Professional Learning in the field of education can sometimes feel like a one-size-fits-all approach. It is time to change how educators engage in Professional Learning. Education is a dynamic profession requiring constant adaptation to new methods, technologies, and pedagogical approaches. The question is, when does an educator have the time?

The Changing Landscape of Education:

The landscape of education is constantly evolving. The impact of technological advancements, changes in student demographics, and the need for educators to stay current with educational research forces many educators to explore options outside the school day. This is because many school districts are providing Professional Learning opportunities they feel meet the needs of the students and not their educators.

There is research currently being done showing the need for different tactics when it comes to Professional Learning. This includes looking at the individual and the type of Professional Learning that is available. The interactions that educators are part of are crucial for their ongoing growth and effectiveness in the ever-evolving field of education.

Choice and Voice:

There have been numerous research studies on the importance of student engagement in learning when students have a voice and choose what they want to study. Studies involving educator choice and voice are limited. A typical school building will have a span of 1-20 years of experience among its instructional staff. A one-size-fits-all approach does not provide the Professional Learning needs of all educators. There are benefits to having every staff member participate in a Professional Learning experience, but it will not address the personal growth needed by everyone.

“Choice and voice in Professional Learning not only allow school leaders to differentiate professional development, but they also honor teachers’ ability to independently and creatively identify, generate, and implement solutions to problems of practice that elevate teacher engagement, and therefore, student achievement.” – All4Ed

Benefits of Professional Learning for Educators:

1. Improved Teaching Practices: Professional Learning supports educators in refining their instructional strategies, engagement strategies, and integrating new approaches into their classrooms.
2. Enhanced Student Outcomes: There is a positive correlation between teacher Professional Learning and student achievement. This can be attributed to the implementation of research-based instructional strategies and having a deeper understanding of the subject matter and standards.
3. Adaptation to Technological Changes: In the 21st century, technology has been an integral part of education. Professional Learning that incorporates technology helps educators stay tech-savvy and integrate digital tools into their teaching methods. This also supports the engagement of students.

Types of Professional Learnin g:

1. Workshops and Conferences: Attending regional, state, and national workshops and conferences, provide educators an opportunity to learn from experts in the field, collaborate with peers, and gain exposure to new ideas. Educators are given the choice to attend what meets their needs for continued professional growth.
2. Online Courses and Webinars: The flexibility and accessibility of online professional development opportunities support educators who need a more flexible environment. Virtual learning platforms allow educators to engage in learning at their own pace, in their own space, and provide immediate resources.
3. Collaborative Learning Communities: Collaboration within school communities provides the depth of knowledge that is often needed to truly understand how learning standards can be presented. This could include grade-level teams, subject-specific groups, or cross-disciplinary collaboration. The format could be in-person, virtual, or a combination.

Overcoming Challenges:

Professional Learning comes with its challenges. Time constraints, resource limitations, expert trainers, and financial means can all be limiting factors. Many school districts overlook the experts who are right within their organization. Educators who have been identified as comfortable with a craft are often the best at providing Professional Learning to those who seek a similar understanding.

A Culture of Professional Learning:

Professional Learning is a lifelong journey benefiting both educators and students. Allowing educators voice and choice in their continued professional growth decreases the likelihood that an educator will experience burnout. Educators must have options to support a balance between Professional Learning and their instructional time.

The future of Professional Learning must include time, space, and resources for educators to explore areas of professional growth that not only benefit their career path but also their students’ academic growth.

Posted by: Tina Nicpan-Brown, M.Ed.

Tina Nicpan-Brown is a hybrid elementary educator and content developer in Washington State. She was a state finalist for the Presidential Award of Excellence in Math and Science Teaching in 2020, the Regional Teacher of the Year in 2022, and is pursuing a doctoral degree in Instructional Design.

K12 Educators and the Power of Servant Leadership

Listen, we all make mistakes. And I probably make more than my fair share. I appreciate the grace everyone has in accepting that. Thank you. I am in your perpetual debt!

And it’s important to be willing to laugh at our mistakes… I do that frequently, thinking about the name “K12Leaders.”

