MTDS
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    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
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Effective Professional Learning Utilizes Adult Learning Theories

Program developers who design effective professional development for teachers understand how teachers learn.  They provide active learning experiences based on adult learning theories and invite the “whole person into the [learning] environment” (Taylor, 2009, p. 11). Programs designed for self-directed teachers who bring their experience into the learning will be more successful in supporting teachers as they adjust their teaching practice through reflection (Chen, 2014).   ​

Transformative Learning for Teachers

Central to all MTDS learning is the development of teacher empowerment and teachers as change agents. ​ MTDS is devoted to increasing teacher capacity through transformative learning.  The conceptual model connects research-based adult learning concepts with Mezirow's Transformative Learning Theory to posit a pathway of learning for teachers leading to changes in teacher practice.  The model serves as context from which all MTDS learning opportunities and/or programming would be developed and presented. These principals of learning theory are core to the development of teacher learning experiences built within effective professional learning structures.  
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MTDS Adult Learning Theory Model 2021

MTDS Adult Learning Key Principles

Individual Experience

Teachers are self-directed and learn best when their experience is recognized and utilized (Chen, 2014). ​The system is created to provide learning leading to personal transformation and designers and facilitators of MTDS programs should recognize teachers as self-directed.  Teacher learning is most beneficial when teacher experiences are used within the learning (Chen, 2014).

Holistic Orientation

"​Nurturing soul is an attempt to embrace the messiness and disorder that is adult learning, to enter more fully and more authentically into the matters of the heart" (Dirkx).
​MTDS program designers and facilitators are encouraged to create learning experiences that welcome the whole person to the learning (Taylor, p. 11) and provide opportunities for teachers to connect through various expressions of self (Dirkx, 2006).

Designers and facilitators should acknowledge the complexities of teaching and embrace the “need to stay a part of the despair as well as the joy...(Dirkx, 2003) and provide supports for teachers during times of struggle and offer moments of celebration of success.  Supporting teacher well-being is key to transformational learning and MTDS programs should allow opportunities for '"nurturing and caring for [the teacher's] soul (Dirkx, 2003). 
​

Collaboration

'​We learn because we can talk to each other, and our conversation becomes more complex as our knowledge communities advance" (Bruffee, 1999).​​

The MTDS supports learning as a process of moving into knowledge communities of increasing complexity and values learning experiences that build trust and acceptance of times of uncertainty, consternation, or disorientation that occurs within the process of learning (Mezirow; Taylor).  
As a system providing developmental stage learning, it is important to understand the acculturation process occurring as teachers’ learning progresses. Teachers in similar career stages, working in the same zone of proximal development (Vygotsky), develop their own conversations, which leads to the development of a common vocabulary and shared understanding within the learning cohort.

Cultural Awareness

​MTDS designers and facilitators should recognize the importance of cultural awareness in adult learning. The following strategies are noted by Cueva, 2010 (p. 83-87), to promote cultural awareness in adult learning environments:  

• Respectful Engagement
MTDS designers and facilitators should create opportunities for welcoming learner diversity through structures that foster listening to and respective multiple perspectives. 

• Sharing Power
MTDS learning should be delivered within structures designed to transfer power to participants and encourages them to "express their viewpoints and challenge understandings” (Cueva, 2010, p. 83).

• Talking Story 
MTDS facilitators value each person and encourage the sharing of each person's unique stories within an inclusive setting, leading to greater appreciation of the unique qualities each participant brings to the collaborative experience, and an awareness of the variety of perspectives within the group. 

• Embracing Learning through Laughter
MTDS program designers and facilitators should welcome 'moments of laughter' (Cueva, 2010, p. 87), which has the ability to break down barriers and create cohesion amongst groups of teachers learning together as a cohort. 

