Last week I attended the Chief Learning Officers Breakfast Club conference sponsored by Chief Learning Officer magazine. This publication, and the learning sessions it sponsors, is designed for the workforce learning and development industry, primarily in the business world. It provides guidance and insight to global enterprise education executives who oversee, authorize, fund, and support learning and development programs.

As the only person in the room with a K-12 background, I was fascinated by how relevant the work of business learning leaders is to the work of learning leaders in the field of education. The morning-long interactive panel discussion included Raj Ramachandran, University of Phoenix; Eric Brunner, GP Strategies; and Bob Blondin, Xerox Learning Services. Lew Walker, head of AT&T Learning Services, moderated the session that revolved around three key questions: What is the changing nature of work? What is the changing nature of learning? What are the skills and competencies required for learning leaders today?

All three questions yielded rich discussions among panelists and attendees. Over the course of several blogs, I'll examine each question and how each relates to professional learning for educators.

What is the changing nature of work? The panel and audience interchange concluded that, today, helping workers master the ability to retrieve information is as important as teaching workers to retain information. Since only 10% of a worker's learning is through formal channels and 90% through informal, on-the-job-learning situations, it's critical for workers to know how and where to find the best information to support just-in-time learning. Consequently, mobile learning resources, gaming, video, and simulations will increasingly be the tools workers call upon to either provide or support their learning.

Because the nature of work is changing, learners want and need 24/7, on-demand access to learning resources. The wide array and immediate access to learning tools, however, presents a potential for data overload. This is where the learning leader can be most useful as a guide and coach to help the learner/worker navigate the learning terrain to choose the best and most useful learning supports.

The same concept applies when we consider how to support teachers in their learning pursuits. The education learning leader has the obligation to stay abreast of the tools, products, materials, and technologies that best support learning, both adult and student. Once armed with this knowledge, the learning leader in education can be the compass educators can rely on to point to learning's true north.

Next week, what is the nature of learning?

Carol V. Francois
Director of Learning, Learning Forward

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Raise your hand if you've been in a workshop that included either of the following movie clips to illustrate what it means to really collaborate: the barn-raising scene in Witness or the scene in Apollo 13 where Ed Harris dumps a box of miscellaneous parts on a table and tells a team to use those parts to solve a complex problem.

There's a reason many of you are familiar with these clips. Those are great scenes to lead into discussions about bringing together varied perspectives in high-stakes situations to solve pressing problems. Such clips help us understand why collaboration is absolutely critical and, at times, lifesaving. But I wonder what clips we'd use to illustrate how those teams got to that point. What made the scientists at NASA able to do that work together? Clearly, they had years of practice in communicating, challenging one another, listening, and making decisions quickly.

For groups to realize all of the benefits possible through collaboration, the people in those groups need to develop the knowledge and skills that support effective teamwork. That means that those who provide time and structures for group work also must provide support in developing these skills.

If time to collaborate were the only resource necessary to create high-performing teams, then countless schools would be achieving at the higher levels that effective collaboration facilitates. But time for collaboration isn't enough. Knowledge and skills in how to use that time are equally essential.

Many of the learning designs that advance the goals of teams and individuals rely on these skills and more, whether the learning is face-to-face or incorporates technology and blended approaches.

Educators need expertise in several areas, including:

• Group development: Teams go through stages of development, and it's important for all members to recognize that.

• Norms for working together: Effective groups agree in advance that they will work together in certain ways.

• Communication skills: Teams need knowledge about how to talk and listen in ways that honor all members' perspectives and facilitate discussion and dialogue.

• Conflict resolution: Any group that hopes to solve trenchant challenges will need expertise in openly addressing disagreements to reach common understandings and solutions.

• Decision making: Groups may be able to communicate well, but if they don't know what decisions to make and how to make them, they will not make progress toward goals.

• Determining shared goals and visions: When groups come together, their work can only be successful if they know what they hope to achieve.

• Establishing trust: Being open to frank discussion about individual beliefs and practices requires levels of relational trust that aren't necessarily typical in schools and school systems.

Effective teamwork is not something that comes naturally when people are given time to work together. If school and system leaders don't attend to this element of professional learning, their efforts to provide daily or weekly team time will be wasted, and stakeholders involved in supporting such time will justifiably lose faith in what we purport collaboration can achieve.

