Guest post by Tessa Dodson. Opinions expressed are those of the writer.

Educators are all too familiar with “workshop fatigue,” the feeling of sitting through another mandated training session that feels disconnected from the realities of their classroom. To move beyond a compliance-based model of professional development (PD) for teachers, district leaders must explore what educators need to grow. The shift to an empowering, continuous learning model is a crucial strategy for boosting teacher motivation, efficacy, and retention in an increasingly demanding field.

The Disconnect Between Intentions and Training Needs

The default model of professional development has been the one-off workshop or conference. While often well-intentioned, this approach frequently fails to produce lasting change in instructional practice or improve teacher motivation. The core issue lies in a fundamental gap between what research identifies as effective and what is most commonly practiced in schools.

This discrepancy creates a significant challenge for leaders trying to support their faculty. While sustained job-embedded learning is more effective, many teachers still attend short-term workshops, as these are often the most accessible and available options provided by their districts. The result is a cycle of ineffective professional learning that fails to translate into meaningful classroom improvements.

“One-Size-Fits-All” Agendas

A common pitfall of traditional PD is selecting a single topic for an entire district or school. This approach rarely meets the nuanced needs of individual teachers. The challenges faced by a kindergarten teacher are vastly different from those of a high school physics instructor. A seasoned educator requires a different type of support than a novice. When PD is not tailored, it feels irrelevant and fails to honor each teacher’s unique classroom context.

One-Off Workshops

Learning that is not sustained over time is rarely integrated into practice. One-off workshops lack the essential follow-up, coaching, and collaborative feedback loops required for true skill development. Without ongoing support to implement new strategies, troubleshoot challenges, and refine their approach, teachers are likely to revert to their established routines, and the growth potential is lost.

A Lack of Choice

Giving teachers choices goes beyond simply letting them select from a preapproved menu of workshops. True empowerment means inviting them to be active participants in the entire process. Teachers can work together to identify problems in their own classrooms and the school, and then they can co-design learning experiences to address those specific challenges.

Limited Time and Trust

Two of the most valuable resources leaders can provide are time and trust. Effective professional learning cannot be an add-on. Instead, it requires dedicated time within contract hours for teachers to collaborate, observe peers, conduct research, and reflect on their practice. This must be paired with a culture of trust, where leaders have confidence that their faculty will use this time professionally and effectively to improve their instruction and, ultimately, student outcomes.

What Teachers Really Want From Professional Development

The most effective frameworks for teachers’ professional development are built on a foundation of empowerment. This involves a profound shift in mindset, from viewing teachers as recipients of training to recognizing them as professionals who can and should guide their own learning. When school structures are designed to foster teacher autonomy, the impact on professional growth is significant.

A 2023 study found that teachers’ autonomous behavior predicted professional development at work. The study identified key structural factors, such as “empowering teachers” and the “decentralization of responsibilities,” as crucial to creating an environment in which this autonomy could flourish. By trusting teachers to take ownership of their professional growth, leaders can unlock their intrinsic teacher motivation and capacity for innovation.

A landmark report from the Learning Policy Institute outlines seven widely shared features of effective PD, focusing on content, active learning, collaboration, coaching, expert support, and sustained duration. From the teacher’s perspective, this framework translates into a few key training necessities.

Ongoing, Job-Embedded Coaching

Teachers value the opportunity to work with instructional coaches who can provide personalized support. Unlike a formal evaluation, coaching is a partnership focused on growth. A coach can co-plan a lesson, model a new strategy, observe, and provide feedback. Alternatively, a coach may serve as a sounding board in the teacher’s classroom.

Opportunities for Meaningful Collaboration

Educators’ most valuable resource is each other. Many teachers crave structured time to engage in meaningful collaboration with their peers. This can take many forms, including professional learning communities, study groups where teachers collectively plan and refine lessons, and peer mentorship programs. A well-designed teacher-to-teacher mentorship program can be a powerful driver of both individual and collective growth.

Direct Connections to Their Classroom Practice

Teachers want professional learning that is directly relevant and immediately applicable to their work. They are eager for strategies, tools, and knowledge that help them solve the real, everyday challenges they face with their students. When PD is grounded in classroom practice, it feels more like an essential tool for success than a requirement to simply check off.

How Leadership Can Build a Culture of Continuous Learning

School and district leaders are the primary architects of the environment in which teachers receive professional development. By shifting their approach, they can build a culture where teacher-led, continuous learning becomes the norm.

For example, Princeton Public Schools has found success with “Flex PD” programs, which provide staff with release time and resources to pursue professional learning of their choice. By treating teachers as professionals, the district fosters a sense of ownership and relevance that traditional models often lack.

Moving From Compliance to Collective Capacity

Instead of focusing on enforcing PD mandates, leaders should see their role as building their staff’s collective expertise. This requires trusting teachers to take ownership of school-wide goals and empowering them to find the best path to achieving them. When leaders shift their focus from compliance to cultivating collective capacity, they invest more effectively in the long-term growth of their entire school community.

Measuring Success Beyond Attendance Sheets

In a culture of continuous learning, success is measured differently. Instead of tracking seat time or completion certificates, leaders should look for authentic evidence of growth. This can include observing changes in instructional practice, noting increases in staff collaborative conversations, and measuring the impact on student engagement and outcomes.

Taking the First Step Toward Meaningful Growth

The journey toward a more meaningful, empowering, and effective model of professional development for teachers begins with dialogue. By asking educators what they need to grow and trusting their answers, school leaders can take the first crucial step toward building a culture where both teachers and students can thrive.

About Tessa

Tessa Dodson is the Senior Writer of Classrooms.com, where she researches and covers educational policy, professional development, teacher support systems, and integration challenges that K-12 and higher education institutions may face. She aims to research and provide actionable insights for students, educators, school administrators, and other leaders.

About Rachelle’s work

I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight.

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

•align implementation with organizational priorities

If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.

Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD for my training and speaking services.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.