Early Childhood & Lower School Heads Conference June 2011 Understanding Adult Learners: An Introduction to Adult Development Ann Mellow, National Assn. of Episcopal Schools

Models of Adult Development Career stage Developmental stage Generationa l stage Self

Constructive-Developmental Model: How do we make sense of the world and our experience? Assumes that people can change over time because development and growth are lifelong processes Attends to how a person knows, not just what a person knows

Constructive-Developmental Model: How do we make sense of the world and our experience? Distinguishes between transformational learning and informational learning Sees “development” as a qualitative change in how we make sense of our experience, not simply an increase in skill or knowledge

Constructive-Developmental Model: How do we make sense of the world and our experience? Development is an interactive process between the person and his or her environment Development happens by way of periods of stability and periods of change

Constructive-Developmental Model: How do we support and promote adult growth? Growth requires a “holding environment” that provides a healthy mix of support and challenge by:  Meeting people where they are  Challenging them to grow and take perspective on their “self”  “Sticking around” to provide continuity and context for their experience

Constructive-Developmental Model: Three Common Stages of Adult Development Instrumental Knowers Socializing Knowers Self-Authoring Knowers

Instrumental Knowers What do you have that can help me? What do I have that can help you? Rule oriented; tend to see a clear “right” or “wrong” Tend not to take the full perspective of others Approval or acceptance by others is not important

Each “Knower” Needs Different Supports and Challenges: Instrumental Knowers Positive Supports: Clear information, rules and guidelines Clear expectations and outcomes Healthy Challenges: Helping them to see other perspectives Helping them to see more than one way to resolve a problem or conflict

Socializing Knowers Oriented to their inner state; more reflective than Instrumental knowers Can subordinate their own needs and desires to those of others Seek consensus and tend to avoid conflict Identify with their relationships; approval and acceptance by others are important

Each “Knower” Needs Different Supports and Challenges: Socializing Knowers Positive Supports: Having mentors and guides Sharing or working in small groups Encouraging them to share their thinking Healthy Challenges: Developing own beliefs independent of “valued” others Becoming more comfortable with conflict and differences of opinion

Self-Authoring Knowers Take responsibility for their internal self Generate their own values and prioritize competing values Have a personal system of belief or ideology See conflict as normal There is not one “right answer”, just pros and cons and a variety of viewpoints with options to be weighed

Each “Knower” Needs Different Supports and Challenges: Self-Authoring Knowers Positive Supports: Evaluating and critiquing their own practice Having leadership opportunities that allow them to “own” a project or task Healthy Challenges: Opening up to other people’s values Accepting different approaches to the process of solving a problem

Career Stages: Five Developmental Tasks Across the Career Span Generalizing v. Specializing Establishing an Organizational Identity Redefining Career Dreams Achieving Balance: between work, family, and self-development Maintaining a Positive Growth Orientation

How do we support and promote adult growth? Create a community of professional practice with varied opportunities for growth, such as: Teaming Leadership Roles Collegial Inquiry Mentoring Expect periods of stability and change Expect people to have a variety of needs, perspectives, and responses

Questions for reflection and discussion: How do we support and promote adult growth? What are the characteristics of our school’s “holding environment”? How does our school both support and challenge adults in their development? What kinds of opportunities and structures do we provide? How do we “stick with” people in their development?

Questions for reflection and discussion: How do we support and promote adult growth? How do we attend to differences in: World views/developmental perspectives? Career stage? Generational experience, ways of being, and priorities?

References Drago-Severson, Eleanor. (2004) Helping Teachers Learn: Principal Leadership for Adult Growth and Development. Corwin Press. Evans, Robert. The Human Side of School Change: Reform, Resistance, and Real-Life Problems of Innovation. (1996). Jossey-Bass. “Talkin’ About My Generation,” Foresight, Fall Sobel & Co., LLP