Great Teaching Doesn't Just Happen - It Grows.
- heartleadnz
- Jul 25
- 3 min read
How intentional dialogue empowers teachers to own their learning and lift outcomes for children
We all know teaching isn’t something you just do. Great teaching takes time, reflection, and the kind of conversations that challenge us to see things differently. That’s why the Professional Growth Cycle (PGC) exists.
The PGC isn’t about ticking appraisal boxes anymore (thank goodness!). It’s about taking ownership of your learning, reflecting on your practice, and showing how it connects back to the Code and Standards. And at the heart of it? Conversations.
The Mentor Moment That Changed Me
I still remember one of my early professional growth conversations with a teacher. We had relief in to cover the floor, coffee poured, and all the forms ready to go. When I asked what she wanted to focus on, she shrugged and said:“Whatever you think.”
It hit me hard. She didn’t feel like her learning was hers. It was something being done to her, not something she was driving.
That moment shifted how I mentor. Now I focus on helping teachers take ownership of their learning, while still holding them accountable to the Code and Standards (because those expectations matter). If you’ve read my post You Are the Most Important Resource in the Room, you’ll know why this is so important — teachers are the most valuable resource in any centre.
Why Time (and Your Own PD) Matters
Here’s the thing: finding time for these conversations is tough. Releasing teachers means juggling rosters and finding relievers. And as leaders, we’re trying to keep up our own professional learning too.
But if we don’t make time? Professional growth becomes something that just happens when it can, rather than something deliberate and purposeful. And when those conversations do happen, they need to count.
That’s why professional dialogue is more than just a meeting every now and then — it’s also about what happens in the moment. This connects so well to what I shared in Conversations That Grow Teachers: when we combine planned growth discussions with spontaneous “Curious Conversations”, we create a culture of continuous reflection.
Why Dialogue Matters (More Than Ever)
The Professional Growth Cycle asks teachers to reflect, inquire, and take action on their own learning. That’s hard to do in isolation. Having someone alongside you — a mentor, leader, or trusted colleague — keeps you accountable and supported.
And it’s not just for teachers new to the profession. Even experienced teachers need safe, honest conversations that challenge them to keep growing. It’s how we make sure the outcomes for tamariki are always at the heart of what we do.
Tools to Help
To make those conversations easier, I’ve created two templates:
Curious Conversations Template – quick, in‑the‑moment questions to spark teacher reflection and help them reconnect with their why.
Professional Inquiry Starter Template – a guide for those planned Professional Growth Cycle meetings, including goal setting and ongoing reflection.
Both are free on my website and designed to support exactly what we’ve been talking about here: structured and spontaneous conversations that grow great teachers.
If you’ve enjoyed this, check out You Are the Most Important Resource in the Room and Conversations That Grow Teachers for more on intentional teaching and professional dialogue.
Because great teaching doesn’t just happen — it grows when we lead with intention, curiosity, and heart.
