ABSTRACT
This chapter aims to emphases organizational routines, faculty development, and the need to celebrate both candidate learning and the efforts of educational leadership faculty's faculty and partners in contributing to program improvement and measured outcomes. Adult learning calls for assessment opportunities to capitalize on interacting with relevant content through active engagement and collaboration. The experiential and relevancy qualities of clinical or fieldwork experiences, for example, align with the principles of adult learning and are essential in candidates' leadership development. Powerful learning experiences, when combined with intentionally aligned powerful assessments, can both capture transformative learning and guide the candidate in their development. Portfolios “can help address the call to facilitate and document authentic learning experiences”. Each instructor could review the project with their own lens to offer feedback on separate learning objectives such as how well the candidate incorporated community engagement, managed resources, and built instructional capacity over the course of an inquiry cycle.
