A few years ago, I taught a graduate class for current teachers earning their principal licenses. In addition to seminar-style discussions, the class had three core assignments. First, students were asked to evaluate the professional development needs of their school and turn in a written analysis. Second, they would design and implement a two-session PD pilot for their colleagues. Finally, they’d summarize their pilot’s successes and failures in a written report. Although the students were asked to stay within the parameters of their school’s existing goals, as set by their principal, they were given freedom to personalize and differentiate their PD plan in whatever way they felt would make it successful.
One student, who I’ll call Cali, turned in an inspiring first assignment. Her paper was extensive and thoughtful, highlighting the importance of rigorous, consistent, and ongoing PD for teachers. Her pilot PD plan was a choice-based model with three options, all aligned to action steps that supported her school’s annual goals.
I loved the paper, which is why I felt such dismay when I read her final assignment. Cali had implemented her plan, but the experience had been difficult for her. Her final paper argued that trying to create a schoolwide PD plan was almost impossible to do, particularly with a very large staff, because every single teacher brought such a wide spectrum of perspectives, needs, and experiences. Even with some choices, any attempt to provide similar learning experiences was met with teacher resistance. In summary, she had begun to think most PD was a waste of teachers’ time. “Our teachers are on PD overload. There’s too much, and most of it is unnecessary,” she wrote.
I felt sad for Cali, but I also related to her experience. I, too, have felt like I’ve failed at planning PD. I, too, have felt like my efforts were unappreciated or ineffective. I wanted to talk through those feelings with Cali, so I emailed her and asked if we could grab an iced tea after our last class. We walked to a cafe and I asked her to tell me more. She was happy to process the experience, and started by sharing how much time and energy she had poured into implementing her PD plan. And yet, the post-PD feedback was harsh—and all over the place. Some teachers felt it was redundant; some felt it was too advanced. Some thought it was too much “sit and git,” others felt it required too much active involvement. Some complained it was too specialized; others that it wasn’t applicable to what they do. “The survey results were hard to read,” she admitted, “because every response felt like a failure.”
Before any PD even begins, the committee should answer one crucial question: “Does this activity bring value? Does it honor what teachers already know and do well?”
Cali had also grown overwhelmed by all the considerations one has to make in planning PD: federal, state, and local mandates; individual licensure renewal requirements; subject-area variations; district vision and mission; alignment with building goals; the desire for choice and agency; and, of course, exhausted teachers who had stopped seeing value in administrator efforts. In the end, she shrugged, “I just started to think that no one is ever going to be happy with PD, so trying to develop a PD plan is fruitless.”
We talked for a long time that afternoon, attempting to dig into ways principals can make professional development meaningful and productive. Despite the challenges we all encounter in developing PD, we know there truly can be great value and satisfaction in supporting colleagues and teachers in their learning. One question is at the center of the challenge: How can we bring respect, admiration, and real-world applications back to professional development? We can answer that question by being thoughtful before, during, and after the delivery of the PD.
Before the PD
Utilize Collaborative Planning
I used to try to own all the PD planning in my school, partly because I didn’t want to burden others, but also because I felt I had the best grasp of the overall goal. That was a mistake. Like Cali, I learned that a one-person approach doesn’t work. This isn’t just about delegating; it’s about highlighting the skills and capabilities of others. Shared responsibility boosts collective efficacy—the feeling that we are all in this work together. To that end, it’s helpful to establish a PD committee comprising teachers, paraprofessionals, and administrators. This committee can set goals and weave their ideas into existing Professional Learning Communities (PLCs) to streamline the work.
Equip Teacher Leaders
Many times, a PD committee will recognize that their own colleagues have mastered skills that should be shared with the larger staff, and there is great value in having skilled teachers deliver PD to their peers. However, if teachers are leading PD, they may need support and training themselves—on presentation skills, facilitating discussions, managing group dynamics, and providing constructive feedback. This is especially important when you tap teachers who may not yet have experience leading PD. Many times, we rely on the same strong teachers who are confident and experienced; however, there are likely many teachers on staff who have specific expertise but haven’t had the courage or support to step up and offer their knowledge to their colleagues. That’s why it is important to invest in developing the skills of any teacher who is interested in leading.
Distinguish “Gotta” from “Wanna”
While the specifics vary by state and district, some trainings are required for all educators. In my mind, I identify “gotta PD” versus “wanna PD.” Training about blood-borne pathogens? That’s a “gotta.” Playing around with school-specific AI programs to develop graphics? That’s a “wanna.” When sharing a PD plan with teachers, I try to distinguish mandatory compliance training from professional learning designed for growth and improvement. While compliance is necessary, it can be accomplished separately from the type of learning that inspires and transforms practice. (A quick note: Even mandatory PD can be made more engaging and relevant if its connection to daily practice is clearly articulated.)
