As educators, we are always in the business of learning. But if you’re like me, there’s more to it than just accumulating knowledge. As we journey through life, teaching students, inspiring colleagues, and impacting our communities, there’s a crucial distinction to be made between learning about something and learning to be something.
Understanding this difference is key for any educator who is also a leader and a lifelong learner. It’s the difference between collecting facts about leadership and being a leader; between knowing pedagogical theories and being a great teacher who embodies those principles. It’s what makes education a transformative experience, not just for students but for us, the educators.
Learning About
Let’s begin with the idea of learning about. This is the realm we know well. It’s about acquiring knowledge—whether it’s learning about a new teaching method, understanding how children develop emotionally, or keeping up with the latest tech tools in the classroom.
Think about the countless professional development workshops you’ve attended, the stack of books on educational theory you’ve browsed through, or the TED Talks you’ve bookmarked for later. All of these are examples of learning about something. It’s essential, no doubt. We need knowledge to stay current, to bring fresh ideas to our students, and to meet the changing needs of the educational landscape.
But here’s the thing: as valuable as learning about something is, it only scratches the surface. You might know everything there is to know about classroom management strategies, but do you feel like a confident, adaptable classroom leader? Knowledge, in this case, isn’t the destination. It’s the fuel for a deeper transformation that needs to happen.
Learning to Be
Enter learning to be—the next stage in our growth as educator-leaders. This goes beyond memorising facts or implementing the latest strategies. It’s about becoming, transforming, and embodying the roles that make a real difference in our schools and communities.
For example, you can learn all there is to know about teamwork by reading books or attending seminars. But learning to be a team player—someone who communicates effectively, listens actively, and helps bring out the best in others—is an ongoing process of personal development. Similarly, learning to be an educator-leader means constantly honing not just your skills but your mindset.
One key aspect of learning to be is that it often happens through experiences, reflection, and the application of what we’ve learned. Think about the first time you stood in front of a classroom. No amount of theory could have prepared you for that feeling, right? Yet through doing it again and again, through trial and error, you didn’t just learn about teaching—you became a teacher.
Similarly, as a leader, you don’t become one by reading leadership books (although those help!). You become a leader by stepping up, taking responsibility, listening to your team, making mistakes, and learning from them. Leadership is not something you switch on when you step into a managerial position; it’s a state of being that you cultivate over time.
Lifelong Learning: The Perfect Blend of Both
The beauty of being an educator is that it’s a career that lends itself to lifelong learning. To be an excellent teacher or leader, you never stop evolving. The world changes, students change, technologies change—and so must we. But lifelong learning doesn’t just mean continuously acquiring knowledge. It’s a balance of learning about new trends, tools, and methods, and learning to be an adaptable, compassionate, and inspiring educator.
When you approach education with the mindset of learning to be, every experience becomes a chance for growth. Maybe it’s a challenging student who tests your patience, a new teaching tool that throws you out of your comfort zone, or a leadership opportunity that forces you to rethink your priorities. Each of these experiences can shape who you are as an educator and leader.
Making It Fun!
Here’s the fun part: the journey of becoming is never boring! As educators, we thrive on challenges and creativity. Take learning to be a leader, for instance. It’s not just about sitting in meetings and making decisions. It’s about finding innovative ways to inspire your team, whether that’s through gamifying your next teacher training session or using technology to foster collaboration among students and staff.
Imagine using a digital citizenship game to teach your students about online safety, and realising that as you guide them, you’re also honing your own skills as a leader in digital literacy. That’s the beauty of learning to be—every situation is a chance to flex those leadership muscles and grow, both professionally and personally.
Conclusion
As educator-leaders, we are constantly balancing learning about with learning to be. Both are essential. But when we recognise the transformative power of learning to be, we open ourselves up to a richer, more fulfilling career—and life—of growth. We’re not just repositories of knowledge; we’re leaders who inspire others by who we are, as much as by what we know. So, let’s continue learning, not just for the sake of knowing, but for the joy of becoming the best educators and leaders we can be!
