Thank you for visiting the ISU Ed. Leadershop. Our intent over the past few years has been to field-test community-engaged writings for PK-20 practitioner conversation -- quick, 5-minute "read's" that help put into perspective the challenges and opportunities in our profession. Some of the writings have remained here solely; others have been developed further for other outlets. Our space has been a delightful "sketch board" for some very creative minds in leadership, indeed.

We believe that by kicking around an idea or two and not getting too worked-up over it, the thinking and writing involved have even greater potential to make a difference on behalf of those we serve. In such, please give us a read; share with others. We encourage your thoughts, opinions, feelings, and reactions to our work and thank you for taking your time. You keep us relevant.

[Technical Note: If you find that your particular web browser does not allow you to view our articles for a full-text read, please simply select another browser and enjoy.]

Wednesday, December 9, 2015

A Great Principal's "Any-Given Afternoon"

A Great Principal’s “Any-Given Afternoon”

By Dr. Ryan Donlan
Assistant Professor
Department of Educational Leadership
Bayh College of Education
Indiana State University

            As I drove down a Michigan expressway earlier today, I called my wife and asked her to verify an address: I was going to make an impromptu (admittedly uninvited) visit to the school-building address of Principal Michele Corbat (@MicheleCorbat) of Morrish Elementary School in Swartz Creek Michigan, who was kind enough recently to endorse an upcoming book that I have coming out with Dr. Steve Gruenert.
            I wanted to thank her and to see what she was up to.
            Michele has a large social media following, an international professional learning network; she is the co-author of COLchat Reflections: Creating a Culture of Learning One Day at a Time, and has a reputation for being an incredibly successful K-12 school leader, and thus one of the busiest people on the planet. 
One might assume you can’t just drop by and see someone like this, but I bet different.   
Michele is a GREAT building principal.
            I didn’t have much time, as I was traveling between destinations myself, yet I was betting that at 4:30 p.m. today, Michele might be quite predictable, indeed.  She would probably be in her building, helping teachers and staff wind down their days, helping others wind-up their evenings, and doing about a hundred things that she didn’t get done during the day, because folks needed her to do other things. 
I was right.
In pulling into my parking space, I saw Michele with a smile at the school’s entrance, greeting families as they were visiting, waving to others who were leaving, and helping with what I believed was a school fundraiser.
These things weren’t delegated. 
Michele didn’t have a small army of “peeps” handling her clerical or public relations work.  Like other great K-12 leaders I know, she was assuming the lion’s share of everything that was going on at that moment in time. 
She was “principaling,” even with few people left in the building.
And the best part about it . . . she made me feel like a million dollars when I arrived.  I would have thought that I was the only one in the building, even with her greeting others by name as they passed, making them feel like a million dollars as well.
I began this week writing a Leadershop article on the conditions of our school buildings after the day is done.  I might not run it, because my interests have shifted, yet I will say this about that topic: I believe if schools have a culture that engenders pride and self-worth, a principal’s school building at the conclusion of any given day will still allow principals to impress visitors with how nice everything looks. 
Morrish Elementary was such a place.
What a great feeling to be in Michele’s “house,” even if staying only a few minutes.   I enjoyed our brief talk.  I look forward to visiting again, maybe with some warning.
What I will say in closing is how much pride I have knowing that our best principals around the nation, like Michele Corbat, are probably quite predictable in what they might be doing, whom they might be greeting, and where they might be making a true difference, on any given afternoon . . .
. . . At their school entrances, in their office doorways, or readying for a school event, doing too many things to count, yet ensuring that when we visit, we feel like the only ones on their calendars, at those moments in time.


Dr. Ryan Donlan believes that K-12 principals keep him relevant.  If you’re a building principal, please continue helping him in this regard by contacting him from time to time and letting him know “What’s Up?” in your building, and thus allowing him to pass-on the story of how you make a difference to his PhD students, as well as the groups to which he speaks.  He can be reached at (812) 237-8624 or at 

Wednesday, December 2, 2015

Do They Know Their Influence? Maxine, Shirley, and Lauren

Do They Know Their Influence?
Maxine, Shirley, and Lauren

By Dr. Nicole Singer
Assistant Principal
Leo Jr./Sr. High School, East Allen County Schools

