Learning by Doing
Bridging the gap between theory and practice through authentic educational leadership.
Introduction
Adult learning theories provide educators and instructional leaders with research-based frameworks for understanding how adults acquire knowledge, develop new skills, and continuously improve their professional practice. Unlike children, adult learners bring a wealth of personal and professional experiences that influence how they interpret new information, solve problems, and apply learning in authentic settings. For this reason, effective professional learning extends beyond the delivery of information and instead emphasizes meaningful experiences, collaboration, reflection, and opportunities to apply new knowledge to real-world situations (Merriam & Bierema, 2020). As schools continue to face increasingly complex instructional challenges, educational leaders must understand how adults learn in order to design professional learning experiences that foster teacher growth, improve instructional practice, and ultimately increase student achievement.
Throughout my professional career, I have discovered that the most significant lessons I have learned as an educational leader did not occur during formal coursework or professional development sessions. Instead, they emerged through authentic leadership experiences that required reflection, adaptation, and continuous improvement. Whether conducting classroom observations, coaching teachers, leading professional learning communities, or facilitating data-driven instructional decision making, each experience has contributed to my development as an assistant principal. These experiences have reinforced my belief that effective leadership is not defined by having all the answers but by creating opportunities for teachers and students to learn, reflect, collaborate, and grow together.
Two adult learning theories have had the greatest influence on my educational philosophy and leadership practice: Experiential Learning Theory and Constructivist Learning Theory. Experiential Learning Theory, developed by David Kolb (1984), emphasizes that learning occurs through a continuous cycle of experience, reflection, conceptualization, and application. Constructivist Learning Theory, influenced by the work of Piaget, Vygotsky, and Bruner, proposes that learners actively construct knowledge by connecting new learning to prior experiences through inquiry, collaboration, and reflection (Bruner, 1996; Piaget, 1972; Vygotsky, 1978). Although these theories differ in their emphasis, they share a common belief that meaningful learning is an active process that requires engagement rather than passive participation.
These theories resonate with me because they accurately describe the way I have grown as an instructional leader. During my first year as an assistant principal, I experienced a defining moment following a classroom observation that transformed the way I provide instructional feedback to teachers. Later, while leading the implementation of STAR Math, I learned that meaningful professional learning occurs when teachers experience the practical value of new initiatives rather than simply being told why they are important. Both experiences challenged my assumptions about leadership and strengthened my understanding that adults learn most effectively through authentic experiences, reflective dialogue, and collaborative problem solving. These lessons continue to shape the way I coach teachers, facilitate professional learning, and lead school improvement efforts.
This paper examines Experiential Learning Theory and Constructivist Learning Theory, explains why these theories have become foundational to my philosophy of educational leadership, and describes specific strategies I will use to implement their principles within my school. For each theory, I discuss practical leadership strategies, the rationale supporting each strategy, methods for implementation, and indicators that will be used to evaluate effectiveness. By intentionally applying these theories to instructional leadership, I seek to foster a culture of continuous learning in which teachers and students are empowered to reflect, collaborate, embrace challenges, and pursue ongoing improvement. Ultimately, my goal is to lead in a manner that not only improves instructional practice but also develops the professional capacity of educators and the academic success of every student.
Theory 1: Experiential Learning Theory
Experiential Learning Theory (ELT), developed by David A. Kolb (1984), is one of the most influential theories in adult education because it explains how individuals learn by transforming experiences into knowledge. Unlike traditional instructional models that emphasize the passive transfer of information, experiential learning views learners as active participants who construct understanding through direct experience, reflection, conceptualization, and application. Kolb argued that learning is a continuous process rather than a single event, with each new experience serving as the foundation for future growth. This perspective aligns closely with the realities of educational leadership, where administrators, teachers, and students continually refine their practices through experience and reflection.
Kolb's model consists of four interconnected stages that form a continuous learning cycle: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation (Kolb, 1984). Learning begins with a concrete experience in which an individual encounters a new situation or participates in an authentic activity. The learner then engages in reflective observation by thoughtfully examining what occurred, considering successes, challenges, and unexpected outcomes. During abstract conceptualization, the learner develops new ideas, principles, or theories based on those reflections. Finally, active experimentation occurs when the learner applies those new understandings in future situations, resulting in improved performance and additional learning experiences. Rather than ending after one cycle, experiential learning continues as each new experience creates another opportunity for growth.
