Publication Date: April 12, 2008
How Leaders Learn portrays the developmental experiences of educators seeking to become accomplished leaders in their schools. The author presents a new model of leadership knowledge: the Interpersonal-Cognitive-Intrapersonal (I-C-I) model. Through the stories of teacher leaders and administrators in several leadership development programs, the book depicts the evolution of understanding, skill, and self-confidence. These learners grapple with questions essential to all effective leadership: Does my leadership generate improved learning for the students in my school? What are my greatest assets as a leader? What are my greatest liabilities, and what do I do about them? Can I find a leadership role that is both productive and sustainable for me and for the school I serve?
This dynamic professional development tool:
Gordon A. Donaldson, Jr. is a professor of education at the University of Maine.
“A gem of a book.”
—Michael Fullan, University of Toronto
“Would make an excellent book study for your administrative team.”
—Thomas J. Sergiovanni, Trinity University
“Readers will discover here the kind of reflection, guidance, and support they are looking for.”
—Susan Moore Johnson, Harvard Graduate School of Education
“In short, we learn from experience, but only if we REFLECT on our experience….The gift of this book is the fine and rich detail it offers about intentional, rigorous, fruitful reflection.”
—From the Foreword by Roland S. Barth, Founder, Harvard Principals’ Center
"Educational leadership has the most profound impact on the development of our children and future leaders. Donaldson's book is a marvelous integration of research and development programs to enhance our cognitive, emotional, and social intelligence.”
—Richard Boyatzis, Case Western Reserve University, co-author of Primal Leadership and Resonant Leadership
“An indispensable resource….Donaldson eloquently applies his I-C-I model to real-life stories of courageous school leaders to inspire and illuminate the landscape of personal and professional learning as a developmental process.” —Ellie Drago-Severson, Teachers College, Columbia University