As a writer new to the Ed Leadershop, I reviewed numerous past installments in order to ascertain how my writing should feel to the reader. I determined that many of the posts were written in a conversational tone and took an ordinary, everyday event and applied it to life, as well as leadership.
While sitting at a recent professional development session where Drs. Donlan, Gruenert, and Whitaker presented, I wondered what the purpose of the session was, as my “left-brained” mind had trouble following along. The session was entitled, Minds Unleashed: How Principals Can Lead the Right-Brained Way.  When the session ended, it became clear the goal was to cause us to think differently and to look at things through a different lens . . . even if after knowing this, we would have difficulty finding meaning.
I had this difficulty, and yet used a bit of reflection to my advantage.
On the over two-hour solo drive home, I had time to think and began to synthesize what I had learned over the years at State, throughout my eighteen years in education (ten in educational administration), and in life.
One thing became completely evident: I need people in my life.
I know, you are probably wondering how this revelation of needing people in my life is looking at something through a different lens. Well, until this point, unless you read the byline, I have not identified myself. All I will say at this point is that I am a female leader in school administration working in a sea of men and sometimes one that must have a thick skin in order to really hear people and understand their perspective.
I have been nicknamed “The High Commander” by some.
I’d like to think the nickname conjures images of Condoleeza Rice, Colon Powell, Mother Theresa, or Abraham Lincoln (all great leaders), but I’m not sure that was the intent of the nickname.  Not minding the intention, I take the name as a high compliment.  All of those individuals are wise, respected, consistent, and fair.
Who could go wrong following these leaders?
Now, back to needing people … I need the right people.
As a female leader, it is important to have different kinds of people in my life, each with his or her own roles to fulfill. My right people start with the woman I admire most – my grandmother. She was not educated past the 8th grade, but boy, could that woman spell. And, I am not sure ever a day went by for her where hard work was not a part of it.  She raised five boys, handled live snakes left in pockets, and cooked for what was a small army.
I recall a story she once told about one particular evening. Grandma shared that she was playing baseball with her boys one summer after dinner, and a neighbor lady inquired why she was playing ball instead of doing dishes. Grandma looked the neighbor lady in the eye and said, “My boys will only be young once. Those dishes will be there tomorrow.”
What grit to go against the grain in the 1950s!
Next is the woman who taught me all the things I didn’t learn at home. This woman taught me to think for myself, to be confident, to dress well, and to act like a lady no matter the situation (sometimes I need to do this better).  She also taught me to cook, sew, as well as to understand the value of fine china and to be passionate about what is important.
So many of these skills, learned in my formative teenage years, have made me the graceful woman I am today.
Lastly, I turn to the woman who gives me my energy.
This young lady is a former student of mine, turned close friend.  She is professional, not afraid to live life to the fullest (and on the spur of the moment), and what she says is gold. Her determination has taken her far in her 26 years, and I am excited to be a part of the journey as she continues in life.  
My only fear, really, is that I am turning into her Woman #2, but I guess that is not all bad.
You are probably thinking, this lady (me) has had some strong, positive females in her life, but how does that have anything to do with looking at things through a different lens?  Well, it was during that solo ride home from a leadership conference when I realized I am who I am, because of these women.
I have grit, grace, and gumption.
I challenge you to think differently about who has made you the leader you are.
Ask yourself, “Who has shaped me?”
“How have they influenced my life?”
“How have they made me who I am?”
Then do something it takes courage to do, something that many may find a bit different: Consider telling them exactly what they mean to you. Those words may truly be the best gift they could ever receive.
And as one of the great men in my life, Dr. Terry McDaniel, might say, “It could be their lollipop moment.”


Dr. Nicole Singer is a Ph.D. graduate of the Department of Educational Leadership in the Bayh College of Education at Indiana State University.  She is a school leader, dedicated to educational excellence in our nation’s schools, and can be reached at:

Wednesday, November 18, 2015

When the Foot Disappears

When the Foot Disappears

By Dr. Ryan Donlan
Assistant Professor
Department of Educational Leadership
Bayh College of Education
Indiana State University

My wife and I take our children to the bus stop each morning. 
We do so because it’s nice hanging-out with them before school, and we feel fortunate that our university schedules allow us this time.  Plus, our children are 11 and 10, and it’s still a bit dark in the morning.
Something about each morning stays with me in my mind, and in my heart, as I drive to work. 
It’s when the foot disappears.
That would be Sean or Katelyn’s foot, by the way.
As we sit in my truck, the bus typically arrives perpendicular to our direction from the right, which puts the door of the bus on the opposite side of the road, out of my sight.  After we exchange hugs and kisses, our children will hop from the truck, they’ll look left, right, and left again, and will cross the road as the bus’s lights flash.
All I can then see is a pair of little feet on the far side of the bus’s engine and driver’s seat above, as they stick out ahead of the wheel.
It’s when that last foot ascends upward and disappears each day that I reflect how much I love my children, each morning.
Sometimes I can see a silhouette make its way toward a seat; sometimes not.  When the foot disappears, I know that for a time, someone else is handling the care and feeding.
Someone else will have great influence over what happens, next.

