Helping a Professional Learning Community to Thrive by Healing Wounded Emotions

 

When a professional learning community (PLC) (DuFour, Eaker, & DuFour, 2005) has been emotionally bruised, the reconciliation work is as much relational as it is instructional. Healing wounded emotions (Padovani, 1987) and helping stakeholders regain their focus upon principles rather than personalities may benefit form drawing upon several frameworks.  Therefore, when intentionally combined:

• Growth mindset (Dweck, 2006) reframes the group’s struggle as a learning opportunity.
• Intentionality, Care, Optimism, Respect, and Trust (I-CORT) assumptions (Purkey, Novak, Fretz, 2020; Anderson, 2021) guide how people interact during that learning.
• Emotional healing (Padovani, 1987) restores each individual’s capacity for collaboration.
• PLC principles (DuFour, et al., 2005) can then again anchor the work beyond personalities.

 Together these frameworks can create a powerful, coherent path forward. Let’s examine this practical synthesis.  Below we will discuss how a growth mindset and exhibiting I-CORT can be intentionally used to heal wounded emotions and re-center a PLC upon principles rather than personalities.

              Starting with emotional repair should precede cognitive repair (Padovani, 1987).  Wounded emotions quietly hijack attention, trust, and motivation. If they are not acknowledged, no framework, regardless of its assumed strength, would yield desired healing and a path forward.  By creating structured opportunities for psychological safety through listening circles, reflective protocols, or established norms for respectful dialogue, stakeholders normalize the reality that conflict and missteps are part of learning organizations, rather than moral failures. By addressing the need to first heal wounded emotions, stakeholders begin to shift the question from “Who’s wrong?” to “What happened, and what do we need to move forward?” This prepares the emotional soil for both a growth mindset and I-CORT assumptions to take root.

              Using a growth mindset (Dweck, 2006) reframes conflict as a learning opportunity.  A growth mindset reframes tension and mistakes as data, rather than defects.  This is especially important when personalities have become the focus. In practice, stakeholders replace blame-throwing language with learning language.  For instance, rather than “They’re resistant” the focus becomes “We haven’t found the conditions yet that support engagement.”

              Exhibiting a growth mindset demonstrates intellectual humility whereby PLC participants openly reflect on what they are still learning. This shift treats interpersonal breakdowns the same way the PLC intends to treat student learning gaps: Through inquiry rather than personal judgment. Therefore, conflict becomes a shared learning problem, not an individual flaw.

              By anchoring interactions in I-CORT, trust is more likely to be restored (Purkey, Novak, Fretz, 2020; Anderson, 2021). Being intentional, caring, optimistic, respectful, and trusting (I-CORT) provides behavioral clarity when emotions are tender and trust is fragile. Each I-CORT element supports healing.  To be intentional, speak with purpose, not reaction. Pause before responding. This is especially needed in emotionally charged moments.

              To exhibit care, separate the person from the behavior. Assume positive intent.  This still allows positive space to address the impact of wounding behaviors.

              Optimism needs to be shown so it can yield its capacity to spread. Exhibiting a collective belief that the team can repair, grow, and improve puts works to the faith.  Optimism should be modeled even if it doesn’t feel that way YET (Dweck, 2006)!

              Mutual respect is more generalizable when non-negotiable norms for tone, listening, and disagreement are established. Respect is not optional, even in conflict. Cultural differences, however, often come into play, thereby unintendedly inviting perceptions of disrespect.

              Rebuilding trust results through consistency, transparency, and follow-through.  It does not sustain through forced harmony. I-CORT is not about being “nice.” Rather, it is about being constructively human.

The goal of healing wounded emotions is to re-shift shared commitments through PLC principles (DuFour et al., 2023). When personalities dominate, principles have gone implicit. So, it is again necessary to make the guiding principles explicit.

• Revisit to re-establish team norms using growth mindset language and I-CORT behaviors.
• Use protocols that focus discussions, for instance, upon:
• Evidence of student learning
• Instructional impact
• Collective responsibility
• Ask principle-centered questions:
• “What does our commitment to learning require right now?”
• “How would an I-CORT response look in this situation?”

Over time, principles become the reference point, which mitigates personal preferences or past hurts. Integrating reflective learning as a continuous professional practice sustains the focus upon principles rather than personalities.  Healing emotional wounds is not a one-time event or a singular effort. Sustainable PLCs (Marzano and Waters, 2009) regularly reflect on both task effectiveness and relational health. Such a community uses reflection prompts based on a growth mindset:

• “What are we learning about how we work together?”
• “What’s one relational move we can improve for next time?”

 These suggestions can keep the PLC adaptive, not reactive. Together, these practices allow a professional learning community to not just recover, but to mature.  The result is an educational community that becomes more resilient, reflective, and learning-centered.  Intentional invitations become transformational.

 

To cite:

Anderson, C.J. (January 31, 2026). Helping a professional learning community to thrive by healing wounded emotions. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2023). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Marzano, R. & Waters, T. (2009). District leadership that works. Solution Tree Press

Padovani, C. (1987). Healing wounded emotions. Paulist Press.

Purkey, W., Novak, J. M., & Fretz, R. (2020). Inviting school success: A self-concept approach to teaching and learning (2nd ed.). Wadsworth Cengage Learning.

Effectual Teaching Experience: Accentuating the positive and mitigating the negative (August, 2024).

 

Let’s define experiential wisdom as the knowledge and insights gained through years of experience.  Can we reach consensus that experiential wisdom can be both a strength and a limitation in the teaching profession? This wisdom often reinforces familiar practices and approaches, which can create a sense of comfort and reliability for both teachers and students. However, it may not always lead to the most effective or efficient outcomes.

