Author: Ali Brown

Adult Learning: Creating Buy-in

June 27, 2017 by

This post and graphics originally appeared at 2Revolutions on May 17, 2017.

Designing and facilitating high-quality professional learning experiences is such important and challenging work. I must admit that in my first year of formally leading professional development, I cried a few times in school bathrooms during session breaks — not so dissimilar to swallowing back tears in the teacher’s lounge during my first few months of teaching in the Bronx. I remembered (and often forgot) lots of mediocre professional development experiences as a teacher. How could I avoid repeating this pattern and actually make a difference with the little precious time I had with busy educators? On a larger scale, this question weighs upon the United States educational system, with much research pointing to huge wastes of time and money poured into largely ineffective efforts to develop teachers. (See TNTP’s The Mirage and Bill & Melinda Gates Foundation Teachers Know Best: Teachers’ Views on Professional Development.)

As the director of learning transformation at 2Rev, I am lucky to be able to pursue my obsession with designing and facilitating effective adult learning as a core part of my role, which has, not surprisingly, helped me learn a lot about what works and what’s most important when it comes to educator professional learning. In my next few blog posts, I’ll share several key principles that we’re arriving upon as we continue to experiment with different approaches to adult learning. Some of these are likely unsurprising and clearly backed by research, yet worth being reminded of. Others are intuitive but much easier said than done. I’ll share these principles with some broad rationale and then drill down into some specific practices and tools that we’ve found to be effective in living out these principles.

Today I’ll focus on a first, and maybe one of the most important, principles: creating buy-in.


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