A man in a blue shirt thoughtfully observes a chalkboard filled with educational concepts and text in a dimly lit library.

This second part of the cycle asks teachers to identify what it is they need to know and do to be more effective, particularly with those students achieving less well than others and is central to the aspect of adaptive expertise that asks teachers to become aware of the assumptions underpinning their practice and know when these assumptions are helpful for their learners and when to question them, and if necessary, to let them go. Actively inquiring into and identifying their own learning needs means their further engagement is motivated by the need to know. Much professional development about effective teaching practices is motivated by someone else’s desire to tell teachers what they should learn and do. In the desire to tell approach, policy makers, researchers, or professional development providers believe or have evidence that some kinds of teaching practices are more effective than others. They then create professional development opportuni- ties to inform teachers about these practices without creating the need to know beyond compliance or teacher interest. Some leaders address issues of motivation by calling for volun- teers. The synthesis of the evidence on professional learning and development found that student outcomes did not depend on whether teachers volunteered or were expected/directed to be involved (Timperley et al., 2008). In some situations the expectations of volunteers were not met, particularly when the extent of change was greater than they had Mehr sehen