Professional development: teacher as learner for differentiated instruction

TLDR: In this paper, the teacher as Learner for Differentiated Instruction is described as a "teacher as learner for differentiated instruction" and a "servant leadership journey" is described.

Abstract: ...............................................................................................................................v List of Figures ................................................................................................................... xii Chapter 1: Teacher as Learner for Differentiated Instruction..............................................1 Background and Context ...............................................................................................1 Problem Statement .........................................................................................................4 Purpose and Research Questions ...................................................................................5 Chapter 2: Leadership Theory-In-Use ...............................................................................10 Personal History...........................................................................................................10 Labyrinth Metaphor .....................................................................................................12 Leadership Paradigm ..................................................................................................14 Leadership Defined .....................................................................................................15 Servant Leadership Journey ........................................................................................17 Formative Servant Leadership ....................................................................................19 Building Servant Leadership ......................................................................................21 Distinctive Attributes ...................................................................................................22 Servant Leadership Model ...........................................................................................24 Manifested Characteristics...........................................................................................25 Feminist Leadership Journey ......................................................................................25 Feminist Leadership Characteristics ............................................................................28 Feminist Leadership Support .......................................................................................30 Culture of Care.............................................................................................................31 Transformational Leadership Journey .........................................................................33

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Rowan University Rowan University
Rowan Digital Works Rowan Digital Works
Theses and Dissertations
6-8-2016
Professional development: teacher as learner for differentiated Professional development: teacher as learner for differentiated
instruction instruction
Marilyn L. Castellano
Rowan University
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Castellano, Marilyn L., "Professional development: teacher as learner for differentiated instruction" (2016).
Theses and Dissertations
. 1623.
https://rdw.rowan.edu/etd/1623
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PROFESSIONAL DEVELOPMENT: TEACHER AS LEARNER FOR
DIFFERENTIATED INSTRUCTION
by
Marilyn L. Castellano
A Dissertation
Submitted to the
Department of Educational Services and Leadership
College of Education
In partial fulfillment of the requirement
For the degree of
Doctor of Education
at
Rowan University
March 31, 2014
Dissertation Chair: MaryBeth Walpole, Ph.D.

© 2015 Marilyn L. Castellano

Dedications
In loving memory of Angelo Joseph Castellano (1945 – 2000),
Beloved father of Andrea, Joseph, Louise, Francesca Isabella,
Grandfather of Michelangelo, Angelo Luca, Elena Sophia, Emmanuel Angelo,
And to my chairperson, Dr. MaryBeth Walpole, who awakened my mind and inspired my
journey along the path.

iv
Acknowledgments
I acknowledge with gratitude the help which I received from others at many
points and chiefly with Dr. MaryBeth Walpole, my chairperson, Dr. James Coaxum, and
Dr. Cynthia Baumgartner, who took time from their busy schedules to read my
manuscript and provide discerning guidance and encouragement. I wish to thank Dr.
Kathleen Sernak for her encouragement, kindness, and inspiration.
I gratefully acknowledge the Educational Leadership professors at Rowan
University for their wisdom and generous support of the PSA Cohort. Thank you so very
much, Dr. Gourley, Dr. CampbellJones, Dr. Monahan, Dr. Sherry, and Dr.William-
Pichon.
Finally, I thank my Catholic school generous and steadfast colleagues who put up
with a heavy drain of time and energy as action research participants to explore the
natural possibilities of teaching and learning excellence.