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1️⃣ Design your WORST PD ever.

Give it a name.

Describe what makes it terrible: topic, format, who leads it, what’s missing.

2️⃣ Fix ONE piece.

Pick one realistic change that makes it better.

Use your Teach Back Chart and Flip It Checklist for ideas!

3️⃣ Write a Research-Based Rationale

List which features of effective PD your fix includes.

Explain why your fix would be more teacher-driven, relevant, or connected to practice — tie it to research if you can!

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As you fix your “Worst PD,” check:

✅ Content-Focused

Does our fix connect to real content we teach or real student learning goals?

Is it more than just generic ideas?

✅ Active Learning

Will teachers get to actively practice, try, or reflect — instead of just listening?

Did we add modeling, practice, or feedback?

✅ Collaboration & Community

Does our fix build in time for teachers to talk, plan, or problem-solve together?

Would this help us feel safer to share ideas?

✅ Job-Embedded & Relevant

Does it connect to our real daily work and students?

Is it something we’d actually use tomorrow?

✅ Sustained & Ongoing

Does our fix include follow-up or support after the session?

Could we build in check-ins or coaching?

✅ Teacher Voice & Agency

Does our fix give teachers more choice or say in what/how they learn?

Could teachers co-design, co-lead, or adapt it?

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"We Know Everything You Don't Know and Here It Is"

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"We Know Everything You Don't Know and Here It Is"

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Lectural style type of presentation, no pre-assessment to distinguish what we already know vs. building on what we need; no differentiation; generalized;

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"We Know Everything You Don't Know and Here It Is"

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"We Know Everything You Don't Know and Here It Is"

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It will be useful to ensure that the facilitator(s) are adapting to the varied learning modalities. It is also imperative to ensure that the content itself is differentiated, and cross-curricular so that all participants can make use of the session.

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Project-based learning: The General Edition

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Project-based learning: The General Edition

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A 1 hour PD that includes:

Word heavy slides

Lectures only

No teacher agency

No collaboration

Modeling off limits

All in theory, NO practice!

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Title: Don't Bother Me - A PD focused on the list of things to do before bothering your admin (Classroom Management, Handling Discipline, New District Initiatives)

Facilitator: Administration

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"We Know Everything You Don't Know and Here It Is"

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"We Know Everything You Don't Know and Here It Is"

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This is shifting from a behaviorist approach to an andrological perspective, where professional development moves beyond compliance-focused delivery (“sit and get”) and instead centers on relevance, collaboration, and active learning for adult professionals. This closely reflects Darling-Hammond et. al (2017) model of effective professional development, which emphasizes core features such as active learning, coherence with teachers’ daily work, and collective participation, shifting the focus from external “expert-driven” delivery to embedded, sustained learning that builds internal capacity. Desimone (2011) further argues that PD is most impactful when it bridges external expertise (e.g., external facilitators, research-based practices) with internal teacher-led inquiry and reflection, rather than relying solely on top-down approaches.

Similarly, this aligns with Aguilar and Cohen’s (2022) vision in The PD Book, where the authors advocate for PD models that honor teacher agency, voice, and choice. Their framework positions teachers as autonomous professionals capable of co-constructing their learning through practices such as inquiry groups, peer coaching, and design thinking cycles moving PD from passive receipt to active ownership. Aguilar and Cohen emphasize the importance of facilitators who act as guides and co-learners rather than deliverers of knowledge, supporting teachers’ self-directed growth and transformational change.

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Reframing it to be a collaborative-shared space for advice based on teacher's needs and desires.

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A monthly (1 day/month for check in) PD that focuses on math strategies for project-based learning with a scaffold for teacher actions and student actions.

Small group lesson planning

Given mock student data for analysis

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Social Learning Theory - Teachers with social capital sharing knowledge with others

Darling-Hammond, Hyler, M. E., Gardner, M. (2017). Effective teacher professional development. Discussed various ways to liberate teachers to collaborate, own learning/teacher voice, etc

Patton, K., Parker, M., & Tannehill, D. (2015). Helping teachers help themselves. Professional development that makes a difference. NASSP Bulletin, 99(1), 26. Collaboration and based on teacher's needs and experiences

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Andragogy, Constructivism

Patton, Parker, and Tannehill (2015): One size fits all approach doesn't matter

teacher centered- approach to professional development

self-directed learning is encouraged

teachers have autonomy when guiding their learning

reflection

collaboration

Incorporate research that is ongoing