Tracy Crow
Director of Communications, Learning Forward

This column appears in the April issue of JSD on collaboration.

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Establishing more time for collaborative professional learning is only a first step. Using the time effectively and efficiently is also essential. Four simple processes can focus the interactions that occur in teams and connect what team members learn with student learning.

Establish a clear purpose for each meeting. At the beginning of each session or at the end of the previous session, team members commit to a clear purpose for the meeting that specifies the learning goals for educators and the outcomes they expect for students when their learning goals are implemented. Establishing a purpose also means being clear about what the non-purpose of the session will be. This trick of non-purpose is a powerful tool for maintaining a laser-like focus on the identified purpose and gaining maximum benefit. Too often team members think everyone on the team is on the same page, and too often the opposite is true.

Inform to reform. Teams come together to plan, assess, design, analyze, reflect, and engage. Yet if team members are not expanding what they know, believe, can do, are willing to do, and do when they are together, all their work will be modifications of what they have already done. Informing their thinking and decision making with new ideas, provocative text, examination of their own beliefs, and transparency about successes and challenges will result in authentic co-construction instead of slight modifications of existing practices.

Celebrate the unknown. Educators work from a platform of certainty. They want to feel competent. They worry that their experimentation will diminish results for students. Yet new standards require students to experiment, explore, inquire, hypothesize, predict, generalize, and synthesize. When educators engage in this level of learning as a part of their own practice, they will simultaneously learn how to facilitate this type of learning for their own students. With the rapid pace of information generation and access, educators can no longer be satisfied with what they know. They must learn to be comfortable with what is unknown and seek to generate knowledge rather than affirm it.

Test and retest. Each collaborative learning session ends with a hypothesis to test through application of new, refined, or expanded learning. Team members can create individual or collective hypotheses related to the team's learning, design the experiment to test the hypothesis, and return to the next meeting with data and a tentative conclusion in hand to share with others. Through this testing and retesting process, team members develop a deep, authentic understanding of their learning and appreciate the nuances of its application in different contexts with different students.

Learning Forward, with support from MetLife, Sandler, and Bill & Melinda Gates Foundations, developed four professional learning units designed for teacher leaders and school and district administrators to implement, refine, and support collaborative professional learning to increase student achievement. Explore the units here.

Joellen Killion
Senior Advisor, Learning Forward

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In their 2012 Annual Conference keynote address, Michael Fullan and Andy Hargreaves discussed the major tenets of their book, Professional Capital: Transforming Teaching in Every School. The ideas at the heart of their book are the foundation of our commitment to effective collaboration as key to improving schools for students and their teachers.

Hargreaves and Fullan write about the important roles of human and social capital in sustained improvement. Human capital is about the qualities of individuals. In the context of schools, human capital is a teacher's cumulative abilities, knowledge, and skills developed through formal education and on-the-job experience. Many reform efforts have focused on improving just this aspect of capital. In some situations, accountability becomes the primary driver for improvement, while in others, support and capacity building play that role.

Social capital is an idea Hargreaves and Fullan explore in-depth, informed by the work of Carrie Leana around this concept. They define it as the capacity of groups to work collectively toward school improvement. Social capital resides in the relationships among teachers. Social capital can raise individual human capital; a good team, school, or system lifts everyone. But higher individual human capital does not necessarily improve the overall team.

This research and that of others show that when relationships among teachers in a school are characterized by high trust and frequent interaction — that is, when social capital is strong — student achievement scores improve.

Many schools and school systems understand this at some level. For more than a decade, professional learning communities have proliferated in schools. And in the 2011 MetLife Survey of the American Teacher, teachers report much greater job satisfaction when they have opportunities for regular collaboration.

Yet time to collaborate is not enough. We must be deliberate in our expectations and support for the collaboration time that we set aside for educators. We have all had experiences with high-functioning and high-performing groups as well as groups that began with similarly well-intentioned participants and never achieved their stated goals.

Learning Forward's role is to support system and school leaders to see building social capital as key to achieving their visions. Our standards stress that schools and school systems must provide the leadership, conditions, and resources — including, but not limited to, time — that facilitate the ongoing development of social capital.