Experiential Learning Theory resonates deeply with my educational philosophy because much of my professional growth has occurred through authentic leadership experiences rather than formal instruction alone. While graduate coursework and professional development have strengthened my knowledge of instructional leadership, many of my most meaningful lessons have resulted from working directly with teachers, students, and families. These experiences have taught me that effective leadership requires continuous reflection and a willingness to adapt one's practices in response to new learning. As Merriam and Bierema (2020) explain, adult learners bring extensive prior experiences to every learning situation, and meaningful professional growth occurs when those experiences are intentionally examined and connected to future practice.
One experience that profoundly shaped my leadership occurred during my first year as an assistant principal. After conducting a classroom observation, I accidentally left my observation notebook in the teacher's classroom. When I returned later to retrieve it, the teacher looked at me and asked, "Did we do anything well?" Her question immediately caused me to pause. As I looked through my notes, I realized that nearly every comment focused on areas for improvement. Although I had observed many effective instructional practices during the lesson, including positive student engagement, clear classroom routines, and strong teacher-student relationships, I had failed to document or communicate those strengths. I sat with the teacher and intentionally discussed the positive aspects of her instruction, acknowledging the effective practices I had observed before addressing growth opportunities.
Looking back, this experience perfectly illustrates Kolb's learning cycle. Conducting the classroom observation represented the Concrete Experience. The teacher's question initiated Reflective Observation, forcing me to examine my assumptions about instructional feedback. Through Abstract Conceptualization, I realized that effective instructional leadership is not solely about identifying weaknesses but also about recognizing strengths that can be leveraged for continued growth. Adults are more receptive to feedback when they feel respected, valued, and recognized for what they do well (Brookfield, 2017). Finally, I engaged in Active Experimentation by changing my observation practices. From that point forward, every coaching conversation intentionally began with authentic recognition of effective instructional practices before discussing opportunities for improvement. This strengths-based approach strengthened my relationships with teachers, increased trust, and created coaching conversations that were collaborative rather than evaluative.
Another leadership experience further reinforced my commitment to experiential learning while implementing the STAR Math assessment. Initially, many mathematics teachers questioned the value of administering STAR Math and viewed it as another compliance task rather than an instructional resource. Although teachers completed the assessment, few used the reporting features to inform classroom instruction or intervention planning. Rather than simply directing teachers to use the assessment because it was required, I recognized that meaningful change would only occur if they personally experienced its instructional value.
I organized professional learning sessions in which teachers explored STAR Math using their own students' assessment data. Together, we examined growth reports, instructional planning reports, learning progression reports, and domain mastery reports. Teachers navigated the reporting system themselves, identified individual student strengths and learning gaps, and discussed how the reports could guide differentiated instruction and intervention planning. Instead of receiving information through a presentation, teachers actively explored authentic classroom data and discovered practical applications for improving instruction.
As teachers interacted with the reports, many began to change their perceptions of the assessment. They recognized that STAR Math was more than an accountability measure; it was a valuable instructional tool that could support data-driven decision-making. We also developed strategies to help students understand their own assessment results. Teachers held individual student conferences in which students reviewed their reports, identified strengths, established academic goals, and monitored their progress throughout the year. This process encouraged students to become active participants in their own learning while fostering greater ownership and motivation.
This experience also followed Kolb's learning cycle. Teacher resistance served as the Concrete Experience. Reflecting on that resistance led me to recognize that adults rarely embrace change through directives alone. During Abstract Conceptualization, I concluded that professional learning should prioritize authentic exploration, collaboration, and immediate application rather than compliance-based training. I then implemented future professional learning using collaborative, hands-on experiences that allowed educators to construct their own understanding of new initiatives. The result was greater teacher buy-in, increased use of assessment data, and stronger instructional decision-making.
These experiences have fundamentally shaped my leadership philosophy. They taught me that meaningful professional learning occurs when adults experience concepts firsthand, reflect on their practice, collaborate with others, and apply new knowledge to authentic situations. Rather than positioning myself as someone who provides answers, I strive to create learning experiences that encourage teachers to investigate problems, discover solutions, and continuously refine their instructional practices. This approach reflects Kolb's (1984) assertion that learning is a continuous process grounded in experience and reinforced through reflection and application. As an instructional leader, I now intentionally design professional learning opportunities that enable teachers to actively engage with new ideas, examine evidence from their own classrooms, and implement changes that improve teaching and learning. Experiential Learning Theory has therefore become one of the foundational frameworks guiding my work as an assistant principal because it aligns with my belief that the most meaningful learning occurs through experience, reflection, collaboration, and continuous improvement.
