Deficit or Surplus?
Two Models of Professional Learning

Years of in-service days has led me to distinguish two different modes of professional learning: The Deficit Model and the Surplus Model. The Deficit Model emphasizes the value of outside experts and sending people off campus to conferences and workshops, and communicates to faculty that the central challenge is to build their capacity and expertise. The Surplus Model emphasizes the value of internal experts and staying on campus to learn from each other, and communicates to faculty that the central challenge is to share their capacity and expertise. I believe an effective and thoughtful teacher learning strategy should both support internal and external learning opportunities, but my own prejudice (with lots of research behind it!) is in favor of learning from each other.

My professional learning strategies are attempts to implement and build the Surplus Model. We’re all busy, so the challenge is how to share ideas outside the normal constraints of time and space. One strategy I like is to use video technology to share teaching ideas, spark innovation, and spread the good news throughout the entire community. Below are a few samples of the work that eventually make their way into school websites, admissions sessions, department/divisional meetings, and Board meetings too.

HERE is a bunch of professional learning videos I made at Riverdale.

HERE is a whole bunch of professional learning videos we used at the Latin School of Chicago.

Oh, and HERE is a video I made before starting at Derryfield about Mastery Learning.

I’ve also moved into developing peer coaching programs using Fierce Conversations protocols and supporting Professional Learning Communities (PLC’s) on campus on topics like Social-Emotional Learning, Standards-based Assessment, the Science of Learning and Differentiated Teaching & Learning.