Verbs matter
January 20 2009 by 
Hayes Mizell
Verbs are powerful. They not only describe an action, they also suggest the intent that drives the action. When educators talk about professional development, they frequently use the verbs "provide" or "deliver" (some foreign English-language newspapers use "imparted"). This usage suggests one person possesses professional development and gives it to another person, like a package or a tool.
But professional development is not a commodity (though some vendors market it that way). No educator develops as a professional because someone "delivers" learning to them. Professionals grow by actively seeking new knowledge and skills, by reflecting on their experiences and learning from the experiences of others, and by practice. There are times when limited direct instruction is a useful component of professional development, but too often it is the dominant mode. "Providers" seem to assume that they possess knowledge and it is their role to "deliver" it to empty-headed participants.
When teachers take a similar approach in their classrooms it rarely produces good results for their students, and the same is true in professional development. If collaboration and team learning are to take root as new, more productive modes of professional learning, educators need to watch their language. In the context of professional development, "provide" and "deliver" are not "just words." Verbs matter.
Posted in Hayes Mizell | 
17 comments
Jan 20, 2009 at 2:07 PM
You are very right - and verbs do matter. Another that matters is 'learning' which does imply a teacher/participant/learner role. We have many years of 'bad verbing' to undo, as many colleagues have lost sight of the role they must take when PD leaders work to shift the focus to collaboration and team...
Jan 20, 2009 at 6:16 PM
From the work and research of Jane Vella, "Taking Learning to Task", verbs hold us accountable to learning in the actual professional learning session. We learn by doing. Verbs have varying degrees of rigor to take adult and student learning to "action and implementation"!
Jan 21, 2009 at 10:37 AM
That's an interesting perspective--now I'm wondering which verbs we wish to use to convey embedded, active learning as through professional learning teams. "reflect", "share", "collaborate" are some that come to mind. What do others think?
Jan 22, 2009 at 7:14 AM
Aren't verbs a source of leverage to institute change. They provide us with a focus. Other verbs that come to mind for our professional learning communities are focused, targeted, create, revise, and inquire.
Jan 22, 2009 at 11:42 AM
As someone who writes about professional learning, I find it challenging to avoid disempowering verbs when writing about professional learning. I agree wholeheartedly that the language we use is crucial. From my perspective, the language reflects our beliefs and it is through my own language that I can examine the beliefs I hold.
Jan 22, 2009 at 4:30 PM
Other PLC verbs... own, instigate, lead, model...
I was called to task a few years ago for speaking of "empowering" people. Instead, my wise critical friend said, we create opportunities for people to empower themselves.
What about "train"?
Jan 22, 2009 at 6:17 PM
A few years ago, I was asked to speak to a group of first-year teachers about teacher leadership, at their monthly professional development workshop. I used a lot of the verbs I see here--collaborate, reflect, create, inquire. I thought I was creating a space for them to see themselves as leaders in the making--to (ahem) empower themselves. Lots of glazed (but polite) expressions.
Then, their mentor coordinator passed out their monthly tool: a graphic organizer. On a piece of paper. In two minutes, she taught them how to use it. Two minutes and a xerox copy were vastly more useful to them than all my lofty thoughts.
Verbs do matter. But sometimes, PD is something that's delivered, too.
Jan 23, 2009 at 5:26 AM
Oh Hayes,
You touched on my professional funny bone this morning! You see, being one of Shlecty's "Trailblazers," I'm constantly pursuing my own professional growth beyond what my school or district offers---not because I'm trying to be difficult, but because there are VERY few PD opportunities that are tailored for people like me.
So I read and explore on my own. I write constantly. I engage in digital conversations with teachers from around the world in tons of different digital forums. I probably spend 20+ hours a week engaged in "professional development" that is tailored to my needs.
And when I write those opportunities up to be considered for License Renewal Credits (CEUs), NONE of them are ever accepted. Those who sit in the position to decide whether I'm growing or not as a professional don't seem to believe that it is possible for teachers to act independently of "the system" when deciding where/how to grow.
Why?
Who knows. Maybe I'm just an oddball that they don't know how to deal with, so their solution is to try to put me into the square peg that so many other teachers fit.
