Zepeda’s book offers many great ideas on adult
learning and what we as teachers truly want when we show up to professional development
classes. Dalellew and Martinez (1988) provided Zepeda with an overview of
principles of adult learning while Roberts and Pruitt (2003) contributed
strategies to engage adult learners (Zepeda 2008, 48). The two principles that
really stood out to me where:
·
Adults seek knowledge that applies to their
current life situation; they want to know how this new information will help
them in their development.
·
Staff who voluntarily attend in services,
workshops, and seminars are those who have determined that they want to learn
more.
When I read these principles, I realized that
my district and even my building have not quite made professional developments
in the structure where all adult learners are reached. My district has really
been focusing on our feedback as employees are hearing what we want for
professional development classes. Which is a step in the right direction. Roberts
and Pruitt say for the above principles that facilitators need to “employ
novelty…but give opportunities to apply the new knowledge to what [we] already
know or have experienced” (48).
Zepeda touches on this in the section entitled Prior
Experience and Adult Learning. I think that it is important for principals and
coaches to take note of what staff have already experienced and what truly are
their needs, aligning to the strategies of Roberts and Pruitt (2003, p.61). Some
veteran teachers needs could be very different than a first years’ or perhaps a
veteran wants to learn something ‘new.’ In the section Zepeda explains the
hardships of this model, stating that “The patterns discovered about faculty
can provide a basis for understanding the overall learning needs of teachers. The
information gleaned from such a profile is very broad; in a sense, it relates
to all but to none. Such a profile can highlight experience and education;
however, this type of profile does very little to insights about the development
and professional stages of the faculty” (Zepeda, 54). I understand what is
being said here, but I have recently seen a hybrid of this starting to take
place in my own building. Our instructional coach has put out a ‘menu’ of what
she can offer as a coach and put out the opportunity to hear what we want as individuals
for professional development. Again, aligning well with Roberts and Pruitt’s
strategy of giving “adult learners as much control as possible over what they
learn, how they learn, and other aspects of the learning experience” (pg.48) She,
along with our principal have started to develop a calendar of possible PDs
that we could have within our building, led by people FROM our building. I, for
example will be teaching a PD on the 7 Keys to Comprehension and literature
circles this year. Developing a PD about topics that I am passionate about and
know quite a bit about, has still provided me with learning of my own. It’s
important to know where your staff is at based off of experience, as well as,
what they feel their needs are. We have learned that as a building that has had
teachers remain there for years, to also being known as the school that is a
revolving door, we have teachers that hold great knowledge.
I believe that under our new leadership we are
heading in the direction of establishing a climate conducive to learning and
that will benefit our staff in great ways. We are building trust again with administration
and with each other building up to the space and climate that Zepeda closes the
chapter with of “A relationship of mutual trust and respect between teachers
and the principal enhances the likelihood of professional and personal growth”
(pg. 62). The readings so far about
Adult Learning has brought up many great points and ways professional development
classes will benefit us, and reflecting upon my district and building, they are
making the efforts to try and make them beneficial. It is quite the balancing
act, but I am slowly starting to see the changes being made, especially within
my building.
Zepeda, S.J. (2008). A Professional development: What works. New York: A Eye on Education.
