Rethinking PD: How to Engage Teachers and Foster Growth
As educators, we’re constantly evaluating students on their ability to differentiate, engage, and meet the diverse needs in our classrooms. It’s an expectation that seems simple, but in practice, it’s a complex art. Differentiated instruction isn’t just about providing different types of assignments; it’s about creating an environment where each student feels understood, supported, and empowered to learn in the way that suits them best. Yet, when we look at the professional development (PD) experiences that educators themselves are subjected to, the situation often falls short of the same standards.
It’s no wonder that many teachers—especially those with a passion for inclusivity and differentiated instruction—are frustrated by the very professional development sessions that are supposed to enhance their skills. Too often, PD is a “sit and get” experience where educators are passive recipients of information. They sit in rows, listen to a speaker, take notes, and then return to their classrooms to implement strategies they may not even fully understand or feel prepared for. For all the emphasis on differentiating for students in the classroom, we are failing to differentiate for teachers during their PD. Why is this the case?
Teachers Are Diverse Learners, Too
The reality is that the educators sitting in PD sessions are themselves a diverse group of interdisciplinary and intergenerational learners. The staff members attending these sessions have varying levels of experience, subject area expertise, teaching styles, and personal circumstances that influence how they learn best. Much like our students, teachers are not a one-size-fits-all group, yet PD is often designed as if they are. This “one size fits all” model doesn’t take into account the wide range of backgrounds, teaching experiences, and professional needs of the educators in the room.
For example, imagine a team of elementary school teachers attending a PD session on differentiated instruction. You have a veteran teacher who’s been in the classroom for 30 years, a millennial teacher fresh out of college, and a special education teacher with years of experience working with students with intellectual disabilities. Each of these educators has a unique approach to teaching, varying comfort levels with technology, and different ways they process information. Shouldn’t their PD experience reflect that?
The problem with the “sit and get” model is that it places these teachers in the same room and expects them all to learn the same way, despite the significant differences in their prior knowledge, experience, and teaching philosophies.
The Context Matters
In addition to these varied learning styles, the contexts of teachers’ classrooms are diverse, too. While one teacher may work in a well-resourced district with smaller class sizes, another may be in an overcrowded classroom with limited supplies. Some teachers may have full administrative support, while others are juggling an overload of responsibilities. These contextual differences drastically impact how teachers can implement new strategies and what kind of PD they truly need. Yet, traditional PD doesn’t always account for these nuances.
For example, a PD session on using technology in the classroom may be fantastic for teachers in tech-rich schools, but for educators in districts with outdated technology, the session could feel irrelevant or even frustrating. Professional development should be context-specific, offering practical strategies that align with the real-world challenges educators face.
Moving Beyond “Sit and Get”: A New Approach to PD
The solution to this problem is simple: we need to move beyond the traditional “sit and get” model of PD and create engaging, interactive experiences that empower teachers to grow in the ways that work best for them. Rather than simply presenting information, PD should actively involve teachers in the learning process. Here’s how:
Differentiation for Educators: Just like in the classroom, PD for teachers should be differentiated. Some educators may need more hands-on practice, while others may benefit from discussions or case studies. PD should offer a variety of learning formats, from workshops and small group sessions to self-paced online modules.
Contextual Relevance: PD should be designed with the specific challenges of the teachers in the room in mind. Tailoring professional development to the specific needs of a school or district—such as providing strategies for managing large class sizes, using limited resources creatively, or integrating technology in classrooms with minimal access to devices—will make it more applicable and impactful.
Active Engagement: Gone are the days when teachers should passively sit through lectures. Instead, PD should engage educators in real-world problem solving, peer collaboration, and opportunities for practice. PD should provide teachers with the tools they need to apply strategies in their own classrooms and reflect on their effectiveness.
Ongoing Support: Teachers need continuous support after the PD sessions end. Having access to follow-up training, coaching, and peer collaboration opportunities ensures that new strategies are not only understood but also implemented with confidence and success.
Autonomy and Voice: Teachers are experts in their own classrooms. PD should give teachers the autonomy to select learning paths that best align with their needs. By offering choices and giving educators the opportunity to voice their own professional development needs, we foster a culture of ownership and investment in their growth.
Conclusion: Time for Change
If we expect teachers to differentiate instruction and meet the diverse needs of their students, then it’s time to apply the same principles to professional development. Teachers are not a homogenous group, and their PD experiences shouldn’t be either. By moving away from the “sit and get” model and embracing more dynamic, tailored, and engaging professional development, we can create an environment where teachers not only learn but thrive.
After all, when we invest in our teachers’ growth and equip them with the skills and support they need, we ultimately set our students up for success. It’s time to rebrand PD—because teachers deserve more than just another "sit and get" session. They deserve to engage, grow, and be equipped to lead their students to success.