Theory 2: Constructivist Learning Theory
Constructivist Learning Theory proposes that learners actively construct knowledge by connecting new information to their prior experiences rather than simply receiving knowledge from an instructor. Learning is viewed as an active, social, and reflective process in which individuals develop understanding through inquiry, collaboration, and authentic experiences. Although constructivism has traditionally been associated with K–12 education, its principles are equally applicable to adult learners because adults bring extensive personal and professional experiences that influence how they interpret and apply new knowledge. Constructivism emphasizes that meaningful learning occurs when learners engage in authentic problem-solving, collaborate with others, reflect on their experiences, and develop their own understanding rather than memorizing information (Merriam & Bierema, 2020).
The development of Constructivist Learning Theory is rooted in the work of Jean Piaget, Lev Vygotsky, and Jerome Bruner. Piaget (1972) argued that learners build new knowledge by integrating new experiences into existing cognitive structures. According to Piaget, learning occurs when individuals encounter situations that challenge their current understanding, prompting them to modify their thinking through the processes of assimilation and accommodation. Although Piaget's work primarily focused on children's cognitive development, his ideas provide an important foundation for understanding how adults continue to build knowledge throughout their professional lives.
Vygotsky (1978) expanded constructivist theory by emphasizing the importance of social interaction in learning. He proposed that knowledge is constructed through dialogue, collaboration, and participation in meaningful activities with others. One of Vygotsky's most influential contributions is the concept of the Zone of Proximal Development (ZPD), which suggests that learners achieve higher levels of understanding when supported by knowledgeable peers, mentors, or instructors. This support, often referred to as scaffolding, gradually decreases as learners become more independent. Within schools, instructional coaching, mentoring, and Professional Learning Communities (PLCs) exemplify this collaborative approach to adult learning.
Jerome Bruner (1996) further strengthened constructivist thinking by advocating for inquiry-based learning and discovery. Bruner believed that learners develop deeper understanding when they actively investigate problems, ask questions, and discover relationships independently rather than being provided with predetermined answers. His work emphasizes that learning environments should encourage curiosity, exploration, and dialogue, allowing learners to construct meaning through authentic experiences.
Constructivist Learning Theory strongly aligns with my philosophy of educational leadership because I believe teachers learn best when they are actively engaged in solving authentic instructional problems together. As an assistant principal, I have found that meaningful professional learning rarely occurs through lectures or one-time presentations. Instead, the greatest growth occurs when teachers analyze student work, examine assessment data, discuss instructional strategies, and collectively develop solutions to improve student achievement. My role is not simply to provide answers but to facilitate conversations that encourage educators to think critically, share expertise, and learn from one another.
A leadership experience that illustrates this philosophy occurred during our school's implementation of STAR Math. Initially, many mathematics teachers questioned administering the assessment and expressed concerns that it provided little instructional value. Rather than attempting to persuade teachers through directives or presentations, I designed collaborative learning experiences that allowed them to explore the assessment platform using authentic student data. During professional learning sessions, teachers worked together to analyze growth reports, identify instructional strengths and weaknesses, examine domain mastery reports, and discuss intervention strategies based on the results.
As teachers collaborated, they began asking questions, comparing interpretations, and sharing instructional ideas. Instead of being told why STAR Math was valuable, they discovered its usefulness by interacting with the data themselves. Teachers identified patterns they had not previously recognized, including specific skill deficits among students and opportunities for targeted intervention. Through collaborative dialogue, they connected new information to their existing instructional knowledge and gradually developed confidence in using assessment data to guide instruction. This experience reflected Vygotsky's (1978) belief that learning is socially constructed and strengthened through interaction with others.
The implementation process also extended to students. Working collaboratively with mathematics teachers, we shifted from simply reporting assessment scores to helping students understand and use their own data. Teachers met individually with students to review their STAR Math reports, celebrate areas of growth, identify learning needs, establish measurable goals, and monitor progress after each assessment cycle. Students learned to view assessment data not as a measure of success or failure but as information that could guide future learning. This process promoted self-reflection, goal setting, and ownership of academic growth while reinforcing the constructivist principle that learners become more engaged when they actively participate in making meaning from their experiences.
Another aspect of constructivism that resonates with me is its emphasis on shared leadership. Effective schools are built upon collaborative cultures in which teachers collectively examine practice, challenge assumptions, and support one another's professional growth. Throughout my work as an instructional leader, I have observed that educators are more willing to embrace new initiatives when they are invited to participate in the learning process rather than simply being expected to comply with expectations. Facilitating collaborative discussions during PLC meetings, instructional planning sessions, and data team meetings has consistently produced stronger instructional decisions than top-down directives alone.
