NSDC's learning standard reminds us to apply our knowledge of human learning and change when we plan or facilitate professional learning. This standard encourages teacher leaders or coaches to know about and apply their knowledge of how adults learn and how change impacts them.

Learning is a process of change. Learning can be accidental, unanticipated, and unplanned, what we call informal learning. Formal learning, on the other hand, is planned and purposeful, and occurs when the learner intentionally engages in an experience in which some change is the expected outcome.

How we define learning depends on the outcome of the learning process. The KASAB model provides a useful framework for thinking about different kinds of learning. This model identifies five different kinds of changes that occur as a result of learning or some intervention.

Sadly, much of the professional development teachers have experienced focuses on transferring knowledge and developing skills. Informational or demonstrative learning focuses on the facts, principles, or concepts. It is what a learner knows about. Operational or procedural learning focuses on the learner's know-how, the capacity to do.

However, deep learning, often called transformational learning, occurs at the level of beliefs, values, and motivation rather than only at the level of knowledge and skills. Transformational learning is long-term and results in behavioral changes. Transformational learning is deep change that occurs at the core of the learner. Learning at this level promotes a change in practice.

Multiple factors affect how we learn as adults. Our need to learn is one. Another is our sense of efficacy, our confidence that we know how to teach and that we make a difference. A high level of efficacy often means that learners are more confident that what they are learning will strengthen their practice and give them more options. A learner with low efficacy often looks outside of himself or herself for the reason for problems rather than considering what he or she can do to address the problem.

Certainly other factors affect how people learn. Time, resources, expectations, and the culture in which the learning occurs influence learning.

Learning is a process of change, and change challenges everyone. Any form of professional development requires change. Transformational learning, change that occurs at the level of beliefs, aspirations, and behaviors, reconfigures how learners think and act. When teacher leaders and coaches clarify the types of change they expect and teachers want as a result of professional learning, use their knowledge of how various factors influence learning, and are skillful in responding to learners as they experience change, they will be more prepared to lead learning within their schools and districts.

Joellen Killion is NSDC's deputy executive director.

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