How to Create Meaningful Professional Development Without Overwhelming Your Team

Recently, I had an experience that reminded me just how often teachers are asked to adapt, accommodate, and adjust—all while their own needs are overlooked.

I arrived early at a school to coach a couple of preschool teachers. The school clerk invited me to wait in the classroom until the teacher arrived, but I respectfully declined. Walking into your space on a Monday morning to find a coach already occupying it? That’s not the welcome any teacher deserves before they’ve even had time to take off their coat or get settled.

Later, after observing the morning session, I kept our debrief quick. I knew this teacher only had a short prep period before grabbing a quick lunch and gearing up for the afternoon class. For my next classroom visit, I told the afternoon teacher to finish her lunch and that we’d spend just 10 minutes checking in before the children arrived. The visible relief on her face said it all—that small act of respect gave her space to prioritize herself without sacrificing her readiness for the day.

These moments were a powerful reminder of a harsh truth: teachers are often expected to bend over backward to accommodate professional development, coaching, and schedule changes, yet their personal and professional needs are often sidelined. But it doesn’t have to be this way.

As directors, you hold the key to creating meaningful professional learning experiences while respecting your teachers’ time and energy. Here are five strategies to help you maximize professional development without adding undue pressure to your team.

1. Prioritize Thoughtful Scheduling

Scheduling professional development isn’t just about finding a time slot—it’s about making sure the timing works for everyone involved. Teachers already juggle tight schedules full of lesson planning, parent communication, classroom management, and more. Poorly timed PD sessions can disrupt their flow, leaving them frustrated and less likely to engage.

What to do:

• Schedule workshops, coaching, or training during natural breaks, such as in-service days or early release afternoons, instead of peak teaching hours.

• Provide teachers with advance notice so they can plan for tasks like lesson prep or assessments.

• Rotate meeting times so the same group of teachers isn’t always burdened.

When you prioritize thoughtful scheduling, you respect teachers’ time while setting the stage for meaningful, focused learning.

2. Minimize Interruptions to Classroom Routines

Consistency is critical for both teachers and children. Disrupting classroom routines for PD sessions can throw off the entire day—not just for the teacher but for the children who depend on those routines for a sense of stability.

Professional learning should integrate seamlessly into the school day, minimizing disruptions and allowing teachers to maintain their classroom flow. For instance, coaching sessions or observations can be scheduled around classroom routines like nap time or outdoor play.

What to do:

• Plan observations and coaching sessions during non-instructional times to avoid distractions.

• Keep sessions concise and focused, delivering impactful content in the shortest time possible.

• Offer flexible observation windows, allowing teachers to choose times that work best for them.

When you align professional development with existing routines, you support both teacher and child success while minimizing unnecessary stress.

3. Build in Time for Reflection and Recharge

Teachers rarely have time to reflect on what they’ve learned or recharge after a training session. Between running classrooms, meeting deadlines, and addressing families’ needs, there’s often no space left for processing or planning. But without time to reflect, professional development can quickly become just another task to check off the list.

Reflection and recharging are crucial to helping teachers internalize what they’ve learned and translate it into actionable strategies. As a leader, it’s your job to ensure that space exists—even after the session is over.

What to do:

• Plan follow-up time: After a PD session, schedule a quiet hour for teachers to process what they’ve learned, either individually or in small groups.

• Provide reflection tools: Offer resources like journaling prompts or action-planning templates to help teachers connect new knowledge to their classrooms.

• Ease transitions: After training, avoid piling on extra meetings or tasks. Give teachers the space to focus on implementing their learning at their own pace.

• Schedule check-ins: A week or two after the session, hold brief one-on-one or team meetings to discuss successes, challenges, and next steps.

For example, after a session on classroom management, you might provide teachers with an afternoon to brainstorm ideas with their peers. Follow up later to check on progress, offering support where needed. This approach not only boosts confidence but ensures professional learning leads to real change.

4. Provide Practical, Actionable Professional Development

One of the biggest frustrations teachers share about PD is that it often feels disconnected from their daily realities. They’re inundated with theory but leave without practical tools to apply in their classrooms. For professional learning to resonate, it must be relevant, actionable, and directly tied to their challenges.

What to do:

• Start with a needs assessment: Survey teachers to identify areas where they want support. Whether it’s classroom management, differentiated instruction, or family engagement, focus on what they need most.

• Deliver actionable strategies: Avoid overwhelming teachers with abstract ideas. Instead, focus on practical solutions like creating behavior plans, setting up engaging learning centers, or improving parent communication.

• Support follow-up: Professional development shouldn’t end with the session. Provide teachers with resources, coaching, or time to collaborate with peers to reinforce what they’ve learned.

When teachers see PD as a tool for addressing their unique challenges, they’ll be more engaged and motivated to apply what they’ve learned.

5. Foster a Culture of Respect and Support

The best professional learning happens in a culture where teachers feel valued and supported. When leaders create an environment built on trust and mutual respect, teachers are more willing to embrace new ideas and grow in their practice.

Respect and support go beyond training days. It’s about creating a consistent culture where teachers feel safe to share their challenges, appreciated for their efforts, and empowered to succeed.

What to do:

• Involve teachers in planning: Ask for input on PD topics and schedules. When teachers have a say, they feel more invested in the process.

• Show appreciation: Small gestures like handwritten thank-you notes, snacks during training, or public recognition during staff meetings can make a big impact.

• Encourage open dialogue: Create spaces where teachers can share their successes and struggles without fear of judgment.

A culture of respect strengthens your team, improves morale, and ensures professional development is seen as a meaningful opportunity rather than just another obligation.

The Big Picture: Intentionality Creates Lasting Impact

At the core of every professional development effort is a simple truth: teachers are people first. When their time, energy, and well-being are respected, professional learning becomes more effective and impactful. As a leader, your job isn’t just to offer opportunities for growth—it’s to create an environment where those opportunities are meaningful and sustainable.

If you’re ready to take your professional development planning to the next level, join us for the Winning Beyond the Workshop Masterclass. This session is packed with strategies to design PD experiences that inspire, empower, and create real change in your program.

Let’s make 2025 the year we stop doing more and start doing what matters. Sign up for the Winning Beyond the Workshop Masterclass today and learn how to support your team with intentionality and purpose!

Beyond the Barre: Guiding Teachers Professional Development with Grace and Precision

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.

Ready to take your professional development to the next level? Join the waiting list for my Win Beyond the Workshop Masterclass and discover strategies that truly transform teaching.