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LEADERSHIP

Building a Culture of Professional Growth

By Leticia Daza
29-Jan-25
Building a Culture of Professional Growth

Supporting and Empowering Teachers: Building a Culture of Professional Growth

As an international educator, I've worked in diverse cultural landscapes—from Bolivia's vibrant traditions and Venezuela's lively energy to Argentina's rich heritage and now Brazil's dynamic blend of cultures. These experiences have shaped my leadership philosophy, fostering a deep belief in the transformative power of professional learning. At the Pan American School of Bahia (PASB), my goal has been to create a culture of collaboration and growth where teachers feel valued, empowered, and inspired to innovate.

This journey has reinforced that professional learning isn't about isolated workshops or events; it's about building sustainable practices that benefit both teachers and students. Through intentional collaboration, we ensure that initiatives are impactful and replicable across international school contexts.

Aligning Professional Learning with School-Wide Goals

Our professional learning is intentionally aligned with our school-wide goals, guiding our growth in a unified direction that benefits both educators and students. However, it's not just about setting broad objectives. We place significant emphasis on unpacking these goals per division, ensuring that they resonate with each grade level's unique needs and contexts. To make these goals actionable, we also gather teacher feedback on the impact they want to see in their students' learning, gaining valuable insights into how these goals translate into classroom practices.

This feedback loop is crucial as it helps us strategically plan our training and workshops, ensuring they are responsive to what teachers feel will make the most significant difference in their classrooms. Teachers' voices are central to our planning process, and we continuously refine our approach based on their input. This alignment enhances teachers' skills and strengthens their connection to the school-wide mission, helping them see how their individual contributions support broader institutional goals and student success.

The Power of Collaboration: Professional Learning Communities (PLCs)

Collaboration is more than just bringing people together—it's about fostering an environment where educators connect, share insights, and support one another’s development. Research by Hattie (2015) emphasizes that such collaboration directly improves student outcomes.

At PASB, Professional Learning Communities (PLCs) aligned with our school-wide goals have been key to this collaborative approach. These teacher-led initiatives allow educators to take ownership of their professional growth and share expertise across divisions. For example, middle and high school science, social studies, and math teachers spearheaded efforts to integrate differentiated instruction strategies, creating a unified approach to meet students’ diverse needs.

This collaborative work thrives because teachers follow a structured PLC format that includes setting clear, shared goals, planning regular meeting times, and engaging in reflective discussions around best practices. They use a cycle of inquiry, where teachers first explore a specific focus area (like differentiated instruction), then design strategies, try them in the classroom, and come back together to share results and refine their approaches. This ongoing cycle of collaboration and reflection helps sustain momentum and growth within the PLCs.

PLCs can be adapted to suit any international school context. To get started, schools can identify shared goals, set aside time for regular collaboration, and hold follow-up sessions to refine and improve practices. By customizing the process to fit the school’s specific needs, PLCs can foster sustained growth and ensure ongoing success.

Language Inclusivity in Teacher Training

Language is essential for fostering inclusivity and ensuring that professional learning is accessible to all. At PASB, we intentionally offered training sessions in both English and Portuguese, allowing every teacher to engage fully with the material. We firmly believe that language should never be a barrier to education, and teachers must feel confident when participating in training.

Some teachers who were not fully bilingual initially hesitated to contribute in English. However, by offering sessions in both languages, they were able to participate more actively and confidently. One example involved a teacher who was initially hesitant about attending English-language sessions on Inquiry-Based Learning. After attending a session in Portuguese, her perspective shifted. She gained confidence in the material and became an advocate for the approach, sharing her newfound insights with colleagues. Her enthusiasm and expertise sparked interest across divisions, showing the power of bilingual training.

This bilingual approach goes beyond translation; it creates an environment where teachers feel valued and empowered. As Nelson Mandela said, "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." This philosophy guides our efforts, helping to bridge language barriers and strengthen our learning community.

Other international schools could benefit from adopting a similar bilingual approach. By offering training in multiple languages, schools can ensure that all teachers, regardless of their language proficiency, feel included and empowered. This not only enhances the learning experience but also builds a more collaborative and supportive teaching community.

Differentiated Workshops for Teacher Growth

Recognizing that teachers bring diverse experiences, challenges, and professional aspirations to the table, we designed workshops that meet them where they are in their learning. By tailoring these sessions to address teachers' specific needs while tying them to our school-wide goals, we ensure that every educator finds meaningful opportunities to grow.

For instance, workshops on strategies for supporting English Language Learners (ELLs) provided practical tools that teachers could implement immediately. These workshops were crafted to enhance instructional practices while fostering confidence, addressing individual starting points, and empowering teachers to expand their skill sets.

As Tomlinson (2014) asserts, differentiation is about offering multiple pathways to learning. Similarly, our approach to professional learning reflects teachers' unique contexts, ensuring that each session is relevant and impactful.

We actively incorporate teacher feedback through surveys and reflections, continuously refining our offerings to remain responsive to their evolving needs. This collaborative, teacher-centered approach creates a dynamic professional learning environment where growth is personalized and purposeful.