Or maybe they're just protecting their positions! If there were enough teachers like me working on meaningful self-directed PD, we wouldn't need district and state offices full of "PD providers," would we?!
I see arrogance in the word "deliver," and that arrogance stifles my desire to see myself as a "professional" capable of finding opportunities to "learn" on my own.
Wasn't it Adler who said "Genuine learning is active, not passive. It involves the use of the mind, not the memory."
If that's true---and I don't see a whole lot of people questioning Adler---then shouldn't "active learning" include making a concious choice about the learning to pursue?
Whew....can you tell that this one's got me fired up right now?
Bill
PS: Glad to have found your blog! You're a brilliant mind that I've learned from for the past 16 years. To think you're going to make more of that mind transparent is just plain cool.
Jan 26, 2009 at 10:37 AM
My fervent wish is that someday soon words or phrases such as convey the information and presenter (or to present ) will no longer be part of the professional development lexicon. When used sparingly, speakers may appropriately offer inspiration or provide a sense of direction. But neither speakers nor presenters will be employed when the goal is professional learning that affects beliefs, deepens understanding, or changes practice. The process that ensures such learning is appropriately called teaching. A teacher's job is to design the means through which all students--no matter their age--acquire the intended learning. A presenter's job is to convey the information. The latter is never a substitute for the former.
Jan 29, 2009 at 11:22 AM
Whether some PD is provided for me or delivered to me; whether I choose it for myself or administration has decided on the topic, the important thing to me and my students is what comes next.
I started with manipulate, but I didnt like the connotation of that verb.
I went to apply which led me to affect shape, impinge or have an influence on.
It is when we do these verbs with the PD, that we are making a difference in the educational progress of our students. This is what is lacking with a one day or one time PD. Too often teachers will be unable to cross that first roadblock because there is no going back to the original presentation. Some sort of collaboration or teaming to ensure continued use of the idea is essential.
Jan 31, 2009 at 11:05 PM
This particular topic brings to mind one small change in language I have strived to make over the past year that encompasses a paradigm shift in how I hope to lead professional learning teams in schools.
For years, we have referred to the time teachers have during the day to prepare for teaching as their "planning period" and as a school and now a distict leader, I have worked to shift these times from always being a time when teachers come together to "collaboratively plan." So, for example, I have worked very hard to create school schedules where whole grade levels or subject teams have the same "planning period" so they can "plan collaboratively."
The verb shift I have been consciously trying to change and encourage others to change is the word "planning."
I invite teachers and leaders to engage in conversation with me on what a better would would be to use in order to promote this collaborative time together to move beyond always "planning" for the next day's, week's, or month's lesson but instead to shift this time to often be about collaborative learning and: reflecting on one's own practice, examining student work, engagaging in collaborative protocols in which teachers collaboratively exam and reflect on yesterday's lesson or last week's common assessment. We explore verbs together such a collaborative "learning" time, common "reflection" period, "collaboration" period as opposed to "planning" period. In most schools, we have used the terms "planning period" and teacher "work day" for so long, that just by merely having the discussion about changing what we "name" this professional learning time, I have had the pleasure of assisting educators with reexamining what they "do" during these important moments in the day and school year when teachers have the opportunity to come togther and collaboratively learn, exchange ideas, and work on their craft of teaching. Yes, indeed, verbs do matter, and I encourage us all not to, out of mere habit of language, use the phrase "planning period" any longer.
Feb 15, 2009 at 7:01 PM
Another verb in the posts struck me as well as the notable "provide" and "deliver." Bill H. notes above he has "gone rogue" in his district as he "tailors" his own PD. What would the world of Professional Learning look like if teachers needs, interests, strengths and talents were embraced in learning that was "tailored" for them, by them? What are "we" (the PD Providers Herriter also refers to) afraid of? Why not work with the logic of Wiggins and present the highest, loftiest of ideals for outcomes and set people free to obtain them? I agree, we do spend way too much time trying to make those square pegs fit into round holes. I look to the recent report from Darling-Hammond and her team as a piece of leverage in blowing up current thinking.
Mar 9, 2009 at 4:15 PM
OK, OK, I will send in a comment.
I just hope a substantal portion of stimulous money is spent on worthwile p.d. and not the kind of junk that the NCSD has been against all these years.
Will you follow the money?
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