Educator calls for change in teacher professional development approaches

Many teachers find that professional development sessions do not meet their needs for meaningful learning. One educator described experiences where sessions were held in uncomfortable environments, such as a school cafeteria, and consisted mainly of long lectures with little opportunity for discussion or reflection. The teacher noted, "Even the most dedicated teachers can wilt in the wrong conditions."

Teachers often spend significant time attending these sessions outside regular hours, but they frequently leave feeling unchanged. The educator questioned why methods that would be considered ineffective for students are accepted for teachers: "Why do we accept for ourselves what we would never accept for our students?"

Some positive experiences were highlighted, such as Edcamp-style “unconferences” where teachers set the agenda and participated in discussions based on curiosity and choice. These formats encouraged engagement and collaboration among educators. The teacher recalled, "What I remember most wasn’t the content but the energy in the room and the buzz of teachers thinking, building, disagreeing and learning together."

Participation in programs like the Rhode Island Writing Project also provided opportunities for teachers to learn from each other through dialogue rather than traditional delivery methods. However, such experiences remain rare compared to more common compliance-driven approaches.

The article notes a disparity between professional learning opportunities available to district administrators versus classroom teachers. Administrators often have access to well-planned workshops and conferences, while teachers experience less engaging formats.

A recent report from the Annenberg Institute at Brown University recognized Rhode Island’s efforts to invest in professional learning by expanding instructional coaching, increasing planning time, and encouraging cross-district collaboration. These measures aim to support teacher growth but are effective only if they respect educators’ time and expertise.

The author concludes that strong professional learning should mirror good teaching practices by including inquiry cycles led by teachers, offering choice and relevance, providing time for application and reflection, and embedding opportunities within daily work alongside colleagues.

The future of education depends on how schools choose to design professional development—whether it will foster genuine growth or remain a formality.