ABSTRACT

This qualitative case study sought to explore the learning of a handful of superintendents of complex urban districts engaged in a unique Action Learning program tailored to their needs. They participated in a two-year executive training program based on the principles of adaptive leadership developed by Heifetz and Sinder (1991a, 1991b), and Williams (2005). This program is defined as an Action Learning program because superintendents co-created the curriculum during the sessions as they brought their various cases for discussion and analysis to both the large-group setting of the program and to the smaller breakout groups. During the PLS training, it was clear that the superintendents benefited from their learning and enjoyed the program. The abiding question that remained following the program’s termination was whether or not the learning they experienced had stayed with the participants—and if so, in what ways had they applied it. On a deeper level, the study asked if participants underwent transformative learning as a result of their engagement with and participation in PLS. By employing methods of qualitative inquiry, through interviews with PLS participants, their colleagues, and document analysis, I found that the learning for the vast majority of the PLS cohort remained and adhered, and in some cases affected them not only on their jobs but on deeper levels of their being.