Assess Faculty Learning Practices
SEE CLEARLY WHAT’S SHAPING FACULTY LEARNING AT YOUR SCHOOL
Understand how faculty learning is actually experienced across your school and use that insight to make informed, strategic decisions.
Shared Clarity
Confident Decisions
Purposeful Action
Faculty learning is difficult to see. It often unfolds through daily practice, but is rarely surfaced meaningfully beyond an individual teacher.
As a result, both teaching faculty and leaders can be left without a full understanding of where growth is happening – and where it is needed most.
Without clarity, schools can respond to perceived needs instead of practice—slowing progress where support is needed most.
When Faculty Learning Is Unclear
The Impact of This Work
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Gain a comprehensive view of how faculty learning is currently structured and supported across the school—examining documents, calendars, roles, and routines to surface where intentions align with lived experience, and where gaps may be limiting growth.
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Surface how faculty actually experience professional learning through thoughtfully designed surveys, conversations, or focus groups—revealing patterns, tensions, and points of clarity that are often missed through informal or anecdotal feedback.
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Use evidence to identify root causes behind stuck points—not just surface symptoms—and guide leadership decisions about where to focus, what to refine, and what to prioritize next in support of meaningful faculty growth.
Thoughtful, Context-Aware Guidance
I'm Indu Chugani Singh, founder and principal consultant of Door 21 Consulting.
I help schools ensure they are clear about the problem they are actually trying to solve before investing time, energy, or trust in change. My work focuses on understanding how faculty growth is functioning within the unique culture, structures, and constraints of each school—not against a generic model of best practice.
By taking the time to look closely, I help leaders frame challenges accurately, ensuring that subsequent action is thoughtful, strategic, and responsive to their school’s reality.
A Clear, Structured Process
Clarify the Focus & Scope
We begin by working with school leaders to clarify the focus and scope of the assessment, align on priorities, and establish shared understanding so the work ahead is purposeful, relevant, and grounded in your school’s context.
Conduct the Assessment
I design and carry out a thoughtful assessment process that may include document review, survey design, and data analysis, ensuring findings reflect the lived experience of faculty and the realities of your school’s structures and practices.
Share Findings & Insights
Findings are synthesized and shared in a clear, accessible way, supporting leadership teams as they make sense of the data, identify priorities, and plan next steps with confidence and alignment.
Frequently Asked Questions
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No. This work is not an evaluation of individual faculty members. The focus is on understanding how faculty learning is structured and experienced across the school, not on judging individual performance. The goal is to surface patterns, strengths, and gaps in systems and practices.
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Equity-informed practice is woven throughout the assessment process. This includes attending to how bias can shape observation, interpretation, and decision-making, and designing tools and questions that support fair, reflective, and consistent understanding of practice across faculty. The goal is not evaluation or compliance, but clearer judgment and shared responsibility for learning across difference.
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The timeline varies based on scope and school context. The work is designed to be thoughtful and proportional—allowing enough time to gather meaningful insight without creating unnecessary burden.
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Schools receive a written diagnostic report that summarizes strengths, tensions, and areas for growth, identifies root causes behind stuck points, and offers research-informed recommendations for next steps.
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Yes. Findings can be adapted into presentations for different audiences, including board presentations or faculty sessions, with slide decks and facilitated conversations as appropriate.
More questions?
If you have a question that isn’t addressed here or want to explore whether this work is a good fit for your school I’m always happy to connect.
Feel free to reach out, and we can talk through what you’re navigating and what support might be most helpful.
Email: indu@door21consulting.com
Clarity is the starting point.
Without a clear understanding of how faculty learning is currently functioning, schools often rely on assumptions, uneven practices, and fragmented approaches to professional learning.
What might shift at your school if faculty learning were grounded in a shared, evidence-based understanding rather than shaped by isolated initiatives or anecdotal feedback?
With clarity about current practice in place, leaders are better positioned to focus their efforts, align priorities, and move forward with confidence and intention.