Achieving this vision will take skillful collaboration. So I'd ask you to start with your leaders. Do they have the skills to collaborate? Do you? Do you know how to make the best use of time, how to ensure that you are developing productive relationships, communicating effectively, setting goals and shared visions?

Ensuring education leaders have collaboration skills to facilitate the ongoing development of social capital is essential to ongoing improvements and lasting success.

Stephanie Hirsh
Executive Director, Learning Forward

This column appears in the April issue of JSD on collaboration.

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Education systems, like so many other complex living and non-living entities, are made up of interdependent component systems. The human body, for example, has seven such systems. These systems each have unique purposes that another system cannot accomplish. Four major systems, respiratory/circulatory, digestive, skeletal, and muscular, work together with the urinary, reproductive, and skin systems to complete the fully functioning human body. When one part is malfunctioning, it affects another, yet not all malfunctions will have identical impacts.

Education systems include legislation and regulation, human capital, professional learning, school improvement, data and assessment, curriculum and instruction, business, and facilities operations. These systems work together to support teaching and learning to produce college- and career ready students.

Federal legislation, for example, influences state policy. State policy shapes school system policies and actions in some ways. How teachers construct learning each day in classrooms influences student success. What students need to learn influences the content of professional learning for educators. Curriculum drives assessment, and assessment drives instruction. Curriculum also influences professional learning, which in turn affects instruction and leadership. Human capital systems assemble and support the education workforce to accomplish the many tasks these systems require.

Humans become ill when any one system is malfunctioning or when the body's systems fail to work together. The same is true of education systems. Their overall health suffers when the component systems fail to be fully operational and working coherently toward the same end result. Inefficiencies and ineffectiveness result when education systems fail to work interdependently to achieve full health.

Core to the success of every student is the capacity of education systems to work interdependently toward student achievement. Federal policies drive state policies, which in turn shape local policies. To be fully healthy, core education systems — curriculum and instruction, professional learning, human capital, data and assessment, school and district improvement, business and facilities operations — must operate interdependently to achieve college- and career-readiness for each student.

When one system changes, such as the introduction of Common Core standards into the curriculum and instruction system, every system must adapt to accommodate the change.

• The curriculum and instruction system defines with clarity what students are expected to learn, develops the curricula to guide student learning from preschool through graduation, and provides pedagogical guidance to meet the learning needs of every student — including those who have been traditionally underserved and who have disabilities.


• The human capital system recruits, hires, places, and supports a highly qualified education workforce in every position.


• The data and assessment system provides information to inform decision making about student learning, system operations, and educator effectiveness.


• School and district improvement focuses on establishing the conditions for effective teaching and learning to achieve college- and career-readiness for every student.


• Professional learning provides continuous growth and development for all members of the education workforce for achievement of all improvement goals and deep implementation of new initiatives.


• Business and facilities operations provide the equipment, resources, facilities, transportation, and support services that use effective professional learning as a vehicle for change.

The purpose of any single part of an education system is realized only when those components are interconnected to achieve the vision of college- and career-readiness for every student. Until the parts become a meaningful whole, they remain parts.

Joellen Killion
Senior Advisor, Learning Forward

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I have been thinking a lot these past several weeks about Learning Forward's vision. Our shorthand for our vision is E6: Every educator engages in effective professional learning every day so every student achieves. Educators face demanding expectations to implement new Common Core and science standards. New assessments are following on the heels of new standards, and teachers are preparing for all of this under the pressure of new personnel evaluation systems. How can educators be expected to accomplish all of it?

Every educator I know is deeply committed to student success. At the same time, many admit to me the challenges they face in trying to meet their commitments to their students. Many teachers tell me they need support, time, and organized collaboration with colleagues so that they may grow, learn, improve, and better serve students. In my view, we must redouble our efforts to achieve Learning Forward's vision. That statement has tremendous power. Take a moment to reflect on the power of the six E words.

E#1: Every. This vision is focused on every educator, not just some. Every means each person whose work on a daily basis influences the learning experiences of students. Every is key, because every guarantees every student will have access to excellent teaching that results from the vision. Every is our promise to equality; if learning isn't possible for every educator and every student, then we fail to achieve our vision.