Critical Reflection

Growth and change is often disorienting and painful  and reflection is the trigger (Chen, 2014). MTDS program designers and facilitators should understand that learners grapple with new learning, which is often disorienting (Mezirow).  Designers and facilitators should provide opportunities for teachers to become intentionally aware of the discomfort or disorientation they experience with new learning through personal reflective processes leading to self-assessment where teachers can determine areas of personal growth and engage in self-correction.  Developing critical reflection takes time.  MTDS intentionally develops reflective practice over time, developing teacher skills in self -observation, -analysis, and -examination of practice.  Program designers and facilitators should have an awareness of levels and temporal dimensions (past, present, future) of reflection and create learning experiences to intentionally progress teacher reflective capacity incrementally towards critical reflection.

References

Bruffee, K. (1999). Collaborative Learning:  Higher Education, Interdependence, and the Authority of Knowledge (2nd ed.). Baltimore, MD:  The Johns Hopkins University Press. 
Chen, J. (2014). Teaching nontraditional adult students: Adult learning theories in practice.  Teaching in Higher Education, 19 (4),406-418. 
Cueva, M. (2010). A living spiral of understanding:  Community-based adult education.  New Directions for Adult and Continuing  Education, 125, 79-90.   
Dirkx, J. (1997).  Nurturing soul in adult learning. New directions for adult and continuing education, 1997(74), 79-88. 
Dirkx, J. (2006).  Engaging emotions in adult learning:  A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 2006(109), 15-26.
Larrivee, B. (2008).  Development of a tool to assess teachers' level of reflective practice.  Reflective Practice, 9(3), 341-360.
Noffke, S., & Brennan, M. (2005).  The dimensions of reflection:  A conceptual and contextual analysis.  International Journal of Progressive Education, 1, 58-78. 
Schӧn, D. (1983).  The reflective practitioner:  How professionals think in action.  London:  Temple Smith.  
Taylor, E. (2009).  Fostering transformative learning.  Transformative learning in practice: Insights for community, workplace, and higher education, Mezirow, J. & Taylor, E. (eds).  San Francisco, CA:  Jossey-Bass.
​van Manen, M. (1995).  On the epistemology of reflective practice.  Teachers and Teaching:  Theory and Practices, 1(1), 33-50
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Framework

​Career Levels
  • Aspiring 
  • Preparing
  • Emerging
  • Developing
  • Mastering
  • Leading
​Effective Professional Development
  • Adult Learning Theories
  • Job-Embedded Learning
  • Sustained Duration
Domains & Competencies
Community Builder:
Builds Relationships & Culture | Promotes Diversity Sensitivity | Works in a Community of Practice | Accesses & Builds Systemic Services & Supports
Classroom Manager
Creates & Manages a Learning Environment | Manages Behavior | Monitors Progress | Communicates Progress

Instructional Designer
Develops Research-Based Instruction | Aligns Instruction to Goals, Curriculum, & Assessments | Uses Data to Make Decisions | Differentiates to Meet Unique Student Needs | Plans Student Progress Monitoring | Designs Learning Activities, Tasks, and Experiences | Selects, Aligns, & Curates Strategies

Facilitator of Thinking & Learning
Promotes Student use of Technology | Facilitates Self-Directed Learning | Fosters Student Communication & Expression | Advances Critical Thinking & Problem-Solving Skills | Facilitates Student Inquiry & Research | Promotes Connection of Prior Knowledge to New Information | Engages Students in Content

Reflective Learner
Increases Knowledge & Skill through Professional Learning | Engages in On-going Reflective Practice | Evaluates Effectiveness of Instruction | Sets Growth Goals

Professional
​Understands & Promotes the Profession | Supports School District Vision, Mission, & Goals | Demonstrates Professional Growth & Development | Communicates Professionally
​
​Missouri Teacher Development System June 2022    ​
  • Home
  • Framework
    • Effective Professional Development
    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
    • Career Levels >
      • Aspiring
      • Preparing
      • Emerging
      • Developing
      • Mastering
      • Leading
    • Glossary
  • Registration
  • Contact
  • Teacher Learning
  • Facilitator Log-in