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Highlights how intensive support, training, and assessment improve teaching quality, referencing teacher support initiatives and coaching programs for administrators. Develops adult learning theory through transfer, transformative learning, critical reflection, and constructive-developmental “Four Pillars of Practice.” Connects these ideas to school leadership and professional development design, emphasizing learner-centered environments, coherence, and formative assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/endnote-leading-learning-and-supporting-adult-development-for-all-educators/603445/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/endnote-leading-learning-and-supporting-adult-development-for-all-educators/603445.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What adult learning concept explains how knowledge transfers to new contexts?","Question",{"text":112,"@type":113},"Transfer is described as extending what was learned in one context to new contexts, relying on initial learning and learning experiences that support transfer.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does transformative learning develop adult educators’ perspectives?",{"text":117,"@type":113},"Transformative learning changes how a person knows, grounded in constructivist meaning-making from experience and supported through critical reflection and critical self-reflection.",{"name":119,"@type":110,"acceptedAnswer":120},"Which design elements are emphasized for professional development that improves student achievement?",{"text":121,"@type":113},"Professional development is framed as needing content focus, active learning, overall coherence, and learner-centered, assessment-aware environments supported by formative assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603445,1792894375,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Endnote: Leading, Learning, and Supporting Adult Development for All Educators  \nDeborah E. Erickson  \nCalifornia Lutheran University  \nThe theme for this year’s journal is “Leading and Learning: Supporting Adult Development for All Educators.” The subject of adult learning has seen increased recognition during the past decade. Over twenty years ago, California established the New Teacher Project (NTP), a forerunner of the current Beginning Teacher Support and Assessment System (BTSA) which was developed to support new teachers in their journey in becoming an expert educator (Moir & Baron, 2002) . Research on the NTP found that through intensive support, training, and assessment, teachers participating in the project provided better instruction for students (California Commission on Teacher Credentialing, 1992) .  \nRecently, organizations such as the Association for California School Administrators (ACSA) and the New Teacher Center have been offering training for those willing to coach and mentor school administrators ([http://cust-65-98-140-199.static.o1.com/MainMenuCategories/](http://cust-65-98-140-199.static.o1.com/MainMenuCategories/)[ ](http://cust-65-98-140-199.static.o1.com/MainMenuCategories/)[ProfessionalLearning/LeadershipCoaching.aspx](ProfessionalLearning/LeadershipCoaching.aspx)) . With this renewed interest in supporting adult learning, educational leadership programs are uniquely poised to provide opportunities for candidates to gain insight and knowledge into how adults learn and how to support adult learning in the K–12 community.  \nAdult Learning Theory  \nHow do adults learn? Bransford, Brown, and Cocking (2000) indicated that the process of learning, as well as the transfer of learning, is central to the development of competency. Transfer is defined as “the ability to extend what has been learned in one context to new contexts”(p. 51) . Although discussing the implications for student education, the characteristics of learning and transfer also are appropriate for adult learning: initial learning is necessary for transfer, and a considerable amount is known about the kinds of learning experiences that support transfer: knowledge that is overly contextualized can reduce transfer and abstract representations of knowledge can help promote transfer; transfer is best viewed as an active, dynamic process rather than a passive end-product of a particular set of learning experiences; all new  \nCAPEA Education Leadership and Administration, Vol. 22—2010  \n©2011 DEStech Publications, Inc. 61  \n62 CAPEA Education Leadership and Administration  \nlearning involves transfer based on previous learning, which has important implications for the design of instruction (p. 53) .  \nTransformative learning, what Mezirow (1978) defined as the way in which a person looks at himself and his relationships, is based on constructivist assumptions that one develops personal meaning from individual experience and experiences with others. Critical reflection and critical self-reflection are integral to the process of transformative learning, how adults examine frames of reference that in turn make one “more inclusive, discriminating, open, reflective, and emotionally able to change”(Cranston, 2006, p. 36) . This mirrors the work of Schon (1978) and others who advocate the use of critical reflection to resolve complex problems of practice.  \nAccording to Drago-Severson (2009), “transformational learning changes how a person knows”(p. 35) . Her Four Pillars of Practice (2006) theory supports adult learning in the following ways: teaming, with growth opportunities for individuals, organizations, and systems; providing leadership roles by learning and growing from leading together; collegial inquiry through engaging in shared dialogue and reflection on practice; and mentoring through building meaningful and growth-enhancing relationships. These four conditions, informed by Kegan’s constructive-developmental theory (1982), help create and su","cbCaiuLzJm2r0eBT","https://ap.wps.com/l/cbCaiuLzJm2r0eBT","pdf",43577,"English","# Adult Learning Theory\n# Powerful Learning for All\n## Designing learner-centered professional development\n## Using knowledge-centered environments and formative assessment","[{\"question\":\"What adult learning concept explains how knowledge transfers to new contexts?\",\"answer\":\"Transfer is described as extending what was learned in one context to new contexts, relying on initial learning and learning experiences that support transfer.\"},{\"question\":\"How does transformative learning develop adult educators’ perspectives?\",\"answer\":\"Transformative learning changes how a person knows, grounded in constructivist meaning-making from experience and supported through critical reflection and critical self-reflection.\"},{\"question\":\"Which design elements are emphasized for professional development that improves student achievement?\",\"answer\":\"Professional development is framed as needing content focus, active learning, overall coherence, and learner-centered, assessment-aware environments supported by formative assessment.\"}]","Endnote: Leading, Learning, and Supporting Adult Development for All Educators | PDF",1792096252,13]