Context Matters: Lessons Learned from Successful Superintendents about Professional Development 281Whatever the mix of formal and informal socialization experiences to develop context-
responsive leaders, we agree with Eraut (1994) that to nurture and develop this capacity five
conditions must be taken into account. First, there is recognition that the socialization of
context responsive leaders requires an appropriate combination of learning settings (e.g. on-
the job, outside of work, at home, in conferences, and in formal university preparation
programs). Second, professional learning takes time. Much of what context-responsive
leaders know is a product of years of socialization and study. In addition, there must be time
away from work to learn, time to study, time to consult and interact with others, and time to
reflect on the content and its meaning. Third, suitable and available learning resources are
needed including texts, tools, and new technologies. Fourth, social learning and social
interaction are primary vehicles for professional learning. Thus, aspiring as well as practicing
superintendents need supportive people around them who are willing and able to support their
learning by listening, interacting, providing feedback, coaching and mentoring. Fifth,
individuals who want to become context-responsive leaders must be motivated to learn and
open to the array of learning experiences in their daily routines and work.
As context-responsive leaders, the superintendents in this study drew upon knowledge,
skills and dispositions acquired from a combination of life experiences, university-based
preparation programs, on-the-job learning and in-service preparation. They have learned to
integrate effectively the five intersecting and interactive dimensions of the CRL Framework:
personalized role, professional knowledge, purpose, people, and place.
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