Saturday mornings often find me perched in the dance studio lobby, watching my daughters twirl their way through class. On one side, my preschooler joined a class of tutu-clad four-year-olds, mastering the art of pointing their toes and maybe, just maybe, staying in a straight line. Across the hall, my middle schooler is leaping into advanced techniques, refining pirouettes, and responding to a teacher who’s calling her to a higher standard.

As I sip my coffee and try not to hum along to the music streaming through the studio doors, I can’t help but notice the stark difference in teaching strategies. While both teachers are kind and nurturing, the preschool teacher is cheerful and encouraging, using imagery and exploration to keep the little ones engaged. “Let’s pretend we’re picking flowers!” she coos, guiding them through a soft plié. “Now stretch up high to smell the flowers,” she adds, encouraging them into a gentle relevé. With every correction, she’s helping them understand the basics of movement, coordination, and body awareness.

Meanwhile, the middle schoolers are in a world of precision and discipline. The instructor calls out “Arabesque!” and expects them to extend their legs gracefully behind them without missing a beat. She’s not introducing concepts—they’re expected to know them. Instead, she’s refining their skills, pushing them to nail the double pirouette and emphasizing the details that separate good dancers from great ones.

As I observe the contrast, it hits me: this is exactly how professional development should work for teachers.

Meeting Teachers Where They Are

Just like ballet instructors adjust their approach based on the age and skill level of their students, leaders need to tailor professional development to meet teachers where they are. For a new teacher, this means introducing foundational practices—think of it as helping them find their "first position" in the classroom. They need exploration, encouragement, and the space to try out strategies without fear of failure. A new teacher might benefit from hands-on coaching where they practice creating engaging learning centers or strategies for establishing daily routines under the guidance of a more experienced educator. Observing seasoned teachers in action offers valuable insights into managing transitions and building strong family connections.

Why does this matter? Because foundational skills are critical for building confidence. A new teacher who feels supported is more likely to try, fail, and try again. Picture a new teacher feeling their way through circle time—navigating wiggly three-year-olds with songs and fingerplays. They need coaching to refine their strategies and encouragement to keep going when things don’t go as planned. The goal at this stage is to foster a love of teaching and lay the groundwork for more complex practices later.

But for your seasoned educators? They’ve already mastered the basics. They don’t need another workshop on managing transitions or setting up dramatic play centers—they’re ready for something deeper. These educators are eager to deepen their practice, explore strategies for fostering critical thinking in young learners, and tackle complex challenges like designing equitable learning environments. This might look like delving into advanced topics such as differentiating instruction for dual-language learners or designing inquiry-based learning experiences that foster critical thinking and exploration.

For example, in an early childhood program I recently worked with, a seasoned teacher wanted to create project-based learning opportunities that integrate science, math, and literacy for her Pre-K students. Instead of attending an introductory workshop on STEM activities, she needs support in co-constructing curriculum with children, documenting learning through portfolios, and using open-ended questions to scaffold deeper understanding. She’s not just looking for “ideas” to bring back to her classroom—she’s looking for frameworks to apply her expertise in ways that feel meaningful and transformative.

Tailored professional development also meets the emotional needs of seasoned teachers. Many experienced educators have a wealth of knowledge but may feel stagnant without opportunities to innovate or be challenged. Imagine a ten-year veteran teacher who has mastered classroom management but wants to explore leadership roles. Offering them mentorship opportunities, advanced coaching, or a role in shaping curriculum development can reignite their passion and allow them to lead from within the program.

When leaders take the time to assess where their teachers are in their professional journey, they can create development opportunities that are not only relevant but also deeply impactful. Just as a ballet instructor wouldn’t teach a plié and a tendu the same way, leaders must differentiate their approach to ensure all teachers—whether they’re just starting or have years of experience—feel supported, valued, and inspired to grow.

The Beauty of Individualized Development

Here’s where the magic happens: just as no two dancers leap the same way, no two teachers progress the same way. Professional development that works must be as varied and nuanced as the teaching team itself. A one-size-fits-all workshop? That’s like expecting both my four-year-old and my middle schooler to learn the same ballet choreography. It doesn’t just miss the mark—it misses the point.

Why does individualized development matter? Because teachers, like children, thrive when they are met where they are. Blanket training approaches often fail to account for the unique strengths and challenges that each educator brings to the table. Effective leaders recognize this and take the time to observe, assess, and scaffold learning opportunities in ways that support meaningful growth.

For newer teachers, individualized development might look like focused coaching sessions filled with encouragement and practical strategies. Imagine a first-year teacher struggling to manage circle time effectively. Instead of sending them to a generic classroom management workshop, a leader might conduct in-class observations and provide personalized feedback on how to use visual cues or introduce transitional songs to maintain children’s attention. The leader might model this strategy in action, then co-facilitate an activity to help the teacher gain confidence in applying it. This hands-on, tailored support creates a foundation of success and encourages the teacher to try new techniques without fear of failure.

For experienced teachers, it’s about providing opportunities for reflection, refinement, and leadership. For example, a teacher with several years of experience might be ready to explore advanced topics like integrating project-based learning into the curriculum or using assessment data to create individualized learning plans for children. A leader might invite this teacher to co-lead a professional learning community focused on emergent curriculum—an approach where lesson plans are built around children’s interests and needs rather than pre-set themes—or pair them with a new hire as a mentor. By aligning professional development opportunities with their strengths and aspirations, experienced teachers feel challenged, valued, and motivated to continue growing.

What does this look like in practice? In one early childhood program I coached, the director and I implemented a tiered professional development process. New teachers attended a weekly coaching session that focused on practical skills like setting up engaging learning centers or facilitating group activities. Mid-level teachers participated in monthly reflective practice groups, where they analyzed real classroom scenarios and brainstormed solutions collaboratively. Veteran teachers led workshops, mentored peers, and contributed to curriculum development committees. This approach not only met the individual needs of the teaching team but also strengthened the overall program by building a culture of collaboration and growth.

Individualized professional development ensures that every educator is equipped to grow at their own pace and according to their unique goals. It’s not about creating a program that works for everyone in the same way—it’s about creating a program that works for everyone differently. Because when you meet teachers where they are and help them grow from there, the entire program thrives.

From the Studio to the Classroom

As I watch my daughters’ classes wrap up—my preschooler joyfully balancing in an arabesque and my middle schooler nailing her pirouettes—I’m reminded that the art of teaching, much like dance, is about growth. It’s not about perfection; it’s about progress.

Whether you’re leading a team of teachers or guiding a group of dancers, the lesson is the same: meet them where they are, challenge them to grow, and celebrate the leaps (and even the stumbles) along the way.

And hey, if you’re lucky, you might get to sip some coffee and hum along while you’re at it. Because in both ballet and professional development, the music keeps playing—and the show always goes on.

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