performance this knower the opportunity to with collaborative learning become a facilitator. open-ended questions that call for a person to voice own views. opportunities to learn knower to let go of own about diverse points of view. perspective and embrace diametrically opportunities to analyze opposing alternatives. and critique ideas and explore this knower’s acceptance of own goals. diverse problem-solving approaches that that learning from the differ from own. process takes place. knower to set own learning about and standards for practice and open up to demonstrating own competencies. other values. competency. critique of own practices and demonstration of vision. competencies and dialogue. the acceptance of diverse dialogue. ways to explore problems. time for sharing feedback critique of own ideas. on performance and goals. when to hold them and when to self-evaluation. fold them.” Encourage person to practice the person’s ideas. time” and to self-regulate. “wait the person’s critical learner to assume a leadership role thinking and willingness to among staff (e.g., to clarify confusions, challenge the status quo. facilitate discussions, and dialogue at a leadership opportunities staff meeting). with plenty of time for dialogue person to people with opposing with the principal. points of view and encourage learner to withhold decisions until all points of view, especially opposing ones, are considered. differences in opposing perspectives. opportunities to grow is present as the person makes Transforming from supporting others and sense of the paradoxes of life and the having deepening relationships tensions generated by inner with self and others, especially in contradictions. diverse contexts. and work, involve others with knower learns, contributes, diverse perspectives such that there is an and from self, others, and the openness to exploring tensions, larger social system. incongruity, and synergy. from complex projects recognition of the challenges this emphasizes co-creation and adult experiences (i.e., that there are limits to what the self can learn and how
performance with collaborative learning this knower the opportunity to become a facilitator. open-ended questions that call for a person to voice own views. opportunities to learn about diverse points of view. opportunities to analyze and critique ideas and explore own goals. that learning from the process takes place. learning about and demonstrating own competencies. competency. demonstration of competencies and dialogue. dialogue. time for sharing feedback on performance and goals. self-evaluation. the person’s ideas. the person’s critical thinking and willingness to challenge the status quo. leadership opportunities with plenty of time for dialogue with the principal. knower to let go of own perspective and embrace diametrically opposing alternatives. this knower’s acceptance of diverse problem-solving approaches that differ from own. knower to set own standards for practice and open up to other values. critique of own practices and vision. the acceptance of diverse ways to explore problems. critique of own ideas. when to hold them and when to fold them.” Encourage person to practice “wait time” and to self-regulate. learner to assume a leadership role among staff (e.g., to clarify confusions, facilitate discussions, and dialogue at a staff meeting). person to people with opposing points of view and encourage learner to withhold decisions until all points of view, especially opposing ones, are considered. differences in opposing perspectives. opportunities to grow from supporting others and having deepening relationships with self and others, especially in diverse contexts. knower learns, contributes, and from self, others, and the larger social system. from complex projects emphasizes co-creation and is present as the person makes sense of the paradoxes of life and the tensions generated by inner contradictions. and work, involve others with diverse perspectives such that there is an openness to exploring tensions, incongruity, and synergy. recognition of the challenges this adult experiences (i.e., that there are limits to what the self can learn and how Transforming