"Reimagining Professional Learning: Why We Must Change Now" 

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​​​​​What If Professional Learning Actually Worked? 

Shoutout to the amazing educators at Aldine Middle School—this one’s for you. You show up every day with heart, hustle, and a deep commitment to your students. But let’s be real: how often does professional learning actually feel like it supports that mission? 

 

Let me ask you this: 
When was the last time a professional learning session truly changed how you teach? 
Not just inspired you for a day—but actually stuck with you, helped you grow, and made your classroom better? 

If you had to think hard about that… you’re not alone. 

 

The Problem with “What Is” 

Too often, professional learning (PL) feels like a checkbox. A one-day workshop. A PowerPoint. A handout. Maybe a donut. Then it’s back to the classroom, expected to implement something new with little to no support. This model doesn’t reflect how adults learn. It doesn’t honor the complexity of teaching. And it rarely leads to meaningful change in practice or student outcomes. In fact, research shows that many traditional PL models—especially those that are short-term, generic, and lecture-based—have little impact on teaching or learning (Darling-Hammond et al., 2017). 

 

The Possibility of “What Could Be” 

But what if PL were different? 

What if it were ongoing, supportive, engaging, and relevant? What if it gave teachers the tools—and the time—they need to grow? That’s not just a dream. It’s a research-backed vision grounded in five key principles of effective professional learning. And to bring that vision to life, we can borrow from Nancy Duarte’s storytelling structure—moving from “what is,” to “what could be,” to the “new bliss” (Duarte, 2010). 

 

1. It Takes Time: Duration and Ongoing Support 

Effective PL isn’t a one-and-done event. It’s a process. Teachers need time to explore new strategies, reflect on their practice, and refine their implementation over time. Studies show that sustained professional development—spread out over weeks or months—is far more effective than short-term sessions (Darling-Hammond et al., 2017). Ongoing support, such as coaching or collaborative planning, helps teachers internalize and apply what they’ve learned. 

“Professional learning should feel like a journey, not a pit stop.” 

 

2. Support During Implementation Is Essential 

Trying something new in the classroom is hard. Without support, even the best ideas can fall flat. Teachers need help navigating the real-world challenges of implementation. That might mean co-teaching, peer feedback, or just having someone to troubleshoot with. Districts that build in this kind of support—through instructional coaches or innovation teams—see stronger results (Kraft, Blazar, & Hogan, 2018). 

“Implementation is where the magic happens—or doesn’t.” 

 

3. Teachers Must Be Actively Engaged 

We wouldn’t expect students to learn by sitting silently through a lecture. So why do we design PL that way? 

Active learning—where teachers engage in discussion, problem-solving, and hands-on practice—is a hallmark of effective PL (Desimone & Garet, 2015). It mirrors the kind of instruction we want to see in classrooms and helps teachers make deeper connections to their own practice. 

“Professional learning should be minds-on, not just eyes-on.” 

 

4. Modeling Makes It Real 

Seeing a strategy in action is powerful. Whether it’s a live demo, a video, or co-teaching, modeling helps teachers understand not just what to do, but how to do it. Research shows that modeling is especially effective in helping teachers adopt new instructional practices with fidelity (Joyce & Showers, 2002). It builds confidence and bridges the gap between theory and practice. 

“If we want teachers to teach differently, we have to show them what ‘different’ looks like.” 

 

5. Relevance Matters: Discipline- and Grade-Specific Content 

Generic PL misses the mark. A high school chemistry teacher and a second-grade reading teacher don’t need the same strategies. 

Effective PL is tailored to the specific content and context of the teacher’s work. Disciplinary literacy, for example, requires different approaches in science than in social studies (Shanahan & Shanahan, 2008). When PL is relevant, teachers are more engaged—and more likely to apply what they learn. 

“One-size-fits-all doesn’t fit anyone well.” 

 

The “New Bliss”: What Success Looks Like 

When professional learning is done right, it’s transformative. Teachers feel supported, empowered, and inspired. They try new things. They reflect. They grow. And most importantly, students benefit from more effective, engaging instruction. 

This is the future of professional learning—not a one-time event, but a continuous journey of growth. And as Duarte (2010) emphasizes, the most powerful stories—and the most powerful change—come when we move from what is, to what could be, to what’s possible. 

 

Your Turn: What Will You Do? 

So let me leave you with this question: 
What’s one thing you can do this year to make professional learning more meaningful—for yourself or for your team at Aldine Middle School?

 

While you ponder that, I want to tell you my story behind the story 

 

The Why 

I chose to create this presentation to communicate my message in a way that’s both engaging and relevant. In today’s digital world, visuals and voice can make content more impactful. I wanted to go beyond a traditional slideshow and create something that reflects both creativity and purpose. 

 

The What 

The final product is a Canva presentation with voice narration, supported by Microsoft Office Copilot for content development. It combines visuals, structure, and storytelling to deliver a clear and compelling message. 

 

The How 

I used Canva to design the slides, a laptop to manage all tasks, and a microphone to record narration. Microsoft Copilot helped refine my writing and organize ideas. I used Canva’s built-in tools to sync audio and visuals, and all media used came from Canva’s licensed library. 

 

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References  

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Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy

 

     Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev 

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Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the 

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     United States. Psychology, Society & Education, 7(3), 252–263. 

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Duarte, N. (2010, October 31). Structure your presentation like a story. Harvard Business Review.  

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      https://hbr.org/2012/10/structure-your-presentation-li 

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Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.).    

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      Association for Supervision and Curriculum Development. 

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Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and 

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      achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547 

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     –588. https://doi.org/10.3102/0034654318759268 

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Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking 

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      content-area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101