Empowering Teachers through Higher Education Partnerships

One of the most impactful initiatives at PASB has been our partnership with SUNY Buffalo State University. As the on-site coordinator, I am proud to graduate a cohort of teachers this year—a milestone that underscores their commitment to professional growth. Collaborating with another international school in Brazil has further enriched the program, creating a vibrant exchange of ideas that benefits educators and students alike.

This partnership has connected our teachers to a global network of educators, introducing research-driven strategies that have significantly enhanced student engagement. One participant described how the program reinvigorated his teaching, empowering him to lead workshops that extended these practices across our school community.

By cultivating similar partnerships, international schools can unlock transformative professional learning opportunities. These initiatives elevate teaching practices and build leadership capacity, fostering a ripple effect of excellence throughout the educational ecosystem.

Peer-to-Peer Observations: Building a Culture of Open Doors and Feedback

Building a culture of open doors and feedback is key to professional growth and collaboration. Our Peer-to-Peer (P2P) Observation Program, designed by a team of teachers, uses clear goals and a protocol tailored to our school's needs. This structured approach encourages teachers to step out of their comfort zones and engage in professional dialogue. Research shows the value of feedback; McTighe and O’Connor (2005) note that “Feedback should cause thinking,” promoting reflection and growth.

The P2P process follows a clear cycle:

  • Phase 1 - Pre-Observation: Teachers set the observation focus and goals aligned with school-wide goals.

  • Phase 2 - Observation: The observer gathers students’ learning evidence based on the established focus.

  • Phase 3 - Feedback: Teachers reflect together on the feedback and evidence.

  • Phase 4 - Self-Reflection: Teachers individually apply insights to improve their practice.

Initially, some teachers feared judgment, but the program’s focus on strengths-based feedback shifted this to enthusiasm. One teacher shared, "I was nervous, but once I understood the process and how it focused on growth, the feedback became actionable. Reflecting helped me make small adjustments that engaged my students more."

This initiative has empowered teachers, introduced new strategies, and improved student outcomes. It has created a culture of open doors where feedback drives growth. By adopting similar programs, schools can foster reflective practices, cross-divisional collaboration, and stronger professional communities.

Fostering Global Connections through Conferences and Networking

Since 2019, I have had the privilege of organizing the PASB Educators' Conference, a vibrant event that brings together teachers from all disciplines to share best practices and celebrate successes. This conference has nurtured a strong professional community and allowed our educators to engage in local and international events, such as American International Schools in the Americas (AMISA) EdCon and the Association of American Schools in Brazil (AASB). These experiences enable our teachers to showcase their talents on a global stage while deepening their professional growth.

Teachers who participate in the PASB Educators' Conference are selected to represent the school at these prestigious events. As one of our teachers shared, "Being chosen to represent my school made me feel deeply valued and appreciated. Participating in events like AMISA and the PASB Educators' Conference allowed me to connect with peers, share strategies, and align with innovative practices. These opportunities enhanced my growth as an educator and allowed me to contribute to others' professional development and positively impact students' learning—truly fulfilling my purpose."

This experience exemplifies the professional growth and empowerment our teachers gain through such global connections, underscoring the importance of fostering networks that support lifelong learning and collaboration.

Final Thoughts

Supporting and empowering teachers is not just a professional goal—it's a deeply personal mission. I aim to ensure that every educator I work with feels valued, empowered, and equipped with the tools and opportunities to thrive. By creating a culture of collaboration, growth, and innovation, I believe we can unlock the full potential of our educators. When teachers grow, so do our students. The impact of investing in teachers goes far beyond the classroom—it shapes the future of our students and the communities they will lead.

I encourage every school leader to reflect on the first steps they can take in their own institution to foster a similar environment. Whether through peer-to-peer observations, differentiated professional development, or simply creating a culture where feedback is valued, the path to growth begins with the belief that empowering teachers is key to empowering students. As we continue this journey, let us remain committed to fostering a learning community where teacher success directly shapes the future of our school and inspires excellence in education. Together, we can create a lasting legacy of growth and excellence, where empowered teachers ignite the potential of every student and shape the future of education.



References

Hattie, J. (2015). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Mandela, N. (1994). Long walk to freedom: The autobiography of Nelson Mandela. Little, Brown and Company.

McTighe, J., & O'Connor, K. (2005). Seven keys to effective feedback. ASCD.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Leticia Daza is an educator with over 20 years of experience, including more than 14 years in international schools. A lifelong learner and passionate advocate for growth, Leticia is dedicated to empowering both students and teachers to reach their fullest potential. With a deep commitment to creating inclusive, student-centered environments, she focuses on fostering academic excellence, collaboration, and continuous development. Leticia’s work is driven by the belief that when educators are supported and students are given the tools to succeed, they can unlock transformative learning experiences that shape the future of education.

LinkedIn: linkedin.com/in/leticia-daza-2281bb1b2

 

 

 

 

 

 

 




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