ME-Newsletter-May 25

It is no secret that despite being a deeply rewarding profession, teaching can also be a demanding and isolating one. In the midst of planning, marking, and meeting diverse student needs, the opportunity to reflect, connect, and grow alongside others can sometimes feel like a luxury. And yet, research reminds us that community and collaboration are not just ‘nice to have’: they are essential for meaningful and lasting professional development.

When I first stepped into the world of IB education, what made the greatest difference was not a manual or a checklist. It was a conversation. It was a colleague who shared their approach to Thinking Skills. It was a teaching group where we planned an interdisciplinary unit or how spider grams could be used to improve the quality of students’ discussions. It was a quiet talk at the end of the day, unpacking what went well and what did not. These moments shaped my thinking and reminded me that we learn best together.

As educators, we thrive not just on new strategies, but on shared understanding and collective wisdom. One-off workshops and expert-led webinars may spark interest, but they rarely lead to lasting change. In contrast, collaborative professional development where teachers learn with and from one another has consistently been shown to foster more sustained improvements in classroom practice. According to the OECD’s TALIS report (2018), teachers who engage in collaborative learning activities (such as peer observations, joint lesson planning, or team teaching) report higher levels of confidence, self-efficacy, and motivation. Research also highlights that “collaborative professionalism” is not about casual cooperation, it is about sustained, purposeful relationships that push thinking and refine practice.

Many professional development experiences are built around compliance or content delivery. What is often missing is continuity, context, and connection - what teachers truly need to deepen their practice and sustain their motivation. Despite the evidence, many educators still work in silos. Time pressures, lack of support, or school cultures that prioritise performance over growth can leave teachers feeling alone. I have worked with talented teachers who doubted themselves simply because they had no sounding board. No one to reassure them that their struggles were normal, or to share practical strategies that actually work. The result? Burnout. Stagnation. Missed potential. Boredom — not just for the teacher, but for their students. It is a silent loss. And one we can change.

One of the cornerstones of adult learning theory, as proposed by Mezirow (1991), is that transformation begins with critical reflection. But reflection does not always happen in isolation. In fact, research (Taylor & Cranton, 2020) shows that dialogue and shared sense-making often accelerate the reflective process. When teachers exchange experiences—both successes and challenges—they begin to question underlying assumptions, explore alternative approaches, and construct new understandings of their role. This is not just about improving practice. It is about shaping professional identity. Trying something new in the classroom can feel risky. But when educators feel supported by their peers, they are more likely to innovate, experiment, and grow.

As educators, we are often told to focus on student collaboration—but we sometimes forget that we learn better together, too. When teachers are connected in meaningful communities, professional development becomes less about compliance and more about curiosity, purpose, and growth. Building that kind of community does not require grand gestures. It starts with small steps:

• Join a peer network. Whether local or international, formal or informal, talking with others is invaluable.

• Engage with micro-PD. Short, focused resources—like ME Moments—can prompt reflection and start conversations.

• Be intentional. Share a strategy at your next department meeting. Ask a colleague how they approach ATL implementation in their subject area.

In my work with new IB educators, I have seen the difference a professional community can make. Even during a one-hour webinar, just being able to provide an explanation, a clarification which leads to someone’s ‘lightbulb’ moments is priceless. In a culture of trust and shared purpose, teachers feel safe to be learners themselves. They take ownership of their development - not because they have to, but because they want to. And that is where the real magic happens.

How do you create space for meaningful dialogue in your school?

References:

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.

Organisation for Economic Co-operation and Development (OECD). (2019). Teaching and Learning International Survey (TALIS) 2018 Results: Volume I – Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing.

https://doi.org/10.1787/1d0bc92a-en

Taylor, E. W., & Cranton, P. (Eds.). (2020). The handbook of transformative learning: Theory, research, and practice (2nd ed.). Hoboken, NJ: Wiley.