Schools and districts invest significant time and resources in professional development, but are we creating the conditions for teachers to actually learn?
In this deep dive, I explore ideas from a recent blog by my colleague Nicole Wilkinson, Blend Education’s new implementation support specialist, who makes an important distinction between professional learning and what she calls “PD as PR,” time designed to build shared understanding and organizational alignment. I add a third category, compliance, and share my own experiences facilitating professional learning for hundreds of educators at a time compared with working with groups of teachers who have opted in because they’re genuinely curious and ready to learn. I challenge the assumption that getting more people in the room automatically creates greater impact and explore why purpose, motivation, physical environment, and thoughtful design matter.
Ultimately, if the goal is learning, we need to design professional development with the same intentionality we expect teachers to bring to designing learning experiences for students.
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