When adults continue to learn at their jobs, research shows they're better at creating that experience for others. If schools want to be places where students test new theories and learn from mistakes, those qualities must be present in the teachers.
, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district.
When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals.
“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals. In another activity that school leaders tested in the Pivot Learning professional development, each person had tofor working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.
That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.
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