Constructivist Learning Theory also influenced the way I conduct instructional coaching following classroom observations. Rather than immediately identifying solutions, I often begin coaching conversations with reflective questions that encourage teachers to analyze their own instructional decisions. Questions such as, "What do you believe worked well during the lesson?", "How did students respond to your instructional strategy?", and "If you taught this lesson again, what might you adjust?" encourage teachers to reflect critically before receiving feedback. This collaborative approach allows educators to construct their own understanding while strengthening professional ownership and self-efficacy. Merriam and Bierema (2020) note that adult learners are more engaged when learning is relevant, collaborative, and connected to authentic professional experiences.
Constructivism has become an essential framework for my instructional leadership because it recognizes that sustainable improvement occurs through relationships, collaboration, and reflective practice rather than compliance. Whether facilitating professional learning, coaching teachers, analyzing assessment data, or leading school improvement initiatives, I strive to create environments where educators actively participate in developing solutions to instructional challenges. This approach not only improves professional practice but also fosters a culture of trust, continuous learning, and shared responsibility for student success.
Reflecting on my experiences as an assistant principal, I recognize that my leadership has evolved from providing answers to facilitating learning. I now intentionally create opportunities for teachers to investigate authentic problems, collaborate with colleagues, reflect on evidence, and construct meaningful solutions together. These experiences have strengthened my belief that effective instructional leadership mirrors effective teaching: both require creating conditions in which learners actively build understanding through inquiry, collaboration, reflection, and purposeful application. Constructivist Learning Theory therefore serves as both a philosophy of learning and a framework that guides my daily work as an educational leader committed to continuous improvement for teachers and students alike.
Conclusion
The study of adult learning theories has strengthened my understanding of how meaningful professional growth occurs and has reinforced the importance of intentional instructional leadership. Among the many theories that influence adult education, Experiential Learning Theory and Constructivist Learning Theory resonate most deeply with my personal philosophy because they reflect the way I have grown as an educator and the way I strive to support the growth of others. Both theories recognize that learning is an active process that develops through authentic experiences, reflection, collaboration, and the purposeful application of new knowledge. Rather than viewing professional learning as the transmission of information, these theories emphasize creating opportunities for adults to engage in meaningful work, examine evidence, learn from one another, and continuously improve their practice.
My experiences as an assistant principal have demonstrated the practical application of these theories. During my first year in administration, a teacher's simple question following a classroom observation, "Did we do anything well?" changed the way I approach instructional coaching. That experience taught me that effective leadership requires recognizing strengths before addressing opportunities for growth and that trust is built when educators feel valued for their expertise. Likewise, leading the implementation of STAR Math reinforced that adults are more likely to embrace change when they actively experience the value of new initiatives rather than simply being instructed to implement them. By engaging teachers in collaborative exploration of assessment data and helping students understand and use their own performance data to set goals, I observed firsthand how authentic experiences and shared learning promote lasting instructional improvement.
These experiences have transformed my leadership philosophy from one centered primarily on providing answers to one focused on facilitating learning. As an instructional leader, I now recognize that my responsibility extends beyond supervising instruction to creating conditions in which teachers and students can reflect, collaborate, ask questions, solve problems, and develop confidence in their own abilities. Experiential Learning Theory reminds me that growth occurs through cycles of action and reflection, while Constructivist Learning Theory reinforces that knowledge is built through relationships, dialogue, and meaningful experiences. Together, these theories provide a powerful framework for leading continuous improvement within schools.
The strategies presented in this paper—including reflective instructional coaching, job-embedded professional learning, collaborative data analysis, inquiry-based professional learning, Professional Learning Communities, and student goal setting—represent practical approaches for translating these theories into everyday leadership practice. These strategies promote teacher efficacy, strengthen professional collaboration, encourage data-informed decision making, and empower students to take greater ownership of their learning. Most importantly, they create learning environments where continuous improvement becomes part of the culture rather than an isolated initiative.
As I continue my career in educational leadership, I intend to use these theories as guiding principles for every aspect of my work. Whether coaching teachers, facilitating professional learning, leading school improvement efforts, or supporting students, I will continue to prioritize authentic experiences, reflective practice, collaboration, and evidence-based decision-making. My goal is not simply to improve instructional practices but to cultivate a professional culture where educators are inspired to learn from one another, embrace challenges, and pursue excellence. I believe that when instructional leaders intentionally apply the principles of experiential and constructivist learning, they not only improve teaching and learning but also build schools where every educator and every student have the opportunity to grow, succeed, and reach their fullest potential.
References
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Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Merriam, S. B., & Bierema, L. L. (2020). Adult learning: Linking theory and practice (2nd ed.). Jossey-Bass.
Piaget, J. (1972). The psychology of the child. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.