Disciplina ad Docendum: Learning in Order to Teach

WHAT DO A PETRI DISH, a container of yogurt, and Peck’s faculty development program share in common? They can all be described using the word culture.

The word culture means many different things, and one of the more dynamic uses is when biologists use the term to describe a “living system that is being maintained in conditions suitable for growth.” That particular definition may not have been top of mind when the second pillar of Peck’s 2015 Strategic Plan was written, but it most certainly applies to the outcome. To foster the behaviors and norms that underlay a thriving culture of teaching excellence, a school must establish conditions suitable for continual personal and professional growth.

During the past several years, Director of Curriculum and Faculty Development Chris Weaver and members of the Academic Council have breathed new life into the process of faculty evaluation and professional development at Peck. They have evolved the process into a tailored system that truly sustains growth and positions teachers as role models for lifelong learning.

“If we want the kids to take on big goals and be stretchy and be aspirational and think outside their comfort zones, we can’t have a faculty that always colors inside the lines. For faculty to teach kids to think big, we have to take risks and be engaged in that type of a learning process ourselves,” said Weaver.

A stretchy goal draws one outside of their comfort zone. Stretchy goals may take a while to accomplish or may offer some surprises along the way. The traditional notion of setting a SMART Goal (Specific, Measurable, Attainable, Relevant, and Timely) is appropriate for accomplishing routine tasks—but to truly create an invigorating growth mindset, SMART goals can’t handle the heavy lifting.

Weaver explained, “Our teachers don’t only set box-checking goals. For Peck to continue fostering excellence in teaching, we need to sustain a culture of mission-driven innovators."

"We have teachers with the agency and mindset to take on big things. You can’t necessarily conform your goal to an acronym, because you might not know all the steps ahead of time or how long your goal will take to achieve. That’s what happens when you embark on something big and interesting.”

Third Grade Teacher Katie Bruno has embraced stretchy goals with a passion. After 10 years at Peck, and with an already-established reputation of teaching excellence, Bruno could easily rest on her laurels. However, she has done just the opposite with her professional development. In the process, she has invigorated the Responsive Classroom initiative at Peck as well as made other improvements to her curriculum and student interactions.

“Peck is unique in that the faculty are asked to dream big and have ambitious goals,” Bruno said. “We are encouraged to think outside of the box and ask ourselves why we do what we do and explore best practices. Two years ago, I investigated the Responsive Classroom (RC) teaching approach during a Deep Dive and learned how to implement it in my classroom. Utilizing RC practices has had a tremendous effect on my classroom and my teaching. I believe my class is now a stronger community filled with greater respect, empathy, and confidence.”

In a nod to our school credo Disciplina Ad Vivendum (Learning for Life), Peck’s dynamic continuum of professional reflection and growth has been dubbed Disciplina ad Docendum, or, “Learning in Order to Teach.” The process serves all members of the Peck community and includes both concrete and stretchy goal setting, collaborative class visits and coaching, thoughtful reflection, process-oriented evaluation, and a more intensive Deep Dive for faculty with more than three years experience at Peck.

All along the way, faculty are given the agency to look for common threads and alignment between their individual aspirations and the needs of their students and curriculum.

The Peck School makes a strong distinction between the notion of faculty evaluation and faculty growth. Everything that is evaluated does not necessarily inspire or spur growth. By emphasizing stretchy goals and inspiring agency in the growth process, Peck has successfully laid a foundation to create and sustain a culture of teaching excellence. A culture is not just a group with common aims and aspirations; a culture is a growing, living system. At Peck, faculty are continuously learning in order to teach.

ONLINE EXCLUSIVE Five Ways to Set Better Goals

Stretchy goals can have the biggest impact and cause the most growth, but they’re also the hardest to achieve. Chris Weaver, Peck’s Director of Curriculum and Faculty Development, offers up five ways to set, and achieve, better long-term stretchy goals.

Read at www.peckschool.org/goals