Yes, experiential wisdom can reinforce the familiar. Experienced teachers often rely on tried-and-true methods that have worked well in the past. This can create a consistent learning environment, which can be reassuring for students and help maintain classroom management.  Over time, teachers develop a nuanced understanding of student behavior, learning styles, and classroom dynamics. This insight helps them anticipate and address issues, tailoring their approach based on past experiences.  Experience allows teachers to make quick, intuitive decisions in the classroom. They can often sense when a lesson is going off track or when students are disengaged, and they know how to course-correct based on past experiences.

However, there are potential limitations, especially in relation to resisting new methods.  Teachers with a wealth of experience may be less open to experimenting with new teaching methods or technologies that could be more effective or efficient. They might prefer to stick with what they know works, even if it’s not the best approach for a particular group of students or a changing educational landscape.  Experienced teachers might default to familiar techniques that have worked in the past, even if those techniques aren’t necessarily the most effective for all students. For example, a teacher might rely on lecture-based instruction because it’s comfortable, even though more interactive or student-centered approaches might yield better learning outcomes.

Arguably, the benefit of experiential strengths compared to limitations is grounded in the pursuit of the balance between efficiency and effectiveness. Experienced teachers might prioritize efficiency, which means getting through the curriculum quickly or managing classroom time well, over effectiveness, which might involve more time-consuming but impactful teaching practices like personalized feedback, project-based learning, or formative assessment approaches.

The educational landscape is constantly evolving, with new research, tools, and methods always emerging. Experienced teachers might find it challenging to adapt to these changes, especially if they feel confident in their established practices. This can lead to a gap between current research-based best practices and what is being implemented within the classroom.

To optimize the balance between effectiveness and efficiency, it's crucial for experienced teachers to remain lifelong learners.  This promotes open-mindedness towards integrating new methods with their wealth of experiential knowledge. Professional development, collaboration with younger colleagues, and a willingness to experiment can help balance the comfort of the familiar with the potential benefits of innovative practices. Remaining a lifelong learner is crucial for educators to stay current, effective, and engaged in their profession. The following nine strategies are effective for educators to foster continuous learning:

 ·         Engage in professional development. Attend workshops, seminars, and conferences to learn about the latest trends, tools, and research in education. These events often provide practical strategies that can be implemented in the classroom. Participate in online courses, webinars, or Massive Open Online Courses (MOOCs) on various educational topics. Platforms like Coursera and Khan Academy offer courses that can help educators stay updated with new teaching methods and technologies.

·         Join and participate in Professional Learning Communities (PLCs). A PLC within your school or district provides opportunities to collaborate with colleagues, share best practices, and discuss challenges and solutions. Join online forums, social media groups, or educational networks like Edutopia or LinkedIn. This allows collaboration with educators from around the world, thereby sharing resources, ideas, and experiences.

·         Dive into reflective practices.  Keep a reflective journal to document your teaching experiences, challenges, and insights. Reflecting upon your practice helps identify areas for improvement and reinforces effective learning. Regularly assess your teaching methods and student outcomes by using feedback from students, peer observations, and self-evaluations to identify your strengths and areas for growth.

·         Stay informed with educational research. Subscribe to educational journals, blogs, and magazines. Reading research articles, case studies, and expert opinions helps you stay informed about the latest developments in education. Exploring books and podcasts on education facilitated by authors and expert speakers often provide in-depth analysis and practical tips that can enhance your teaching practice.

·         Experiment with new teaching strategies. Try new teaching methods, such as flipped classrooms, project-based learning, or gamification. Experimentation can lead to discovering more effective ways to engage students. Explore and integrate new educational technologies in the classroom. Tools like learning management systems (LMS), educational apps, and virtual reality can enhance learning experiences.

·         Pursue advanced degrees or certifications. Consider pursuing an advanced degree, such as a Graduate Program or Doctorate in Education, to deepen your expertise in a specific area of interest. Seek to obtain certifications in specialized areas like ESL, special education, or instructional technology. These credentials can expand your skill set and open new career opportunities.

·         Participate in mentorship and peer collaboration.  Serve as a mentor to less experienced teachers or seek out a mentor for yourself. Mentorship provides opportunities for both giving and receiving knowledge, fostering mutual growth. Minimally. Actively collaborate with colleagues on joint projects or team teaching. Working together allows you to learn from each other’s strengths and approaches.

·         Attend and present at educational conferences. Regularly attend conferences to network with peers, learn from keynote speakers, and participate in hands-on workshops. Presenting your own research or educational strategies at conferences is a powerful way to operationalize your understanding (Slife, Wright, and Yanchar, 2016), gain feedback, and contribute to the broader educational community.

·         Stay curious and open-minded.  Maintain a curious, growth mindset. Willingly exhibit an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset. Be open to exploring new ideas, subjects, and disciplines outside of your usual focus. Cross-disciplinary knowledge can enrich your teaching. Engage with diverse cultures and perspectives. Understanding different cultural contexts can improve your ability to connect with students from various backgrounds.

Besides pursing life-long learning, educators need to maintain work-live balance and practice self-care. Practicing mindfulness, meditation, or other self-care techniques helps to manage stress and maintain a positive outlook. A balanced life supports effective learning and teaching. Prioritizing a healthy work-life balance is important to avoid burnout.  Lifelong learning is most effective when it’s sustainable over the long term. To summarize, lifelong learning, intentional invitations, mindfulness, and work-life balance benefits the educator and enhances the learning experiences of their students.

 

To Cite:

Anderson, C.J. (August 31, 2024) Effectual teaching experience: Accentuating the positive

and mitigating the negative. Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Brumby Holdings ISBN: 9780893343712, 0893343714

 

Slife, B. D., Wright, C. D., & Yanchar, S. C. (2016). Using operational definitions in research: A best-practices approach. Journal of Mind and Behavior, 37(2), 119–139.