How To Avoid Wasting Millions On An Adult Learning Myth

Are we spending too much on professional development in our schools? Or too little?

Companies spend more than $60 billion on leadership development every year.

In public education, Title II Part A funds provide over $2 billion per year nationally to support effective instruction and decrease achievement gaps.

57% of this goes to professional development and staff learning. So about $1.14 billion.

This is mostly spread across 4.25 million instructional staff, which works out to about $268 per staff per year, slightly less if some of these funds are used for support and administrative staff, slightly more if districts find some other pockets of money to support PD work during the year.

This is about 40% below the $444 per corporate employee, but still not a small amount.

A Pew Research study published earlier this year found that despite this, almost two-thirds of teachers were not very satisfied with their professional development opportunities. That seems to impact their overall job satisfaction significantly.

This begs the question then: does this mean we need to spend more on PD?

Maybe not. And that’s great news for leaders.

Spoiler alert: Money and PD hours may not move the needle on adult learning

In the corporate world, there’s an informal but common target set at 40 hours of professional learning per year per employee.

Learning and development teams track these religiously and badger team managers to release their staff to chalk up the necessary hours in various programs and adult classes.

In many school districts, we take staff professional development very seriously too, and rightly so.

Time is allocated regularly, often we end classes early to give staff the opportunity to attend programs and participate in PD.

These are great, mostly as a signaling device that management cares about development. They also provide a welcome break in schedule.

However, it’s worth bearing in mind what actually does move the needle on adult learning. Often in conversations with staff and even in collective bargaining, we miss the mark by getting sucked into PD spend and time allocation, when this may only contribute to a fraction of actual professional development.

At least, accord to the recognized 70-20-10 model of adult learning created from the research done by Morgan McCall, Michael M. Lombardo, and Robert A. Eichinger in 1996.

70% of adult learning comes from on-the-job experience

The 70-20-10 model of adult learning emphasizes that 70% of professional development occurs through on-the-job experiences, particularly through stretch assignments.

For public education staff, these challenging tasks push educators beyond their comfort zones, fostering growth and innovation.

Stretch assignments might include leading a new curriculum initiative, mentoring less experienced colleagues, or spearheading a school-wide technology integration project.

These experiences provide educators with opportunities to apply theoretical knowledge in real-world scenarios, develop leadership skills, and adapt to evolving educational landscapes.

20% of adult learning is social - not unlike child development

The 20% component of the 70-20-10 model highlights the crucial role of social learning and developmental relationships in professional growth.

For educators, this encompasses coaching, mentoring, and participation in well-structured Professional Learning Communities (PLCs).

Experienced teachers coaching novices, or administrators mentoring aspiring leaders, create powerful knowledge transfer channels. This can come in either formal or informal mentoring relationships, and regular instructional rounds with thoughtful evaluation. These relationships foster trust, encourage reflection, and provide tailored guidance.

Well-run PLCs, in particular, serve as catalysts for collaborative learning. In these communities, educators regularly convene to share best practices, analyze student data, and collectively problem-solve. This peer-to-peer interaction not only enhances teaching strategies but also cultivates a culture of continuous improvement.

While this only constitutes 20% of the time spent towards PD, it is very high leverage as it helps individuals to internalize the 70% of their time on the job.

Critically, it is important to communicate that this and the on-the-job experience covers developmental growth. Often when asked about PD, it’s easy to ignore the tremendous impact of this 90% and focus entirely on the next bit…

Only 10% of adult learning is formal instruction

The final 10% of the model addresses formal instruction. For public education staff, this encompasses structured learning experiences such as workshops, seminars, webinars, and formal courses.

These sessions often introduce new pedagogical theories, educational technologies, or policy changes. They provide a foundation of knowledge that educators can later apply and expand upon through on-the-job experiences and social learning.

Formal instruction also offers opportunities for educators to earn certifications, advance their degrees, or stay compliant with evolving educational standards.

While this structured learning represents only a small fraction of overall professional growth, it serves as a springboard for deeper exploration and application in the classroom, ensuring that educators remain current in their field and equipped with the latest research-based practices.

Make learning conscious

We need to think about learning in a new way. This involves helping their staff see all the different ways they can grow and learn at work.

While classes and workshops are important, they're only a small part of how people learn. Most learning actually happens on the job and by working with others.

Administrators and principals have the responsibility of making this learning conscious for staff. Do this right, and everyone becomes better at their jobs, and the whole school gets stronger. By looking at learning in this bigger way, education leaders can help create a school culture of continuous improvement.

And not of counting dollars spent on adult learning programs.

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