As my children’s feet disappear, I’m blessed not having to fret about how they are treated.  I don't often worry, “Will they feel successful at what they try, and be successful at what they do, during the workday?”  They have a great support system at school.
I never really ponder, “Will they come home feeling worse than when they left?”  Our children teachers and principals are very good, once their feet appear on their end.  That makes all the difference.

What about your teachers?  Your leaders? 

Can you say that when children arrive, they are thought of as fondly as when their feet disappeared from a parent’s view, only a short time prior. 
Do all of your students feel loved, knowing that adults are trying their best to offer a nice day . . .  that they’ll be missed as well, when their feet disappear from your view in the afternoon?

Does each student in your school have a smile when boarding and de-boarding, a warm welcome in every classroom, and a caring adult offering them unconditional positive regard, as they move from one location to another?  Are hallways places of celebration and affirmation?

Does each have an adult looking on, with heartfelt reflection, when each foot disappears?


Dr. Ryan Donlan believes that all of our K-12 feet, large and small, should have guardian angels and open hearts in every school, all the days of the school year.  If your faculty and staffs are not studying the foot traffic, then possibly the opportunity will prioritize itself at the next staff meeting, somewhere amidst talk of pacing guides and performance outcomes.  Always willing to have a nice conversation, Dr. Donlan can be reached at (812) 237-8624 or at 

Wednesday, November 4, 2015

If Students Ruled . . .

If Students Ruled . . .

By Dr. Ryan Donlan
Assistant Professor
Department of Educational Leadership
Bayh College of Education
Indiana State University

            If students ruled K-12 education, we might find a change or two around here.  I wonder what kids would come-up with, in terms of school redesign, by decree . . .

Hallways would be places to slow down and make friends, rather than places to “move along.”

Teachers would reclaim the ability to spend more time on the units they like, because the fun would rub-off. 

Adults would respond each morning like long-distance grandparents when kids arrive.

Exclamation points would be removed from all signs, unless they’re celebrating something. 

Student handbooks would stop being hammers and “all other things as proscribed.”

Bathroom stalls would have doors attached; soap containers would be full.

Everyone could eat and drink, all day long.

The principal WOULD be a “pal.”

Teachers would smile more and “pace” less.

Adults would stop taking cuts in the lunch line.

Recess would ROCK!  It would be protected.

Librarians would again be allowed to spend their time helping children select good books.

School would start a bit later in the morning.

Each classroom would have a Keurig, refrigerator, and overstuffed couch.

Electronic devices would be encouraged as learning and social media tools.

These ideas aren’t really so radical, are they? 
Many of us are even recognizing our own schools here.

What might we get if kids ruled and wanted to move beyond these basic notions of “school redesign” above, to something bigger, like SCHOOL REIMAGINATION.

Who might they employ? 
Would it be us?


Dr. Ryan Donlan loves envisioning what school would be if we were not addicted to notions of educational manufacture designed years and years ago.  If you would like to offer your own dream for what school could be, from the eyes of a child, or even to ask this very question of a child and relay what you hear, please consider giving him a call at 812-237-8624 or by writing at 

Monday, October 26, 2015

Who Finds Whom in K-12?

Who Finds Whom in K-12?

By Dr. Ryan Donlan
Assistant Professor
Department of Educational Leadership
Bayh College of Education
Indiana State University

A very perceptive veterinarian said to me recently, “Did you find the kitten, or did the kitten find you?”
Sitting atop the vet’s silver slab of a chest-high table wriggled a skinny, sneezing, calico kitten with worms and a respiratory infection, found the night before as we sat on our family’s back deck.
I heard a faint meow at dusk.  Then responded with a meow of my own.  Another response – from a small voice, possibly below the deck or near our backyard’s woods line, as my family gathered. 
After about a half hour of conversation (kitty and me) from a distance, a pensive, hungry-looking kitten approached cautiously, and eventually found its way to my lap.  After some petting, purring, people food, and some water, we offered it a soft corner in our second garage, and after a night’s sleep, my wife and I made a trip to the grocery store for some essentials. 

