Reach the Highest Standard in Professional Learning: Learning Designs

Ellie Drago-Severson is Professor of Education Leadership and Adult Learning and Leadership at Teachers College, Columbia University. A developmental psychologist, Ellie teaches, conducts research, and serves as a consultant to school and district leaders, systems leaders, and teacher leaders in public, charter and private schools and systems--on professional and personal growth and learning; leadership that supports principal, teacher, school, and leadership development; and coaching and mentoring in K-12 schools, university settings, and other adult education contexts domestically and internationally. She is also an internationally certified developmental coach who works with leaders to build internal capacity, lead on behalf of social justice, and grow systemwide capacity.

For more than three decades, Ellie's research, teaching, and partnerships in the field have sought--synergistically--to explore, and extend the possibilities of adult development and developmental leadership as levers for internal capacity building at the individual, team, organizational, and societal levels. Her work explores interconnected streams that focus on: the connection between internal capacities and educational leaders' practice on behalf of social justice, a developmental approach to feedback for growth, pressing challenges national and international educational leaders are facing and helping them to manage them, leadership preparation and development, a new, learning-oriented model for leadership development, supporting adult development in individuals and teams across and within systems, supporting diverse adult English Language Learners and those who serve them, and growing teacher leadership. Consonant with the urgent conversations about transforming schools, systems, and society as more learning- and equity-oriented contexts, her work foregrounds how we can support leaders' internal capacity building in schools, organizations, and leadership preparation programs, and how these capacities inform the gifts leaders are able to give to those in their care, each other, and the world as they lead for social justice. Ellie loves opportunities to accompany school leaders in their vital work--and never takes it for granted. Instead, she considers it a gift.

At Teachers College, Ellie is director of the PhD Program in Educational Leadership, teaches aspiring and practicing principals in the Summer Principals Academy, aspiring superintendents in the Urban Educators Leaders Program, leaders from a variety of different sectors in the Accelerated Educational Guided Inquiry Studies (AEGIS) Program, and also coaches leaders in the Cahn Fellows Program for Distinguished Leaders and in her private coaching practice to help leaders grow their practice and themselves. She also serves as faculty director and co-facilitator of the Leadership Institute for School Change at Teachers College. Ellie is author of the best-selling books Helping Teachers Learn (Corwin, 2004) and Leading Adult Learning (Corwin/The National Staff Development Council, 2009)--as well as Becoming Adult Learners (Teachers College Press, 2004) and Helping Educators Grow (Harvard Education Press, 2012). She is also a co-author of Learning for Leadership (Corwin, 2013), Learning Designs (Learning Forward & Corwin, 2014), Tell Me So I Can Hear You (Harvard Education Press, 2016), and Leading change together (ASCD, 2018).

Dr. Patricia Roy is a Senior Consultant with Learning Forward's Center for Results. She works with state departments of education, districts, and schools across the United States as well as internationally. Most recently, she developed briefings and a resource guide to help schools use results from the revised Standards Assessment Inventory (SAI2) to improve professional learning. She has authored many articles and chapters on effective professional development, school improvement, innovation configuration maps, and cooperative learning. In her work with Learning Forward, Pat developed professional learning resource toolkits for Georgia; Arkansas; and Rochester, NY. She co-authored with Joellen Killion, Becoming a Learning School and with Stephanie Hirsh, Joellen Killion, and Shirley Hord Standards into Practice: Innovation Configurations for School-Based Roles (2012). For five years, she wrote columns about implementing the Standards for Professional Development for The Learning Principal and The Learning System, two Learning Forward newsletters. She has also served as faculty for Professional Development Leadership Academy through the Arizona Department of Education. This 3-year program developed the knowledge and skills of school and district teams to plan, implement, and evaluate professional learning. She has also served as the Founding Director of the Delaware Professional Development Center in Dover, DE. The Center, developed by the Delaware State Education Association, focused on school improvement for student achievement and effective professional learning. She also served as the Director of the Center for School Change in connection with a National Science Foundation SSI grant, a district coordinator of staff development, and an administrator in a regional educational consortium in Minnesota. Creating and improving professional learning so that it impacts student achievement is one of Pat's passions.

Valerie von Frank has written extensively about education over several decades as a daily newspaper reporter in multiple states covering public schools and, over the last decade, for NSDC publications, including JSD, Tools for Schools, The Learning System, The Learning Principal, and T3. She is a former editor of JSD, worked as a daily newspaper editor, served as communications director in an urban public school district, and was communications director for a Michigan nonprofit school reform organization. She is co-author with Ann Delehant of Making Meetings Work: How to Get Started, Get Going, and Get It Done (Corwin Press, 2007). She is currently NSDC's book editor and a freelance writer and editor.