E#2: Educator. Educator includes everyone who has a direct or indirect responsibility for the success of students. Educators are classroom teachers, instructional coaches, principals, and district office staff. Educators include paraprofessionals, counselors, librarians, and more. All of these educators require professional learning so they can work at the most effective and efficient levels possible.

E#3: Engages. Professional learning that impacts an educator's knowledge, attitudes, disposition, and skills is engaging. Educators are not passive recipients; rather, they are involved in the types of learning they are expected to use in their day-to-day practice with students. They are challenged, observed, offered feedback, and held accountable. Their learning experiences are shaped to recognize that they have unique learning needs. They are the center of professional learning and engaging describes their experience.

E#4: Effective.We have all heard too many stories about poorly conceived and carelessly implemented professional learning. Those who work as educators should never have to tolerate ineffective professional learning. We have Standards for Professional Learning that define the context, conditions, and attributes of effective professional learning, ensuring results for both educators and students. If professional learning doesn't meet those standards, it isn't effective, and it has no place in schools.

E#5: Every day. Just-in-time professional learning helps educators solve their immediate problems of practice. Our students don't have time to wait for their teachers to learn how to help them address their challenges. When students have a problem, they want help immediately to overcome it. Their teachers need to be able to count on the same level of support. Every day means that educators can rely on their colleagues and count on their participation in a learning team cycle of continuous improvement to help them gain the knowledge and skills to help all students succeed. Every day means we reexamine school structures, changing school schedules rather then negotiating to add a day here or there in the calendar. Every day means students experience great teaching every day as their teachers grow every day.

E#6: Every student. It isn't enough to reach every educator -- every educator needs to commit to their growth so they can in turn reach every student. Every educator needs the knowledge, skills, and dispositions to teach all the students in front of them, but that still isn't enough. Every educator must join with their colleagues in the school to make a promise that every student in the building has equal opportunity for a great education. When all educators acknowledge the impact their expertise has on the teachers and the students who share their zip code, their principal, and their superintendent, they form a collective compact focused on high outcomes for all.

Learning Forward's vision — the E6 statement — must become reality, defining the education practice in every school system. I know it's happening in some places, proof it can be done. How do we make it reality in all places?

Stephanie Hirsh
Executive Director, Learning Forward

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Educators are overwhelmed with the number of changes they are expected to implement in their schools. The number one resource they request to assist them in implementing these improvements is time -- time for deeper learning, planning, collaboration, and problem solving. I rarely meet a person who is opposed to providing educators the time they need for continuous improvement. They agree time should be part of the regular work schedule so the practice of continuous improvement doesn't require burning the midnight oil or catching up over the weekends. And yet finding time is still a challenge.

Let me rebuff the two most-cited reasons schools are not able to give educators the time they so desperately need and want.

1. Our community won't support it. Parents will be more willing to find answers to their own child care challenges for time set aside for professional learning when they have evidence of how the time is being used for teachers and how their own children are benefitting. They will also appreciate when schools are empathetic to family situations and help them find alternatives. Parents are interested in knowing how time is being used and will be more accommodating when they are informed that the schedule has changed because, for example, teachers need a refresher in how to teach certain literacy or math standards. Parents will be supportive when they are told why teachers need time to collaborate, how examining student data helps teachers pinpoint where students need help, and how this analysis is used to determine what teachers need to learn to help students be more successful. Your community will support time for learning when you can draw the link between teacher knowledge and skills and student success.
2. Our schedule won't allow it. There are countless schools that have created schedules that provide all educators with regularly scheduled time for collaborative learning and problem solving. Some school systems are moving toward a four-day work week so that teachers have even more time to develop high-quality lessons and common assessments, turn their attention to deep study, conduct parent conferences, and assume additional leadership responsibilities. In other schools, schedules allow every teacher to be assigned to at least one learning team with several other teachers in the same grade or subject who share responsibility for the success of a group of students. These teachers are provided a minimum of three to four hours a week for their professional learning and collaboration.

There are many organizations that offer assistance to school systems and schools seeking to revise their schedules. The National Center on Time and Learning offers many case studies of schools that have altered their schedules to extend time for both students and teachers. And now Learning Forward has released a new guide that any school or system leader can use to explore how they use time and create a schedule that will provide the time necessary for effective professional learning. In addition to tools and a process for understanding time use and how to change it, the workbook includes several sample schedules from a range of schools and school systems. Download Establishing Time for Professional Learning to learn more. This resource is a product of the Transforming Professional Learning initiative.