So, “Did we find the kitten, or did the kitten find us?”

Our finding the kitten might imply that we were the ones doing the rescuing.
The kitten finding us might imply the opposite.

In thinking through this, I reflected that we were almost two years into accepting the passing of our aging Weimaraner, Zachary, our “dog-son” that pre-dated the births of our two children. 
Had we been avoiding another attachment?
Were we now the busy family machine and, not-as-much, a family?
Did we need something to slow us down and re-focus?

If so, then the kitten might have found us.

As educators, when we see those malnourished (at times, snarly) little kittens [Eddie, Haley, or whomever comes to mind] in our schools and classrooms, coming to us with all of their figurative sneezes, worms, and hunger, do we take the time to notice?
Do we speak to them in their own language, first? 
Do we spend enough time so that they trust? 
Do we offer what we have, even if a leftover?
Do we shop for suitable supplies, even if busy?
Do we accommodate their needs? 
Do we seek-out additional treatment from someone more knowledgeable? 
If no one is willing to step-up and parent, do we adopt?

And in the midst of whatever we provide, large or small, do we pause and ask the question, “Did we find these little [kittens], or did they find us?” 
And for what reasons were they sent?


Dr. Ryan Donlan is wondering who finds whom in our schools and classrooms, and further, whether or not our intended K-12 caretakers receive more each day that we recognize.  Not all resources are finite, he would argue, and would love to discuss this further at 812-237-8624 or

Friday, October 16, 2015

Workload Management

Workload Management

By Dr. Ryan Donlan
Assistant Professor
Department of Educational leadership
Bayh College of Education
Indiana State University

I was particularly excited when asked to speak on a panel at the Indiana State University New Faculty Orientation series on the topic, Workload Management.  Must be that I’m perceived as fairly productive, as there’s typically an implicit prerequisite for such in panel selection. 
It also doesn’t probably hurt that my daily smile is authentic. 
I do admit to having a lot of fun at work, which has a lot to do with sound management principles that I believe are a part of my life. 
So, in preparing my remarks, I pondered, What advice would I give to new faculty? I then realized that much of what assists in my current workload management, helped when I was a K-12 educator as well.   
Workload management is not something that we should do in response to the demands placed upon us; it is more what we can provide ourselves proactively, regardless of the demands or situation.
It’s really a method of “rolling life and work” similarly, authentically, and smartly. 
Any of us can thrive in workload management, if we consider doing the following . . .

Measure twice and cut once before accepting professional positions or newfound responsibilities.  If we study the people making offers for us to work with them, we’ll better be able to ascertain whether or not they will enhance or inhibit our professional qualities of life. 

Ensure that we are very much “a fit” for what we do, as the nature of workload management (in terms of clock-hours) is, at times, not-at-all one of work-life balance.  In ensuring “a fit,” we will find that our professional roles and expectations match our needs and personalities.

Consider “confluence” as one method of accomplishing workload management, which might for example, call for our laptops to be with us while barbecuing in the evenings, yet with intermittent bursts of “compartmentalization,” such as keeping away from e-mails (and workload) during our children’s sporting events or activities.

Know the relative importance of things on our plate, in terms of our supervisors’ thoughts on “where” we allocate our time and talent.  The “classic” challenge while I was in K-12 was focusing on classroom instruction, when so many people wanted a piece of my time, typically for their own urgencies.  The same holds true now in protecting time for scholarship, with ongoing demands for the other parts of “me.”  We must also recognize where we tend to spend our time and should avoid gravitating disproportionally to those areas that are our favorites, as we’ll find that our less-favorites become harder to accomplish when we’re pressured to catch-up on them.

Manage what we do intentionally and make investments that count in multiple arenas.  In higher education, this would mean that when we invest in our teaching, our workload in terms of scholarship and service is positively impacted as well.  In K-12, this might be envisioned in terms of instructional leadership, building management, and social capital.  In business, it might include products, profits, and people.  Does each investment of time and talent reap triple dividends across our areas of expected performance?