One of the questions I get repeatedly about this network we’re building goes something like this: “K12Leaders? What a great idea! I guess it’s not for me though… I’m only a… teacher/instructional technologist/librarian/tech director/school counselor/nutritionist/nurse/facilities director, etc…”

Education, and K12 education in particular, is peculiar in how it at once attempts to build people up but is seemingly structured to emphasize a hierarchy to keep people in place. One of the hallmarks of a leader is how they address that peculiarity. We saw some evidence of this in a survey we conducted in 2022 on teacher satisfaction.

It may be that at times we can’t see what is so close to us… that our school houses are filled to the brim with leaders. Our teachers, nutritionists, custodians, receptionists, and even our superintendents- We’ve structured our schools around the understanding that every functional area in a school requires real ownership and responsibility.

But in the realm of K12, there is a unique humility that characterizes educators and staff at every level. While K12Leaders may be a “dumb” name for this community, take for a moment how often we also refer to service. We are here for those who serve K12 education and who are looking for ways to improve.

Humility and Servant Leadership in K12 Education

The power of servant leadership in education is not acknowledged often enough. It is the very essence of our community. Educators’ humility runs deep. But that humility’s essence is often twisted by both bureaucracy and social stigmas. We’ve all suffered the boorish “joke” at one party or another about “how those who can’t do…” well. You know. But K12Leaders embraces the idea of servant leadership in every corner of the school house.

Educators, too, from teachers to support staff, often downplay their roles as leaders. This humility is not misplaced but rather a testament to the selfless dedication of those who serve their students, schools, and communities. In the words of Robert K. Greenleaf, the founder of the servant leadership movement, “The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first.”

I’m not sure when I first came across the idea of the inverted hierarchy. It may have been the first time I read Servant Leadership. But the concept certainly stuck with me… It starts with the understanding that the most important role in an organization is that of the customer or end-user. In a company, that’s generally the customer. In K12, that’s the student and the community, as suggested by Jethro Jones. 

If we take a Student First model of our schools, then it only follows that our teachers are next in-line as they are closest to the Student. The thought of “only” being a teacher can he heard for what it is: misplaced modesty… or a symptom of someone who doesn’t understand a teacher’s true value.

At the heart of servant leadership in education is instructional leadership. It recognizes that educators are not just conveyors of knowledge but also shepherds of growth. By focusing on the needs of students, teachers become servant leaders, providing the guidance and support essential for student success.

K12Leaders acknowledges and celebrates this aspect of leadership. By amplifying educators’ voices and acknowledging their servant leadership roles, the community embraces the humility that defines educational professionals. It promotes the idea that leadership is not about titles but about serving the greater good of the community… the school…the student.

In fact, when I’m asked that question “is there a place for me on K12Leaders” there is only one question I ask. And that is, “Do you think it’s your responsibility to look outside of your classroom, office, or school to find ideas for what you could be doing better?” That’s it. And, of course just about everyone I talk to at conferences is already doing exactly that.

Now there are other aspects of leadership that extend beyond service, and we’ll touch on those in another post. But let’s take this chance to say:

We’re not changing our name.

We know by now that for K12 leaders the “end of school” really just means a chance to work on the projects that have been needing attention for the last 6 months. Networking, curriculum, enrollments, and maintenance all need to get done in an all-too-short window over the summer. But often part of that is personal maintenance as well, and we have some great opportunities on K12Leaders to consider your own development over the next several weeks!

Discover The Secret to Transformational Leadership!

Quintin Shepherd and Sarah Williamson have launched a learning community to explore a whole new language of leadership on K12Leaders based on their book The Secret to Transformational Leadership . This is a unique combination of a book group and online course focused on finding, nurturing, and implementing an authentic leadership style that helps leaders build connection with whatever community they serve. Within this nine-part, self-paced book study, you will:

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Lead from Where You Are: Future Ready’s Summer Reading Group is live on K12Leaders!

Join Shannon McClintock Miller and author Joe Sanfelippo for the third annual Future Ready Summer Book Club to read Lead from Where You Are: Building Intention, Connection and Direction in Our Schools . where we will embark on an inspiring journey that will undoubtedly reinvigorate your passion and empower you to make a meaningful impact in your professional life.

Throughout the summer, we will gather virtually for weekly discussions, providing an opportunity for deep exploration and thoughtful reflection. Our aim is to foster a vibrant community where collaboration and shared learning flourish.

“Lead from Where You Are” explores the profound concept of finding joy and value in our daily work. 

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Take the summer to Define your WHY!

