psychologically safe.
You
You might notice that Purpose, Audience, Routines, and Technique each get their own chapter, but none of the habits explicitly addresses you, or the Y in the acronym PARTY. That's because who you are—your behaviors, beliefs, and ways of being—are addressed in every habit. Think of the Y as reminding us of you, of the importance of your presence and of what you bring to every aspect of transformative PD.
A Learning Organization: A Contextual Condition for PD
For PD to be transformative, it helps if an organization is committed to being a learning organization. In a learning organization, everyone is committed to their learning, everyone is expected to learn, and everyone learns. This value shows up in goals and priorities, in evaluations, and in the adult culture. Table 0.3 offers a description of a learning organization. As you read each indicator, note whether there's evidence in your organization of the indicator—maybe jot down “yes,” “no,” or “some” in the margin.
We include this here to acknowledge the organizational context in which you lead and facilitate PD. If you work in an organization that doesn't have any of these indicators of being a learning organization and you are committed to designing and delivering transformative PD, we want to acknowledge that it's going to be hard—not impossible, but hard. If this is the situation you're in, you'll need to address the larger organizational culture, while also implementing the strategies we're sharing with you.
Table 0.3 Indicators of a Learning Organization
| Learning Environment | |
| Psychological safety | We can disagree with colleagues or supervisors, we can ask any kind of question, we can make mistakes, and we can express divergent opinions. |
| Appreciation of difference | Our discussions surface differences in ideas, and we have healthy disagreements about ideas. |
| Openness to new ideas | We are encouraged to take risks and try new things, and we do so. |
| Time for reflection | We take time to pause, thoughtfully reflect on our processes, and learn from our experiences. |
| Feedback | We get feedback on our work from multiple sources (including from colleagues and supervisors). |
| Purpose | We feel that our work matters to us personally and is connected to something bigger than us. |
| Learning Processes and Practices | |
| Orientation | Our learning is connected to and in support of the organization's core purpose. |
| Generation | We generate new learning together. |
| Interpretation | We make sense of our learning together. |
| Dissemination | We share what we learn with each other and outside of our group and organization. |
| Leadership | |
| Listening and questioning | Leaders prompt dialogue and debate. |
| Honoring process | Leaders ensure time for reflection, generation, interpretation, and dissemination. |
| Openness | Leaders are willing to entertain alternative points of view. |
| Modeling | Leaders make their learning visible and model the practices of a learner. |
Source: Based on Garvin, Edmondson, and Gino (2008).
What If PD Could Be More Like a Party?
When you became a teacher, it's likely that you formed a vision for who you wanted to be based on two things: who you aspired to emulate, and who you didn't want to be like. This may have been a conscious process or an unconscious one. But often a vision is shaped by what we've experienced and by what we strive to replicate and what we want to reject.
When we began providing PD, we had thoughts like, I want to welcome people into the room the way I once observed Mr. G, and I never want to talk down to teachers like Mrs. K did. We identified behaviors and ways of being we wanted to replicate and ones we intended to reject.
We also thought about the overall feeling of PD. We'd been to many PD sessions that felt tedious and dreary; we wanted to create learning experiences that felt refreshing and gratifying. We wanted people to say, “That went by so fast!” And, “When is our next session?” We wanted to observe participants walking to their cars together afterward still talking about the content and laughing and exchanging contact information. We knew that if PD felt good, participants would be more likely to want to come, to show up eager to learn, and to take risks and ask questions, and ultimately, we knew that more learning would occur.
We're now going to present an extreme dichotomy: When characterizing the atmosphere of PD, on one end of the continuum, PD can feel like a punishment, like a prison. On the other end of the continuum, PD can feel like a festive gathering of friends. Most of us have probably attended a lot of PD that falls in the middle: It's fine, but immemorable. We wonder, what if PD could feel more like a party?
This question elevates one of our primary beliefs about what it takes to create transformative PD, which is that transformative PD occurs when the learning atmosphere feels very different than what we're typically accustomed to. When we suggest that PD could feel like a party, we're not actually imagining a large, loud, raucous gathering in which people have superficial conversations. We're referencing the aspects of a party that are universally appreciated: a sense of celebration, a clear and meaningful purpose for convening, the possibility of being with others whose company you appreciate, and perhaps also something that makes the gathering feel special—whether that is the food, the location, the decorations, or just the way you're made to feel like your presence is truly welcome.
Imagining PD as being like a party—or more like a party—has become a conceptual aspiration for us. Again, just to be clear: Neither of us would say we love parties; no one we know would describe us as “party people.” But we love the possibility embedded in thinking about PD as being like a party. This metaphor evokes an energy that is a sharp contrast to what characterizes most learning spaces, and so it serves as a useful counterpoint to work toward.
If PD was more like a party, you'd see teachers sitting in small groups around a fire telling each other stories; you'd hear people
