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Leading Powerful Professional Learning - Book Cover

Leading Powerful Professional Learning

Responding to Complexity With Adaptive Expertise

By: Helen S.Timperley, Deidre Marjory Le Fevre, Fiona Ruth Ell, Katherine Mary Twyford

Generate multifaceted solutions to real-life classroom issues with this innovative, research-based approach to the design and delivery of sustained, collaborative, evidence-informed, and student-focused professional learning.
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544361451
  • Published By: Corwin
  • Year: 2019
  • Page Count: 160
  • Publication date: October 22, 2019

Price: $37.95

Price: $37.95
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Effective facilitation is complex

What is central to leading powerful and effective facilitation in professional learning? You. Gone are the one-size-fits-all answers—instead, you’ll draw from your own knowledge and expertise to lead your PLC in actively solving complex problems that are unique to your context. 

For professional learning to have an improvement impact for both teachers and students, it needs to be more than a single event. Truly successful professional learning is sustained, collaborative, evidence-informed, and student-focused—generating multifaceted solutions to real-life, real-time issues rather than focusing on one piece of the practice puzzle at a time.

This book, based on the results of a five-year research study, provides:

An innovative approach to the design and delivery of professional learning grounded in principles of adaptive expertise
Easy-to-use one-page summaries of “Deliberate Acts of Facilitation”
Guidance that’s fully congruent with Learning Forward Standards for Professional Learning

The current educational landscape demands a new kind of leadership. This book gives you the tools you need to apply the principles of adaptive expertise to your leadership and facilitation—enabling you to draw on your own deep knowledge to address the complex challenges you and your teachers face every day.




Helen S.Timperley photo

Helen S.Timperley

Dr. Helen Timperley is Professor Emeritus of Education at The University of Auckland. Her extensive research experience has focused on how to promote professional and leadership learning in schools in ways that make a difference to outcomes for those student learners who are currently underserved by the system. She has numerous research articles in both these areas published in international journals, has spoken at a range of invited seminars and undertaken consultancies in Europe, Canada and Australia. She has written six books on her specialty research areas with many translated into a range of languages. Most of her published and consultancy work has focused on school and system change through professional learning, professional conversations with impact and evaluative thinking in educational innovation.

Deidre Marjory Le Fevre photo

Deidre Marjory Le Fevre

Dr. Deidre Le Fevre is a Senior Lecturer and Head of Graduate Programs in Educational Leadership at the University of Auckland.  She began her career as an elementary school teacher in New Zealand and the U.K before completing her PhD (Ann Arbor, Michigan) and moving into research and teaching at Washington State University.  On return to New Zealand she has lead large-scale research projects investigating effective leadership and professional learning practices for educational change and improvement. Her research publications focus on practices that support leaders and facilitators improve their interpersonal effectiveness and solve complex problems.  She brings knowledge and skills in understanding organizational change, the development of professional capability and effective leadership.

Fiona Ruth Ell photo

Fiona Ruth Ell

Dr. Fiona Ell is an Associate Professor and Head of Teacher Education at the University of Auckland. She has a background in elementary teaching and remains a registered teacher. Fiona’s research centers on mathematics education and teacher professional learning, both before certification and afterwards. She has worked in Australia and New Zealand on schooling improvement projects, helping schools use the Spiral of Inquiry to improve the learning and wellbeing of their students. Fiona is interested in how teachers learn about the impact of their practice from considering the responses of their learners, especially when they work with marginalized communities. ?

Katherine Mary Twyford photo

Katherine Mary Twyford

Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is a lecturer at the University of Auckland. She also works as a consultant supporting Communities of Learning to build collaborative practice to raise student outcomes. Kaye completed her PhD in Education (2016) investigating teachers’ engagement in professional learning through a risk lens focused on uncertainty and vulnerability. Her work identifies the importance of reframing teacher resistance as perceptions of risk and highlights implications for mitigating risks in change. She brings knowledge and skills in project management, leading change and collaborative inquiry. 

Table of Contents

Table of Contents




About the Authors


Chapter 1: The Roots

     Root #1: Adopting an Evaluative Inquiry Stance

     Root #2: Valuing and Using Deep Conceptual Knowledge

     Root #3: Being Agentic

     Root #4: Being Aware of Cultural Positioning

     Root #5: Being Metacognitive

     Root #6: Bringing a Systemic Focus

Chapter 2: The Trunk

     Exercise #1: Trunk: Responsiveness through Relationships with a Generative Improvement Orientation

Chapter 3: Branches and Leaves

     Branch 1: Purpose and Focus

     DAF #1: Clarifying Purpose

     DAF #2: Focusing on Valued Student Outcomes

     DAF #3: Building Coherence

     DAF #4: Creating Commitment and Taking Action

     Branch 2: Knowledge and Inquiry

     DAF #5: Deepening Knowledge

     DAF #6: Using Evidence Critically

     DAF #7: Using Focused and Deep Collaborative Inquiry

     Branch 3: Effective Learning Processes

     DAF #8: Surfacing and Engaging Theories and Beliefs

     DAF #9: Navigating Perceptions of Risk

     DAF #10: Developing Self-Regulation

     DAF #11: Providing Appropriate Support and Challenge

     DAF #12: Co-constructing Learning

Chapter 4: Facilitating Improvement

     Facilitating Improvement and Adaptive Expertise

     How Does Adaptive Expertise Fit With Other Forms of Expertise?

     Developing Your Own Adaptive Expertise

     Developing Adaptive Expertise in Others

     Putting It All Together

Research Appendix