ABSTRACT
This chapter argues for a more individual view of learning, informed by personal narratives, as the basis of professional development for school administrators. It provides evidence of how school leaders in urban districts develop collective wisdom regarding practice. Learner-centered leadership also involves a balance between the professional norms and personal dispositions of educators, with the larger good as defined by a learning community. Participants read and analyzed education-related stories and narratives of others. W. Wright’s story relates his own experiences growing up. Self-scrutiny is a prerequisite to developing competence, as learner, teacher or administrator. Professional development is also enhanced through guided practice and reflection. A. Danzig’s story highlights dilemmas of balancing professional responsibilities and family life. The specific issues were researcher’s relationship with the district superintendent, the district superintendent’s relationship with the administration, and the motivation of the administrators to share stories openly and honestly. One of the researchers and the district superintendent enjoyed a long-term professional relationship.
