My buddy Paul Cancellieri and I were talking about the negative reactions that teachers have towards professional development the other day when he came up with a pretty remarkable metaphor that I think truly applies to adult learning in schools.
Here it is:
Do Paul's words resonate with you? Are the teachers in your building tuning out every new change effort, no matter how important they really are? If so, whose fault is that? Should principals step off the gas a bit, focusing on a small handful of changes that are implemented carefully over time or should teachers be more responsible about embracing changes introduced from the district level?
More importantly, how can YOU---working from your position in the schoolhouse---get momentum to swing back in a positive direction so that professional development becomes meaningful in YOUR building?