My brilliant co-author of What Makes a Great Principal, George Couros, shares one simple learning norm when working with groups of educators–engage in learning in the way you want your students to learn. When working with principals, this norm just takes on one little twist–engage in learning in the way you want your teachers to learn.
I don’t think anyone would argue with the above quote and the importance of principals being continuous learners, but let’s talk about a hard truth: being physically present does not equate to engagement in learning. Principals often struggle the most with maintaining full engagement during meetings and professional learning sessions. If you question this statement, just look around during the next meeting or PD you attend. Many times principals will be on their computers, on their phones, looking at their smart watches, or getting up and leaving to address something. I am saying this with all the love in my heart and ZERO judgement. We all are doing the best we can in the moment with the information we have, and sometimes principals have emergency situations they cannot ignore. Also, I spent 19 years as a principal and was guilty of this more often than I would like to admit. You know that saying, “You are what you eat.”? Well, in this case, “We are what we prioritize.” In schools, we have a responsibility to be the example and prioritize learning from the top down.
My favorite definition of engagement is from Dr. Douglas Reeves, who describes engagement as, “The mutually focused attention of students and teachers on curiosity, challenge, and learning.”1 Teachers resonate with the idea that engagement is a mutual responsibility of students and teachers, and they love the focus on curiosity and challenge rather than just compliance. One way to support this depth of student engagement in the classroom is to model it in our own learning as educators. The “5 Levels of Engagement for Professional Learning” is a reflection tool that helps increase awareness of ourselves as learners. This awareness helps us take action to increase our engagement in learning and recognize our impact on others’ learning. This can lead to setting individual and group goals for what ideal engagement in professional learning looks like in your school or district.
Level 5: Zealous Learner At this level, individuals are highly passionate about the topic. Their enthusiasm is palpable, but it can sometimes come across as intense, especially to those who may not share the same level of passion. They may struggle to understand or empathize with those who aren’t as enthusiastic and may inadvertently dismiss their perspectives or contributions.
Level 4: Optimal Learner Optimal learners are excited, curious, and actively engaged in the learning process. They are eager to collaborate, learn from others, share their ideas, and ask questions. They create a positive and inclusive learning environment by fostering collaboration and open communication.
Level 3: Quiet Learner Quiet learners are interested in learning but may be more reserved or selective about when and how they engage. They are comfortable sharing in small groups but may choose to be quiet for personal or professional reasons. Their engagement may fluctuate depending on the context or topic.
Level 2: Distracted Non-Learner Individuals at this level are physically present but struggle to fully engage due to distractions. They may be distracted by external factors such as their phone, computer, or other ongoing activities. While they try to pay attention, their focus is divided, impacting their ability to fully participate and absorb information.
Level 1: Checked-Out Non-Learner Checked-out non-learners are physically present but demonstrate a lack of interest, motivation, or are unable to engage in the learning process. They may be disengaged due to various reasons such as disinterest in the topic, feeling overwhelmed, interpersonal challenges or having other priorities. Their lack of engagement hinders their ability to benefit from the learning experience.
We’re truthful in this article, so let’s address another reality: we will experience all these levels throughout our careers. It’s important to view these levels without judgment, as they are part of everyone’s journey. They serve as a self-reflection tool to align with George’s learning norm: engaging in learning like we want our students to. Whether at Level 1 or Level 5, what matters is our response. The following tool aids in this reflection and discussion. Once we define the levels, we can collaborate on key considerations for each level.
For example, when we are at Level 5 and feeling zealous about a topic, what could we keep in mind to optimize our own learning and to support others to engage deeply in their learning?
Working through each of the levels to identify key considerations will be helpful for all staff members. Once you complete the table collaboratively, it can be briefly reviewed before meetings and/or periodically throughout the year (use this LINK to access a PDF version of the table). A great way for leaders or coaches to begin using the “5 Levels of Engagement in Professional Learning” is for personal reflection first. Keep a copy on hand to reference at the beginning of learning opportunities to see the value it adds to your engagement in professional learning. Then, share that journey of self-discovery with your staff when you introduce the levels to them. Your story will serve as a wonderful example of the importance of continuous learning. We are what we prioritize, and we are better together.
- Corwin Connect. (2022, September). Beware the Engagement Illusion. Corwin Connect. https://corwin-connect.com/2022/09/beware-the-engagement-illusion/ ↩︎
