Using Transformative Experiences to Prepare Doctoral-level Instructional Leaders

• In Event: Advancing Equity: Transformations, Culture, and Leadership

Abstract

The purpose of this paper is to explore practical applications of adult transformative learning theory to improve educational leaders' preparation for instructional leadership and to examine evidence of its effects on participants’ conceptions of leadership practice. We describe and analyze the pilot version of a two-year instructional sequence in a doctoral-level (Ed.D.) cohort program offered by a Northwestern research university, aimed at aspiring systems-level leaders. We draw on qualitative data from coursework products and course evaluations to better understand the impact of these efforts on cohort members’ understanding and practice of instructional leadership.

Authors

• Margery B. Ginsberg, University of Washington - Seattle

• Camille A. Farrington, University of Chicago

• Michael S. Knapp, University of Washington