Dr. Deidre Le Fevre is a Senior Lecturer and Head of Graduate Programs in Educational Leadership at the University of Auckland.  She began her career as an elementary school teacher in New Zealand and the U.K before completing her PhD (Ann Arbor, Michigan) and moving into research and teaching at Washington State University.  On return to New Zealand she has lead large-scale research projects investigating effective leadership and professional learning practices for educational change and improvement. Her research publications focus on practices that support leaders and facilitators improve their interpersonal effectiveness and solve complex problems.  She brings knowledge and skills in understanding organizational change, the development of professional capability and effective leadership.Dr. Helen Timperley is Professor Emeritus of Education at The University of Auckland. Her extensive research experience has focused on how to promote professional and leadership learning in schools in ways that make a difference to outcomes for those student learners who are currently underserved by the system. She has numerous research articles in both these areas published in international journals, has spoken at a range of invited seminars and undertaken consultancies in Europe, Canada and Australia. She has written six books on her specialty research areas with many translated into a range of languages. Most of her published and consultancy work has focused on school and system change through professional learning, professional conversations with impact and evaluative thinking in educational innovation.Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is a lecturer at the University of Auckland. She also works as a consultant supporting Communities of Learning to build collaborative practice to raise student outcomes. Kaye completed her PhD in Education (2016) investigating teachers’ engagement in professional learning through a risk lens focused on uncertainty and vulnerability. Her work identifies the importance of reframing teacher resistance as perceptions of risk and highlights implications for mitigating risks in change. She brings knowledge and skills in project management, leading change and collaborative inquiry. Dr. Fiona Ell is an Associate Professor and Head of Teacher Education at the University of Auckland. She has a background in elementary teaching and remains a registered teacher. Fiona’s research centers on mathematics education and teacher professional learning, both before certification and afterwards. She has worked in Australia and New Zealand on schooling improvement projects, helping schools use the Spiral of Inquiry to improve the learning and wellbeing of their students. Fiona is interested in how teachers learn about the impact of their practice from considering the responses of their learners, especially when they work with marginalized communities. ?

"Leading adult learning is difficult and many educators do not have the skills needed, nor do they know where to start. Our mental model of professional learning is skewed by years of substandard learning provided by well meaning leaders. This book will help build capacity for learning leaders to identify shortcomings and improve their craft."

• ForewordPrefaceAcknowledgmentsAbout the AuthorsIntroductionChapter 1: The RootsRoot #1: Adopting an Evaluative Inquiry StanceRoot #2: Valuing and Using Deep Conceptual KnowledgeRoot #3: Being AgenticRoot #4: Being Aware of Cultural PositioningRoot #5: Being MetacognitiveRoot #6: Bringing a Systemic FocusChapter 2: The TrunkExercise #1: Trunk: Responsiveness through Relationships with a Generative Improvement OrientationChapter 3: Branches and LeavesBranch 1: Purpose and FocusDAF #1: Clarifying PurposeDAF #2: Focusing on Valued Student OutcomesDAF #3: Building CoherenceDAF #4: Creating Commitment and Taking ActionBranch 2: Knowledge and InquiryDAF #5: Deepening KnowledgeDAF #6: Using Evidence CriticallyDAF #7: Using Focused and Deep Collaborative InquiryBranch 3: Effective Learning ProcessesDAF #8: Surfacing and Engaging Theories and BeliefsDAF #9: Navigating Perceptions of RiskDAF #10: Developing Self-RegulationDAF #11: Providing Appropriate Support and ChallengeDAF #12: Co-constructing LearningChapter 4: Facilitating ImprovementFacilitating Improvement and Adaptive ExpertiseHow Does Adaptive Expertise Fit With Other Forms of Expertise?Developing Your Own Adaptive ExpertiseDeveloping Adaptive Expertise in OthersPutting It All TogetherResearch AppendixReferences