At Pine Crest, professional learning is not something that happens occasionally. It is built into the rhythm of the school day and driven by the people closest to the classroom.
It happens when teachers step into one another’s classrooms and return with new ideas. It happens in shared spaces where faculty plan, test and refine lessons together. It often begins with a simple question: How can we better support our students?
Across both campuses, teachers are continuously learning from one another and bringing those insights directly into their classrooms.
“Dr. Markham ’18H challenges us to think about what students will need in an ever-changing world,” said Dr. Wendy Swanson, Director of Faculty Learning. “At the same time, we remain grounded in the core elements of a strong educational foundation. Our faculty works to achieve that balance every day.”
While that vision sets the direction, much of the momentum comes from faculty themselves.
“A lot of professional learning starts with teachers,” Dr. Swanson said. “A faculty member may see a need, explore a new approach and then share that learning with colleagues.”
At Pine Crest, professional learning is not limited to external experts or one-time workshops. It is sustained through a model where teachers learn, apply and then teach one another.
When faculty attend conferences or bring in new strategies, the expectation is not only implementation but sharing. What begins as individual growth quickly becomes collective advancement.
That approach allows ideas to move quickly and meaningfully across classrooms, divisions and campuses.
Faculty participate in Collabsites as a form of professional learning. Through Collabsites, teachers observe these strategies in action, plan collaboratively and apply them in their own classrooms.This cycle of learning, observing instructional strategies in action and sharing ensures that professional growth is both practical and immediate.
This level of collaboration does not happen by chance.
Philanthropy provides the structure, time and resources that allow faculty to learn from one another in meaningful ways.
It supports access to external expertise, giving teachers opportunities to engage with leading thinkers in education and bring those insights back to Pine Crest. More importantly, it allows those ideas to extend beyond a single classroom, as faculty share what they have learned with their peers.
Philanthropic support also makes it possible to have faculty dedicated to professional learning. These educators lead, design and facilitate development opportunities, working alongside colleagues to identify what students need and how teaching must evolve to meet those needs.
In addition, philanthropy provides the flexibility for teachers to engage in professional learning during the school day in ways that are intentional and student-centered. Through thoughtful scheduling and classroom coverage, faculty are able to observe one another, collaborate and refine their practice, then return to their students with strategies that enhance learning in real time.
Resources also play a critical role. When faculty identify a new, research-based approach, the school is able to act quickly, whether that means providing materials across classrooms or supporting new instructional tools. “That ability to respond to what teachers need makes a real difference,” Dr. Swanson said. “It allows us to continue growing and improving together.”
Professional learning at Pine Crest is not a program. It is a culture.
It is driven by educators who are curious, collaborative and committed to improving their craft. It is supported by a community that values that growth and invests in it.
“This is a place where you have to be passionate about continuous growth as a professional,” Dr. Swanson said. “We want teachers who see themselves as lifelong learners, because that’s what we want for our students.”
Through that shared commitment, and through the support that makes it possible, Pine Crest continues to build a learning environment where teachers are learning as actively as their students.