Public Learning: A collaborative practice for cultivating educators’ decision-making power and advancing equity in schools

Abstract

This practical article proposes an approach to educator collaboration, Public Learning, that develops adults' social emotional competencies (SECs) through – not instead of or in addition to – a rigorous examination of their instructional effectiveness. In particular, the practice of Public Learning cultivates the adult SECs required to make equitable instructional decisions. Too often, educators' professional learning experiences are of the "sit and get" variety, with compliance around implementation of specific teaching methods or the swapping of tips and tricks as the goal. What is missing from this type of professional development is the opportunity for educators to practice and hone the SECs that are critical to equitable decision making. This paper addresses the question of which adult SECs advance equity in schools and centers Public Learning as a key lever for transforming teacher collaboration to improve students' learning experiences.