Author Barbara Bray is a digital pioneer, founder of My eCoach, and host of the Rethinking Learning Podcast. Throughout Define Your WHY she guides you through a motivational and personal journey filled with thoughtful exercises and resources to help get the most out of each chapter, and to help you finish with a stronger sense of purpose and identity. This is a great read before heading back to school next year!

MASTERCLASS for Superintendents is a mission-driven LLC dedicated to helping K-12 education leaders more effectively lead school districts. We ensure that aspiring and experienced superintendents thrive and not just survive.

As we look out at the landscape of the present state of the Superintendency in Massachusetts, we see a significant yearly turnover of Superintendents.* Retirements, resignations, and terminations undermine this key leadership role in many districts. This is not just a cliche –

“Districts that frequently change Superintendents continue to try to build for the future in fits and starts. One step forward and two steps back.”

At MASTERCLASS for Superintendents, we strongly believe that there are two areas in need of much more attention – the pool of aspiring Superintendent candidates, and experienced Superintendents who have completed at least 3 years in the position. We prepare aspiring superintendents and better enable experienced superintendents to lead by combining a world-class leadership learning journey with proven real-world experience, delivered in an accessible, high-impact format.

Developing a larger, more diverse, and better-prepared pool of aspiring superintendents (principals, directors, assistant superintendents, etc.) is critical to sustaining lasting leaders up to today’s superintendency’s complex tasks. Increasingly, new superintendents struggle to make it to their next contract – tripped up by the constant day-to-day decision-making and negotiating required by multiple stakeholders with competing interests in our increasingly politicized environment. While many superintendent preparation programs focus on setting a vision and building a successful entry plan, these alone are not sufficient skills to set superintendents up for success. As we emerge from the challenges of the pandemic, building trusting relationships and strengthening teams must also be superintendents’ key areas of focus. Even the most talented and experienced leaders cannot lead alone. Collaborative leadership, inclusive of School Committee members, can ensure that districts are poised for the kind of lasting leadership that results in improved opportunities and outcomes for all students.

Through a cohort model, MASTERCLASS provides high-impact modules focused on the most important actions to take when leading complex public school districts. 

In our Aspiring Cohorts, we support participants as they explore the challenges and opportunities inherent in the superintendency and discern whether it is the path they feel called to pursue. The Aspiring Superintendents Cohort supports participants so they are ready to step into the role and be effective on day one.

The Experienced Cohorts focus on Superintendents who have finished three years or more in the role. Recognizing that the role can be isolating and can test even the most talented leader. As an experienced superintendent working closely with – as well as supervising – a district leadership team, it can be difficult to solicit the kind of honest feedback needed to continue to grow and improve. In addition, the superintendent’s relationship with the school committee and the chair, especially given the context of open meeting laws, can be challenging. As the job of Superintendent continues to grow in complexity, it is increasingly vital for experienced superintendents to have a cohort of trusted peers with whom they can have safe, supportive, and energizing discussions to inspire them to continue to lead and to help them face and effectively overcome challenges as they arise.

In MASTERCLASS we believe a cohort model based on discussing and sharing strategies, solutions, and skills, helps every member of the cohort to grow and thrive.

In both MASTERCLASS cohorts, we take a personalized approach grounded in real-world experiences. Integrated throughout is individual executive coaching from experienced professionals. Our MASTERCLASS coaching team has over 60 collective years of experience as superintendents and educational leaders and innovators in large, mid-sized, and small Massachusetts districts.

Cohort members participate in monthly meetings focused on topics they have identified themselves. In addition, participants engage in peer consultation during which they identify areas for growth and work with expert MASTERCLASS coaches to develop solutions.

Our cohort model provides a supportive environment that helps superintendents survive AND thrive. Too often support for superintendents focuses more on problems than on strategies or viable solutions – leaving superintendents feeling more burdened and less energized. In MASTERCLASS, the support and solutions-based approach of each cohort of peers helps strengthen participants, builds leadership skills, and empowers participants to lead their districts forward.

MASTERCLASS faculty are experienced Superintendents and successful instructors/coaches who ensure that each individual grows and improves as a leader.

Learning to thrive in challenging times does not just happen! We have proven we can help. Become a member of MASTERCLASS for Superintendents. We are currently enrolling members in Cohorts for Aspiring Superintendents. 

To learn more about MASTERCLASS programming, and become a member, please visit MASTERCLASSFORSUPERS.COM