Leading, Leadership, and Learning: expLoring new

Contexts for Leadership deveLopment in emerging sChooL environments Within the context of a pilot leadership seminar, this participatory action research project explores how to effectively lead in turbulent learn-ing environments regulated by federal policy that mandates high levels of student achievement coupled with a rigorous standards-based reform move-ment. Our analysis indicates: (a) adult development is a highly complex process requiring specific learning conditions; (b) the alternative seminar provided a better context for facilitating adult leadership development than our traditional university classes or other professional development op-tions; (c) adult developmental theory may not be an appropriate model for designing programs to support leaders who lead in turbulent environments. It is widely understood that leading in today’s school environment is not for the weak in heart or mind. The demand for such leadership re-quires a complex integration of skills and knowledge, enacted through th