level, or way of knowing, might impact their experience of the pillar practice will help me hypothesize about future research including the lens of developmental level. In proceeding subsections, I briefly describe the attributes of each knower’s system for making meaning as well as what happens as learners transition from one level to the next. The ideas within these subsections on the four ways of knowing all stem from Drago-Severson’s work with school-oriented leadership (2004b, 2009, 2012 forthcoming). To avoid extensive citations within the text of these four subsections, I only cite Drago-Severson directly when using quotations. Instrumental knowers. Instrumental knowers make meaning in a school setting by seeking to the of the job. They have a dualistic way of thinking in that they believe “rules” there are and answers. As is evident in Table 4, they find leadership supportive “right” “wrong” when principals share explicit and clear goals, rules, and step-by-step procedures for teaching. They tend to ask: do you have that can help me?” or I get punished?” Instrumental “What “Will knowers feel supported and by concrete, more tangible expressions of support” “comforted (Drago-Severson, 2009, p. 44). Because they are unable to make generalizations from one situation to another and do not think abstractly, they tend to express their concerns and needs in concrete terms, hence Drago-Severson’s characterization of instrumental knowers as making meaning as a self.” Instrumental knowers also tend to organize their experiences by “rule-bound attributes, events and sequences; noticeable actions and behaviors; and their own individual point of view, needs, interests, and preferences. They may say things like: am good at my job”; “I teachers follow the rules, work hard, and do things the way”; I do this assigned “Good ‘right’ “If work, I will have a better chance of getting a better evaluation”; and teachers are helpful “Other or obstacles to my work.” Understanding what constructive-developmental theory has to say
level, or way of knowing, might impact their experience of the pillar practice will help me hypothesize about future research including the lens of developmental level. In proceeding subsections, I briefly describe the attributes of each knower’s system for making meaning as well as what happens as learners transition from one level to the next. The ideas within these subsections on the four ways of knowing all stem from Drago-Severson’s work with school-oriented leadership (2004b, 2009, 2012 forthcoming). To avoid extensive citations within the text of these four subsections, I only cite Drago-Severson directly when using quotations. Instrumental knowers. Instrumental knowers make meaning in a school setting by seeking to the “rules” of the job. They have a dualistic way of thinking in that they believe there are “right” and “wrong” answers. As is evident in Table 4, they find leadership supportive when principals share explicit and clear goals, rules, and step-by-step procedures for teaching. They tend to ask: “What do you have that can help me?” or “Will I get punished?” Instrumental knowers feel supported and “comforted by concrete, more tangible expressions of support” (Drago-Severson, 2009, p. 44). Because they are unable to make generalizations from one situation to another and do not think abstractly, they tend to express their concerns and needs in concrete terms, hence Drago-Severson’s characterization of instrumental knowers as making meaning as a “rule-bound self.” Instrumental knowers also tend to organize their experiences by attributes, events and sequences; noticeable actions and behaviors; and their own individual point of view, needs, interests, and preferences. They may say things like: “I am good at my job”; “Good teachers follow the rules, work hard, and do things the ‘right’ way”; “If I do this assigned work, I will have a better chance of getting a better evaluation”; and “Other teachers are helpful or obstacles to my work.” Understanding what constructive-developmental theory has to say
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