Level
Conventional
Level
Postconventional
Level
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Stage Theories (continued)
Ego Development Continuum
Fearful
Conforming
Autonomous
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Stage Theories (continued)
Levels of Consciousness
Durable
Category
(Concrete)
Cross-Categorical
(Abstract)
Systems/Trans-systems
(Complex)
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Stage Theories (continued)
Teacher Concerns Continuum
Self-Adequacy
Teaching
Tasks
Teaching
Impact
Copyright © Allyn & Bacon 2007
Adult Life Cycle Development
Early Adulthood:
Young Adulthood:
and
family, and
Middle Adulthood:
Later Adulthood:
back;
down
Bravado, romance, and the
pursuit of dreams
Search for status, comfort,
happiness in work,
friends
Some disillusionment,
reflection, and reordering
of priorities
Taking stock of life
achievements; giving
career wind
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Transition Events
• Sometimes called life events, critical events, or
marker events
• Willis and Baltes (1980) Typology:
– Normative age-graded events
– Normative history-graded events
– Nonnormative events
• Neugarten (1977): “on-time” vs. “off-time” events
Neugarten, B. L. 1977. Personality and aging. In J.E. Birren and K.W. Schaie (Eds.), Handbook of the
psychology of aging. New York: Van Nostrand Reinhold.
Willis, S.L., & Bates, P.B. 1980. Intelligence in adulthood and aging: Contemporary issues. In L.W.
Poon (Ed.), Aging in the 1980s: Psychological issues. Washington DC: American
Psychological
Association.
Copyright © Allyn & Bacon 2007
Role Development
Work
Personal
Family
Development
Life
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The Role of Gender in Adult
Development
• Gilligan (1982) challenged Kohlberg’s model of moral
development, suggesting that, unlike men, who base
moral decisions on an ethic of justice, women base
moral decisions on an ethic of caring.
• Caffarella and Olson (1993) discuss four themes in the
research on women’s development:
–
–
–
–
The centrality of relationships
The importance and interplay of social roles
The dominance of role discontinuities and change
The diversity of experience across age cohorts
Caffarella, R.S., & Olson, S.K. 1993. Psychosocial development of women: A critical review of the
literature. Adult Education Quarterly 43(3): 125-151.
Gilligan, C. 1982. In a different voice. Cambridge, MA: Harvard University Press. Copyright © Allyn & Bacon 2007
The Role of Race and Ethnicity
in Adult Development
• Individuals from white ethnic groups typically
experience learning that is grounded in their own
cultural norms. They may struggle with or resist
learning in less familiar multicultural
environments.
• Persons from non-dominant cultural groups often
have to learn to be at least bicultural in their
learning if they are to succeed in “mainstream”
learning environments.
Copyright © Allyn & Bacon 2007
Practitioner Reflection:
Adult Learning for Student
Learning
• Which modules do you need more training in
as a future leader? Which modules does the
leadership at your school need training in?
•
•
•
•
Prioritizing, mapping, and monitoring the curriculum
Using data to lead change
Leading assessment and instruction
Standards in practice
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