Rethinking PD: Why Teachers Deserve What We Expect them to Give

Rethinking PD: Why Teachers Deserve What We Expect Them to Give

Professional development has the potential to be transformative—but too often, it misses the mark.

Instead of inspiring curiosity and growth, it can feel like just another item on the checklist. But what if we flipped that? What if professional learning became something teachers genuinely looked forward to?

From Mandate to Momentum

When I planned my first professional development session as principal of a multi-site Pre-K program, I made one thing clear to myself: no one was going to dread this day.

Everything was intentional—from how the room was arranged, to the pacing of the day, to the prizes we used to energize the space. I even strategized around one common challenge: staff tend to sit with their “home site” colleagues. That’s understandable—but if we’re serious about breaking silos and building a unified culture, then that habit needed a gentle nudge.

So, we built in movement and playful seating transitions. One prompt asked participants to sit at the table for the month of their birthday.

I’ll never forget a paraprofessional who paused in the middle of the room, scanning the tables with a half-smile. “Wait—what is this?” she asked, amused and curious. That small moment stuck with me. It wasn’t just about moving seats. It was about creating surprise, connection, and joy in a space that usually feels rigid.

The glimmer in her eye was the same spark we see in students when they’re invited into learning that’s playful and meaningful. Why shouldn’t educators feel that same joy?

If We Want Joyful Classrooms, We Need Joyful Educators

Let’s be real—running a full-day PD is no small feat. Attention spans fade. Energy dips. Phones come out. But when we design PD that’s engaging, social, and relevant, we’re not just delivering content—we’re modeling how learning should feel.

When teachers laugh, move, and connect with peers outside their usual circles, they’re not just participants—they’re partners. These are the exact same conditions we try to create for students every day.

So why do we deprive teachers of them?

Adult Learning Shapes School Culture

The most transformative school cultures are built by leaders who recognize this truth: how we treat adult learners sets the tone for how adults treat student learners.

When teachers feel energized, respected, and seen, they show up differently. And when they’re immersed in PD that mirrors the kind of learning we want to see in classrooms—creative, collaborative, joy-filled—it has a ripple effect that reaches every child.

💡 Try This Tomorrow: Real Strategies to Reignite Adult Learning

Here are practical ways to disrupt traditional PD and bring joy back to professional learning:

1. Start with Curiosity, Not Content

Open with a prompt like “What’s something you’ve learned recently that changed your thinking?” It builds connection and primes engagement.

2. Shake Up the Seating—With Purpose

Prompts like “Sit by your birthday month” or “Find someone you’ve never worked with” foster cross-site collaboration and fresh dialogue.

3. Gamify the Day

Use mini-competitions, polls, raffles, or PD Passports. Light incentives and recognition go a long way in sparking enthusiasm.

4. Flip the Format: Try a Backwards Faculty Meeting

Begin with teacher-led discussions before any admin input. Let the staff voice shape the conversation.

5. Host a Learning Unconference

Let teachers choose the sessions they want to attend, including playful options like “What Ted Lasso Teaches Us About Leadership” or “Mindfulness Tools That Actually Work.”

6. Reverse the Roles

Invite students to teach staff something they love—tech tools, art, or even slang. It builds empathy and changes the dynamic.

7. Create Cozy Learning Zones

Ditch the traditional setup. Use flexible seating, music, snacks, or even aroma diffusers to create a welcoming space.

8. Model the Practice

Incorporate hands-on activities and active protocols like Gallery Walks, Chalk Talk, or Affinity Mapping.

9. End With Voice

Give staff a moment to share one idea they’re taking into their practice. Document these to extend the impact beyond the session.

Final Thought

Professional learning shouldn’t be a chore. It should be a catalyst.

If we want to build schools where students thrive, it starts by creating spaces where teachers are lit up—not burned out.
When PD becomes something educators crave, we know we’re doing it right.

References

1. Archer, J., Cantrell, S., & Holtzman, S. (2020). "The Role of Professional Development in K-12 Education: What the Research Says." Education Next, 20(1), 1-7.

2. Burns, D., & Darling-Hammond, L. (2017). "Educating for 21st Century Skills: An International Comparative Study." Journal of Teacher Education, 68(3), 203-211.

3. Craft, A. (2015). "Creativity and Education Futures: Learning in a Digital Age." Stoke: Trentham Books.

4. Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). "Effective Teacher Professional Development." Learning Policy Institute.

5. Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). "What Makes Professional Development Effective? Results From a National Sample of Teachers." American Educational Research Journal, 38(4), 915-945.

6. Levin, B. (2013). "To Know is Not Enough: Research Knowledge and Its Use." Review of Education, 1(1), 2-31.

7. Wiliam, D. (2016). "Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed." West Palm Beach, FL: Learning Sciences International.