This chapter focuses on how leaders of learning and learners of leading are developed and prepared to address and advance powerful and equitable student learning. Discussion focuses on several areas identified in the literature as critical including: leading and learning in context (Knapp, Copland & Talbert, 2003); leaders’ response to changing expectations and learning agendas, and professional development of leaders of learning (Normore, 2004). Earlier research by Knapp, Copland, and Talbert (2003) and the socialization processes of leaders of learners (Browne-Ferrigno & Muth, 2004; Leithwood, Steinbach, & Begley, 1992; Normore, 2007, 2004) will serve as the foundation for several areas of action identified by these researchers including: establishing a focus on learning by persistently and publicly focusing leaders own attention and that of others on learning and teaching; professional and organizational socialization processes; what leading for learning looks like in practice (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007); professional development including pre-service preparation, field-based learning, and personal and professional formation (Daresh, 1997; Gross, 2009; Normore, 2004); and creating coherence by connecting student, professional, and system learning with one another and with learning goals (Knapp et al., 2003).
Normore, A.H. and Jean-Marie, G. (2010), "Development and preparation of leaders of learning and learners of leadership", Normore, A.H. (Ed.) Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership (Advances in Educational Administration, Vol. 11), Emerald Group Publishing Limited, Bingley, pp. 105-121. https://doi.org/10.1108/S1479-3660(2010)0000011009
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