Background
Professional learning is central to educator effectiveness, yet traditional models often fail to produce sustained changes in practice. Adult learning theory emphasizes relevance, collaboration, and authentic engagement, while implementation science highlights the importance of feedback and contextual supports for sustained change. Although Agile methodologies have gained traction in PK-12 classrooms, limited empirical research examines Agile andragogy applied to educator professional learning.
Objective
This mixed-methods study examined how student-facing instructional specialists in PK-12 settings experience and perceive professional learning designed using Agile andragogy. The study was guided by three research questions: (1) How do educators perceive the alignment of Agile-based professional learning with research-informed principles of effective adult learning before and immediately after participation? (2) To what extent do educators report changes in their instructional design, classroom practices, or ways of working with students following participation in Agile-based professional learning, as measured through follow-up survey data? (3) What differences, if any, exist in educator perceptions of the value, relevance, and applicability of Agile-based professional learning between face-to-face and synchronous virtual delivery formats? The study investigated perceived value, alignment with adult learning principles, reported application over time, and differences across delivery formats.
Participants and Setting
Participants included student-facing instructional specialists supporting career development and work-based learning in PK-12 settings. Two groups attended Fall 2025 Agile-based workshops (face-to-face or synchronous virtual). A third group previously completed similar training and participated in a delayed follow-up survey.
Research Design and Data Collection
Survey data were collected at three phases: pre-training (Entry Ticket), post-training (Exit Ticket), and follow-up (one month or six months post-training). Instruments included Likert-scale items and open-ended responses examining perceptions of relevance, collaboration, psychological safety, confidence, and reported implementation. Quantitative data were analyzed descriptively; qualitative responses were analyzed using AI-assisted and researcher-led thematic coding.
Findings
Participants identified relevance, collaboration, application, and reflection as essential features of effective professional learning. Post-training data indicated high agreement that Agile-based routines supported clarity, engagement, and confidence across delivery formats. Follow-up data revealed variable implementation: many participants reported selective or adapted use of Agile routines, while sustained application was influenced by contextual factors including time, leadership support, and alignment with organizational priorities. Differences across delivery formats were minimal compared to contextual differences across sites.
Conclusions
Educators perceived Agile-based professional learning as relevant, transferable, and aligned with adult learning principles. However, positive perceptions did not consistently translate into sustained implementation. Findings suggest that design features alone are insufficient; contextual conditions significantly shape enactment. This study contributes descriptive evidence regarding Agile andragogy in professional learning and highlights the importance of organizational alignment and implementation supports for sustained impact.