PRACTICE AND FEEDBACK
Because educational leaders understand the dynamics of adult learning and are highly motivated to ensure that any investment in leader development will yield positive outcomes for their organizations and students, they expect program designs that go beyond providing a conceptual understanding. They expect to engage in learning experiences that will facilitate skill attainment and back-home application.
Research with educators has shown that the impact of training increases as the design of the program expands beyond presentations and modeling of skills and behaviors to include practice, feedback, and peer coaching. Presentations and modeling generate conceptual understanding but little in the way of skill attainment or ongoing ...
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