In informal learning, teachers largely determine what and how much they will learn and how much effort they will invest in learning. Formal learning, for the purpose of this study, was defined as coordinated by someone other than the teachers themselves, bound by time, organized around specific learning outcomes, frequently held outside the school setting, and not directly related to the daily work of teaching. Formal learning includes conferences, workshops, training programs, making and attending presentations. What is notable about these schools is the balance of time. Far more informal learning occurs in these schools.
Teachers seek each other's help without concern.
At one school, for example, the teacher whose students scored lowest on the state math assessment sought advice and help from the teacher whose students scored the highest. The West Ed study confirms that teachers need and value learning opportunities that are informal, varied, and multi-faceted. When schools provide such staff development, teachers become excited about learning, growing, and changing their classroom practices.