Know what we need to recharge our batteries each evening, as this will help us better manage the next day.  This is typically accomplished through recognition of whether we are extroverted, and thus need to be around people to energize, or introverted, and thus need a bit of solitude. 

Prioritize relationships over tasks, and in terms of the relationships we have at work, make many more “deposits” than “withdrawals” with those around us.  Expecting more of ourselves toward the positive output of others is the way to go.

Have “good friends” at work.  Life’s too short to think that we have to separate business and pleasure, all the time.

Take something off our bosses’ plates, as often as we can.  It will allow them to take something off their bosses’ plates as well.  Paying things upward is simply the right thing to do and does not go unnoticed.

Be around.  Be visible.  Be available.  Other people will then be able to connect with us, which may increase our collaborative opportunities that, themselves, manage our workload.


Dr. Ryan Donlan doesn’t as much believe moving toward better workload management means deciding WHAT one does in the limited time available, yet rather HOW one does all that is expected, and desired. He is also interested in learning how you achieve optimal workload management as well, so please be encouraged to contact him at (812) 237-8624 or at 

Thursday, October 8, 2015

Rainy Days in K-12

Rainy Days in K-12

By Dr. Ryan Donlan
Assistant Professor
Department of Educational Leadership
Bayh College of Education
Indiana State University

Seems as though, at times, some in our profession need an uplift, as if they walk about early in the week thinking to themselves:

Talkin’ to myself and feelin’ old
Sometimes I’d like to quit
Nothin’ ever seems to fit
Hangin’ around
Nothin’ to do but frown
Rainy days and Mondays always get me down
(Williams & Nichols, (1971).

What we can offer them is a kind smile, of course, and for the ones who delight in deeper conversation in the lounge or break room, a way to unleash their minds through an appeal to their right-brained intellect.  Here’s one such way.

This week, for leadership whose staffs are truly seeing less-often “the sun” in K-12 education, I am hoping you’ll have a discussion and look at the rain differently, just as I had the opportunity last Saturday while sitting on my deck amidst all that was cool, wet, and clammy.
In doing so, I jotted down a few things I noticed about rainy days, as I thought of my time in K-12 and even that now in higher education (friends Steve Gruenert and Todd Whitaker have aptly addressed Mondays).
Those few things follow. 
In reading what I have written, can you make the connections [for each] to your K-12 experience, and would you be willing to share with a friend or colleague?  Please feel free to disagree and note that some may just not fit. 
You might divide them among your PLC groups, or however you like.

A Rainy Day  . . .

Allows us “open-eyed clarity” over the more frequent “squint,” borne of unrepentant glare;

Prevents “sunburn” caused by “overexposure”;

Provides an excuse to get “less done here,” so we can focus “more on there”;

Brings “family” together all under “one roof”;

Provides “balance and sustenance” to an environment lacking such;

Invites “an umbrella,” and an opportunity for the discovery of vulnerability, or vanity;

Provides a natural “facelift” to our pathways, playgrounds, parks, and professional settings;

Offers, in the midst of our hurry and clutter, “ambient soundscapes” that are calming;

Allows for the collection of resources, and thus “energy” that is economically regenerative;

Gives us a deepened appreciation that days often considered regular, whatever the weather, are “a gift.”


This is not so much an activity for those seeking “coffee-mug happy’s” or “bumper-sticker smileys”; rather, ones who wish to stretch their socio-psychological understandings of the larger “permissions” that affect us through rainy days at work, AND the resultant effects upon how our children view the world themselves, through our lead.

Best to you as you turn your minds and make a vicarious difference, while the skies open.


Williams, P., Nichols, R. (1971). (Recorded by The Carpenters). On Carpenters [The Tan Album].  New York, NY: Jack Daugherty Productions, A&M.


