Introduction

This module is designed to help leaders get their attention back on the part of their job that matters most: leading the learning of adults and children.

In this module, you will examine how learning happens at every level of a school system, from classroom tasks to meetings in central office. You will learn to use design thinking to become more imaginative and purposeful about how learning happens as well as consider the intersection of racial identity and learning. You will investigate systems that are pushing the limits of what education can look like, considering the following questions: What does (or could) the future of learning hold, and what will it require of us as leaders? As a culminating activity,  you will articulate a problem related to leading learning in your system, develop a plan to address the problem, test your plan, and reflect on the process and your learning.

 

By completing this program, you will be able to:

  • Analyze classroom tasks to understand their ability to achieve intended outcomes
  • Apply principles of adult learning to assess and (re)design opportunities for professional learning, including learning that happens in meetings
  • Identify and evaluate how race intersects with learning across the system
  • Learn how to innovate with sharp, user-centered problems

 

The Certificate in Advanced Education Leadership (CAEL) provides education leaders with the skills to create transformational, system-level change. Completion of this module applies towards the CAEL certificate.

Meet The Author

Elizabeth City

Elizabeth City

Senior Lecturer on Education; Faculty Director, Doctor of Education Leadership Program

Elizabeth City has served as a teacher, instructional coach, principal, and consultant, in each role focused on helping all children, and the educators who work with them, realize their full potential. City fell in love with teaching in a closet-turned-classroom in St. Petersburg, Russia. She still loves teaching, and sees leadership as a continuous act of learning and teaching. From her early passion for adolescent literacy as a middle school Humanities teacher to her current work in developing leaders, common themes in City's work are collaboration, discussion, asking the right questions, thinking and acting strategically, and learning through doing. City's recent work in the field includes supporting instructional rounds networks, developing a statewide induction program for new superintendents, and helping to cultivate personalized learning across rural districts and schools.

She has authored/coauthored many publications, recently including Meeting Wise: Making the Most of Collaborative Time for Educators (2014) and Data Wise, Revised and Expanded Edition: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning (2013).

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