When system and school leaders develop the vision and will necessary to change the schedule, nothing can stop them.

What other barriers prevent you from arranging your schedules to ensure teachers develop the knowledge and skills they need to ensure the success of all students? Share them with me and I will address them in future columns.

Stephanie Hirsh
Executive Director, Learning Forward

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In the early 1900s, state legislatures, school boards, and educational leaders set up the structure of schools to model factories, with ringing bells, isolated teachers, and students sorted by "age of manufacture" and taught in batches of forty to fifty students per class.

These schools were never designed to educate all students at high levels, and thankfully, as the way we educate students evolves, we see less and less adherence to this model. Today, every school district strives to serve all its students well. But the capacity of a school district to provide all students with a gold-standard education is directly proportional to the system's ability to function as a learning unit — one that overcomes the limitations of the past and unleashes the collective power of educators to innovate and more effectively reach all students.

To move away from the factory concept entirely means we must shift from a model of teacher isolation to one of teacher teams. In these teams, educators collaborate to develop lessons, write formative assessments, differentiate instruction, and create intervention strategies. Even more can be accomplished to improve student learning if school systems shift from small, isolated teams to a K-12 learning school system that functions as one larger and more flexible team that encourages teachers and administrators to collaborate in all directions in a climate of trust, capacity building, and leadership at all levels.

School systems that learn focus their resources strategically on programs that have a greater impact on teacher performance and student achievement, such as differentiating professional development, coaching new and veteran teachers, providing peer mentoring, and supporting ongoing educator collaboration. School systems that learn have cultures where effective collaboration shows up in every domain and aspect of the system. Teachers see their roles not as conveyors of information but as architects of learning experiences for their students. Principals see themselves not as building managers but as leaders who shape and influence learning cultures for teachers. Central office leaders see their most significant work as supporting and inspiring the learning and efforts of principals.

One of the most vital components of a learning school system is the ability of its leaders to develop learning climates that foster continual experimentation with new strategies and ideas to improve student learning. While there are many factors that contribute to effective schools, creating a school system that learns is the most effective way to improve student learning.

Paul B. Ash
Superintendent, Lexington (Mass.) Public Schools

Paul B. Ash is the superintendent of Lexington (Mass.) Public Schools and the co-author of School Systems that Learn. He will be sharing strategies for creating systemwide cultures of innovation and collaboration during a free two-part webinar series beginning April 25. Learn more and register here.

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In the classic children's picture book by Dr. Seuss, Oh, The Places You'll Go, readers are taken on a whimsical adventure with a cheerful pajama-wearing boy as he makes his way into an ever-changing world, full of new pathways and discoveries, challenges, difficult decisions, sticky situations, and lots of excitement and fun. In the end, the character learns a few inspiring lessons: Choose a path, make things happen, and enjoy the journey.

In a similar fashion, the Standards for Professional Learning provide practical guidance to each professional learning journey. Serving as a teacher leader is both challenging and rewarding, due in part to the multifaceted and dynamic nature of the role itself. New pathways constantly open for teacher leaders and the individuals, teams, and schools they support.

The Leadership standard specifically informs the work of teacher leaders, encouraging them to design roadmaps for their own learning and leading. It describes the essential elements for supporting professional learning and significant school change to increase results for all students.

As you examine the role of professional learning and begin to chart your own path, consider the lessons from Dr. Seuss.

Choose a path and get started
Which path best makes learning a top priority? Examine your options and then get started. As a teacher leader, how can you share your learning goals and demonstrate your commitment to learning? Actively participate in professional learning. Ask for feedback from colleagues and administrators. Expand your knowledge and skills as a leader or coach by observing others, and seek to understand the latest research on professional learning. Also, acknowledge your responsibility to develop others. As you model how a leader puts his or her own learning first, be sure to set high expectations for yourself, for your colleagues, and for all students.