Please join Ryan Donlan in opening-up to the world around us and making a connection that we can share in the ISU Ed. Leadershop.  We would love to give credit to your good thoughts, while putting together relevant pieces for K-12 to share.  Just give Dr. Donlan a call at (812) 237-8624 or write at

Wednesday, September 30, 2015

"From the Wabash," PCM Revisited

“From the Wabash,” PCM Revisited

By Dr. Ryan Donlan
Department of Educational Leadership
Bayh College of Education
Indiana State University

In September of 2012, I shared one of our first ISU Ed. Leadershop articles highlighting Taibi Kahler’s Process Communication Model® (PCM) entitled, “From the Wabash, Now Worldwide.”  As I think ahead to an upcoming report I’ll deliver in Hot Springs, Arkansas, this October regarding the model’s research worldwide (and not knowing who had the chance to log-in prior), I thought a Leadershop update would be timely.
What follows is the original article, updated with additional information for consideration.
In 1969, a Purdue University Ph.D. student in psychology, Taibi Kahler, was interning at a mental health facility in Northern Indiana.  While there, he became interested in the psychological theories of Transactional Analysis (Kahler, 2008).
Shortly thereafter, Kahler created an inventory to collect data for his dissertation on predicting academic underachievement.  While performing an analysis to study his instrument’s validity, he noticed data falling into six mutually exclusive clusters that later served as the basis for a theory on personality structure (Kahler Communications, Inc., n.d.; Kahler, 2008).   
The uniqueness of Dr. Kahler’s discovery was that human behavior could be identified, second-by-second, as being productive (communication) or non-productive (miscommunication) with both patterns sequential, measurable, and predictable.  
For this discovery, Dr. Kahler was later awarded the 1977 Eric Berne Memorial Scientific Award and honored by more than 10,000 of his clinical peers from 52 countries as having provided the MOST SIGNIFICANT SCIENTIFIC DISCOVERY IN THE FIELD OF PSYCHOLOGY (Kahler, 2008).             
Dr. Kahler’s discoveries in the field of communication assisted NASA for decades in the selection of astronauts and have enhanced the business of global corporations. His discoveries have assisted practitioners in the fields of therapy, health care, and education.  Because of the power and relevance of his theories, Dr. Kahler served as communication advisor to President William Jefferson Clinton and provided psycho-demographic polling analysis for his campaigns.     
In 2012, two colleagues and I conducted a formal validity study on Kahler’s Personality Pattern Inventory (PPI), an instrument that analyzes one’s personality structure.  We performed a statistical factor analysis on data from over 53,000 persons.  This research affirmed PPI’s validity and reliability (Ampaw, Gilbert, & Donlan, 2012), as we first reported in Vienna, Austria, with experts from Europe and Oceania, as well as Dr. Kahler, in attendance.             
This week, I’ll present some information on Dr. Kahler’s model at a transnational conference for an international group.  It is all quite sophisticated theoretically, yet can be unpacked nicely in its leadership applications.  It seems as though PCM is garnering even more relevance worldwide, as we now live, play, and work, both locally and globally.         
What is ironic is that Kahler current enjoys a relatively low-profile status in education: Known throughout the world for his contributions in bringing people together … having changed the lives of millions through his books and seminars … a member of four international high-IQ societies … and delightfully humble in spite of all this – Dr. Kahler, is currently “not” on most American educators’ “Who’s Whom” lists.        
Yet, he should be.      
The Process Communication Model’s impact on professional and personal experiences of persons from around the world is most certainly one that bears a closer look, as for one thing, it is “a catalyst” for better student achievement in our schools (Donlan, 2013).        
Items possibly of interest:     
PCM is a subtle, yet sophisticated method of differentiated communication that can minimize drama and maximize togetherness;            
PCM is a model that allows for deeper understanding of other people, within seconds of meeting them, from diverse backgrounds or cultures; 
PCM allows us to communicate more effectively, so that others can understand our good intentions.         
If you decide to study the model further, a number of open-source articles exist, and I can direct you to them.  I’d love to get your thoughts, feelings, and opinions, as we share reactions, reflections, and even some actions that we can take toward better understanding of local, and global, relationships.

Ampaw, F. D., Gilbert, M. B., & Donlan, R. A. (2012, August). Verifying the validity and reliability of the Personality Pattern Inventory. Paper presented at the 4th International Congress on Process Communication, Vienna, Austria.

Donlan, R. (2013). The Process Education Model (PEM): A catalyst for school improvement.  Journal of Process Communication, 1(1), 45-67.

Kahler Communications, Inc. (n. d.). Personality Pattern Inventory validation procedures. Little Rock, AR: Author.

Kahler, T. (2008). The process therapy model. Little Rock, AR: Taibi Kahler Associates.
Dr. Ryan Donlan is involved in research and training in the Process Communication Model (PCM) and the Process Education Model (PEM) and wishes to partner with corporate groups or with K-12, college, and university educators who are interested in research on professional development and learning outcomes in their organizations.