Evaluate Added Value
Before any PD begins, the committee should answer one crucial question: “Does this activity bring value? Does it honor what teachers already know and do well?” If professional development doesn’t apply to your teachers’ work, credentials, and day-to-day realities, it’s best to postpone it until it provides value—or omit it altogether.
Offer Choice Through Pathways
Teachers appreciate choice and agency in their professional development. In Cali’s plan, she thought she provided choice, but feedback indicated that the options felt arbitrary and disconnected. There wasn’t a similar outcome or indicator that all teachers were working toward. It makes more sense to teachers if the choices offer a clear pathway—a well-defined intended outcome, and then a menu of PD options that all align with those outcomes but cater to different learning styles and individual needs. This could include workshops, book studies, peer observations, PLCs, online courses, or opportunities to visit other schools. This is where “choice” and “agency” can truly shine.
Get Input Ahead of Time
Instead of guessing what teachers need, it helps to involve them directly in identifying what type of professional learning they want by conducting surveys, focus groups, or even individual professional growth plans. Teachers hate sitting through PD that has nothing to do with their daily work, which is why it helps to ensure you have a true and deep understanding about what they really need. You may think they need PD on post-assessment data analysis, for example, but they might be unclear on the standards that will be assessed in the first place. Getting teacher input will help avoid the sense that you are out of touch, or that the plan you’ve developed misses the mark on what they really need to do their work.
During the PD
Deep Dive, Not Broad Stroke
Many times, we try to cram too much into PD. But whenever something gets too diluted, it loses its value. Instead, we should emphasize the quality and depth of learning. It’s not about doing less; it’s about doing a few things exceptionally well. Focusing on one or two key initiatives allows for sustained learning, follow-up, and measurable impact, rather than a superficial understanding of many topics.
Appoint Facilitators
One of my most disastrous PD sessions happened when I presented key information to the whole staff, then broke them into small groups to discuss the topic without appointing anyone to start the conversation. “They’re all professionals,” I reasoned. “They’ll figure it out.” While some groups did, I later learned that in most rooms, the first 20 minutes were spent in awkward silence, with people shuffling and avoiding eye contact. To keep the conversation on track, I’ve learned it’s critical to ask someone to be a group leader in moderating discussions.
Participate Actively
The person who plans PD isn’t just the manager; they should be an active participant. I remember a time I felt PD was going well and went back to my office to catch up on other work. Big mistake. Everyone noticed I wasn’t there. I needed to be present to set the tone for everyone else. I also needed to be actively engaged, learning alongside the teachers and staff, showing that there was value in the content. As one principal friend said to me once, “If I want them in the trenches, I’d better get in there with them.”
If a teacher says, “That PD wasn’t helpful to me,” rather than respond defensively, we might say, “Tell me more about that.”
After the PD
Build in Follow-Up
One of the biggest complaints teachers have about PD is the lack of follow-up time to implement new strategies and reflect on their effectiveness. Professional development works best if it includes dedicated time for teachers to try out new ideas, collaborate with colleagues, and discuss challenges and successes. This could mean adjusting schedules, providing release time, or integrating reflection into existing meeting structures.
Remember the Long Game
To make PD meaningful, and to help it be a respected and valued part of a teacher’s work, we need to make sure that it is not a one-time experience or a standalone event. Effective PD requires continuous reflection, adjustment, and commitment from everyone in the school community. The PD committee should continuously revisit their intended outcomes—now and into the future. Who do we want to be as a staff? What do we want our collective expertise to be? How can we be masters of our instruction in a way that will help our students? These questions will help teachers remember that a one-time PD event isn’t the goal—a sustained, focused, and relevant plan for learning is the goal.
Get Feedback in a Safe, Non-Judgmental Way
This is critical for effective shared leadership and peer-led PD. Teachers need to feel safe to take risks, ask questions, and even admit when something isn’t working, without fear of judgment or reprisal. Trust and respect are foundational, not only for the PD committee members but for the entire staff. If a teacher says, “That PD wasn’t helpful to me,” rather than respond defensively, we might say, “Tell me more about that,” or “Let’s think of specific ways it could have been helpful, and make adjustments for next time.”
PD That’s Worth It
I’ve stayed in touch with Cali, who has moved into an administrative role. She has worked through her initial despondency after her pilot program was not a success, and I’ve watched her—and hundreds of other principals—develop comprehensive PD plans that do work. Are they perfect? Absolutely not. But there is a way to achieve teacher buy-in and make PD a positive experience for everyone involved. As Cali’s journey—and my own—has shown, no leader can remain in a space of helplessness if they truly want to foster a positive and evolving learning environment. By embracing the principles outlined here—building trust, valuing teacher voice, and designing with intent—we can shift the narrative around PD. It’s an ongoing commitment, yes, but one that promises the sort of shift that benefits us all.