Be proactive; don't always wait for things to happen
Although the road may be bumpy with "bang-ups" and "hang-ups," teacher leaders can make things happen to ensure quality professional learning. Help others understand the critical link between professional learning and student achievement by challenging practice and ineffective professional learning. Work with the principal and colleagues to identify alternative, research-based approaches to make necessary improvements. Work through whatever channels you have to create time for learning and identify the resources you and your colleagues need to support your development. Use your voice, from wherever you sit, to proclaim the role of professional learning in moving schools where they need to go.

Enjoy the journey
Give yourself permission to have fun along the way. Enjoy your role as a teacher leader, knowing you will gain experiences that will enrich and inform your work. As you learn with others, create and share your own lessons about the culture and conditions necessary for you to support your colleagues effectively. The more you share what you've learned, the more your peers will also grow as leaders and as learners.

Jacqueline Kennedy
Senior Consultant, Learning Forward

This post originally appeared as a column in The Leading Teacher.

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As a middle school principal serving on the Kentucky Task Force for Professional Learning, a Learning Forward initiative to develop a statewide, comprehensive professional learning system to support Kentucky's implementation of Common Core State Standards, I quickly saw the need for revising professional learning in our schools, beginning with a change in our vocabulary — replacing professional development with professional learning. When combined with the introduction and deconstruction of the Common Core, the term professional learning suggests the learning culture is continuous through collaborative learning teams or study teams that focus on teacher knowledge, skills, and instruction, thus improving academic achievement. When I consider what this shift means for me as the school leader, I see that professional learning redefines the role of the principal in three key areas:

Use data-driven decision making
To determine the skills needed to improve academic achievement in my building, I needed to concentrate on the data resources available to determine the skills lacking in my building in order to improve academic achievement. It is essential to develop a culture that is receptive to change. A principal must be able to establish a collaborative team to analyze data. Our data team determined our highest priority need, which was teacher instruction. The team met with each department chairperson to share and analyze the data. I used professional learning time to discuss and formulate teacher priorities for learning. Teachers worked individually and collaboratively, in grade-level teams and departments, creating a new vision for our school.

Strengthen skills
As a staff, we began developing the skills and strategies necessary to support our vision. All stakeholders agreed that instructional skills such as assessment, standards-based grading, higher-ordered questioning skills, and curriculum alignment of the Common Core standards should be addressed. I led two book studies, Classroom Assessment for Student Learning and Seven Strategies of Assessment for Learning during our Monday professional learning and Tuesday team meetings. Our district conducted two instructional rounds to determine the level of rigor and student engagement in the classrooms. My assistant principal, instructional coach, and I frequently visited classrooms providing feedback to improve instruction. Teachers observed instruction at elementary and high school levels, and grade-level teams observed other grade-level teachers in our building.

Build a continuous learning culture
Change is inevitable. It is my responsibility to manage that change and devote time to develop confidence and growth in each staff member. Change was definitely a measure of our culture this school year; we had 18 new teachers, nine of whom just concluded their student teaching. It was important to provide the support they needed to be successful. Each teacher had a mentor, college resource teacher, and me to cry, laugh, or holler with during the year. Relationships developed between the principal and the teaching staff have become a dynamic part of the puzzle when analyzing instruction, knowledge, or pedagogy. The trust between teachers and instructional leaders provided a positive foundation for goal setting, constructive feedback, and self-evaluation, ensuring student achievement.

All teachers met with me individually to discuss professional growth plans for the new school year; we used data from observations, district rounds, and self-reflection to develop one individual improvement goal and the strategies needed to meet the goal. Teachers then created another goal using the data that reflected team, department, or school initiatives. Teachers will continually monitor their progress toward individual goals as well as school goals, making adjustments when needed throughout the year.

Overall, through this experience with the task force, I have learned that professional learning must be a growth process that is data-based, student-focused, and continuous. It should provide teachers the opportunities to observe exemplary teaching, collaborate with other teachers, provide resources for growth, provide time to analyze data and plan instructional strategies, and opportunities to attend outside professional learning as well as embedded learning. In order for principals to achieve the tasks required for today's demands, such as Common Core implementation, the mindset shift must be consistent with the work required if all students are expected to achieve college- and career-ready standards.

Bryant Gillis
Principal, Tichenor Middle School
Erlanger-Ellsmere School District, KY

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