Possibly a New Way Part 2

Today we continue to explore a new learning leaders’ program at Moravian University, led by Dr. Randy Ziegenfuss and his team. Education Reimagined recently posted a story on the Moravian Ed.D. program, of which Part 1 was shared here last Thursday. Today, Part 2:

“In the Moravian Ed.D. program, these five learner-centered principles aren’t just theoretical constructs – they are the lived architecture of leadership development. The principles work in concert: agency empowers leaders to drive their learning journey, which becomes deeply personalized, relevant, and contextualized to their work. This growth is measured through competency-based progression, enriched by open-walled experiences, and amplified through socially-embedded learning. This intentional integration creates a powerful learning environment where theory and practice converge, preparing leaders who don’t just understand transformation – they embody it. The following case studies illustrate how participants translate these principles into action, creating meaningful change in their professional contexts.”

“Living the principles within the Ed.D. program is just the beginning – the real power emerges as leaders apply these frameworks to transform their own learning environments. Through carefully designed projects rooted in the five learner-centered principles, leaders in the Moravian Ed.D. program are beginning to create conditions for meaningful change in their diverse contexts. Their work demonstrates how theoretical understanding transforms into practical impact, as they help colleagues and stakeholders engage with new approaches to longstanding challenges. The following cases illustrate the beginnings of transformation in action, starting with a project that reimagined professional development for new teachers by leveraging technology to increase both agency and engagement.”

“In one PK12 learning environment, a persistent challenge emerged: how to deliver engaging, effective professional development for new teachers in a virtual environment. Traditional online PD often defaulted to passive webinars, leaving teachers disconnected and disengaged. Drawing on Malcolm Knowles’ adult learning theory and constructivist approaches, this leader redesigned the experience to put teacher agency and personalization at the center. The transformational work reimagined Zoom sessions as collaborative learning spaces where teachers actively shaped their development journey. At the start of each module, teachers selected focus areas relevant to their immediate classroom needs – from classroom management to student engagement strategies, interactive tools like breakout rooms and collaborative whiteboards transformed passive listening into active co-creation of knowledge. Teachers worked in small groups to analyze classroom scenarios, share successful strategies, and prototype solutions to common challenges.”

“Two principles particularly drove this transformation. Agency manifested as teachers moved from passive recipients to active owners of their learning – choosing topics, contributing expertise, and directing their growth. The personalized, relevant, and contextualized nature of the experience emerged through teachers selecting challenges from their own classrooms and co-creating solutions applicable to their specific contexts. Through this approach, professional learning transformed from an imposed process to a teacher-driven journey of growth.”

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“In a higher education music program, a persistent challenge emerged: how to help students manage performance anxiety while developing their artistic voice. Traditional approaches focused solely on technical skill development, overlooking the emotional and psychological dimensions of musical performance. Drawing on research in mindfulness and performance psychology, this leader designed an integrated approach to musician development.”

“The transformational work embedded mindfulness practices directly into individual music lessons. The intervention began with simple breathing exercises and centering techniques, gradually expanding to include visualization and pre-performance routines. Each practice was tailored to address specific challenges – from audition anxiety to creative blocks. Regular reflection sessions helped student identify triggers and develop personalized coping strategies. Faculty collaboration sessions created spaces to share successful approaches and adapt techniques for different instruments and performance contexts.”

“Two principles guided this transformation. Personalized, relevant, and contextualized learning manifested through individually tailored mindfulness practices that addressed each student’s unique performance challenges. Agency emerged as students learned to recognize their stress patterns and actively choose appropriate regulation strategies, moving from passive recipients of instruction to confident managers of their own performance experience. Through this approach, music education transformed from a purely technical pursuit to a holistic journey of artistic development.”

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“The Moravian University Ed.D. in Transformational Leadership demonstrates that reimagining leadership development isn’t just possible – it’s essential for meeting today’s educational challenges. By fully embedding the five learner-centered principles, the program creates a unique alchemy where theory and practice merge to foster genuine transformation.”

“The early evidence is compelling. Leaders are already redesigning professional learning environments, reimagining student support systems, and transforming approaches to growth and development. These changes, though still emerging, show how learner-centered principles can guide the redesign of educational systems at every level. From PK12 classrooms to corporate learning spaces, leaders are proving that transformation begins with reimagining what’s possible.”

“Like a kaleidoscope, each leader’s unique experiences and insights combine with theory and practice to create innovative patterns of possibility. But it’s at their individual leadership workbenches where these patterns transform into reality. Unlike traditional programs that provide standardized tools and predetermined solutions, the Moravian Ed.D. offers leaders a rich array of theoretical frameworks, practical approaches, and adaptive strategies. Each leader selects, combines, and adapts these tools to craft solutions unique to their context and challenges. Some might reach for design thinking methodologies while others gravitate toward participatory action research. Some might employ narrative inquiry while others leverage systems mapping. The workbench becomes a deeply personal space where each leader’s identity, context, and aspirations shape their approach to transformation.”

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The Moravian program is promising. Maybe the way to transform learning for young learners is to begin with transforming the adult learning leader experience.

But how do we convince traditional institutes of higher education to follow Moravian’s lead?

There are still too many colleges of education leaders that think and behave like the one I had lunch with years ago.

Meanwhile, both young learners and their adult learning leaders continue to suffer in the current K-12 system. Til tomorrow. SVB