ABSTRACT
A primary intent of supervision is to promote teacher growth and development, and to do so, teachers need to be valued, supported, and encouraged as they engage as adult learners. The nexus between school climate and adult learning is underscored by Cohen and Brown (2013) who indicate that “the school’s climate supports or undermines educators’ capacity to be adult learner which in turn has an important impact of their capacity to promote student learning and achievement” (p. 1). Issues of school climate and culture are examined in Chapters 1 and 4 . Extending this discussion to adult learning is essential for many reasons including impact on, for example, teacher retention (Cohen & Brown, 2013; Ingersoll & Strong, 2011) and student achievement (National Foundation for Improving Education,1996; Ronfeldt, Loeb, & Wyckoff, 2013). Retention is critically important in that between 30 to 50 percent of teachers leave the profession within the fi rst fi ve years (Ingersoll & Strong, 2011; Ronfeldt et al., 2013).
