Part 1 Why does professional learning matter?

Why does professional learning matter?

“When conversations shift from generalized talk about student’s progress and polite sharing of teaching strategies to more in-depth conversations about the connections between the two, professional learning becomes more impactful.” (Jenni Donohoo, 2017)

Collective Teacher Efficacy

In the 21st century, significant bodies of research and data support that teacher effectiveness is the most important predictor of student achievement. The meta-analysis work of John Hattie (2018) identifies that the practice which has the greatest impact on student achievement is collective teacher efficacy, the collective belief of teachers in their ability to positively affect student learning. Competent teachers who are confident in their instructional practices can positively influence student learning experiences.

K-12 international schools have a great responsibility to ensure that the professional educators who stand in front of students every day are educated and trained to implement the most modern and effective pedagogical practices. This information emphasizes the value proposition for international schools to invest in ongoing professional learning to develop the most competent and confident educators.

Adult Learning Theory

Darling-Hammond et al. (2017) observe that “research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning” (p. v). One characteristic of effective PD experiences is understanding the adult learner and incorporating adult learning theory, also known as andragogy. Turning to the principles of adult learning theory can help schools to shift their thinking about, and approach to, whole school professional learning. What are the principles that underpin adult learning theory?

• Honor adults as agentic human beings. Adults need to be involved in the planning and evaluation of their own professional growth.

• Anchor learning in practice. Leverage the real-time and real-life contextual experiences (including mistakes) as the springboard for professional learning experiences.

• Allow adult professionals to identify their areas of growth. Adults are most interested in learning subjects and developing skills that have immediate relevance to, and impact on, their professional practice.

• Identify the problems of practice experienced by adult professionals. Adults are interested in discovering solutions to the challenges they experience in their practice. While theory can be a helpful foundation to understand the why of a practice, adults are more focused on the practical application of theory inside their classrooms to move student learning forward.

Inclusive Professional Learning

The members of an international school community are diverse in their experiences and educational backgrounds. Providing inclusive professional growth for each member of the whole international school community is paramount. The principles of adult learning theory can guide the development of whole school professional learning ecosystems that include personalized professional learning pathways to meet the needs of educators and entire learning communities.

Professional Learning: A Whole-School Approach invites international school leaders to consider an inclusive approach that honours the voice, choice, and agency of all members of the school community which can lead to increased collective efficacy that will ultimately impact student outcomes.