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To much sit and get

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Hard to feel it’s relevant when there’s an April session.

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-no differentiation
-not relevant

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When PD is really long without breaks or movement it wears me out.  Also, with irrelevant PD I'm not engaged.

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have to, not want to

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Not modeling best practices but expecting teachers to use them.
No quick takeaways.

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... they are almost always sit & get sessions with very large groups for 3+ hours

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when they say they want PD on
something, but they are so cranky about doing they work during the PD!!!

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Having a chance to interact with the ideas being shared, to grapple with them and to find ways in which they fit with my existing framework.

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Having a chance to interact with the ideas being shared, to grapple with them and to find ways in which they fit with my existing framework.

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Not relevant to the needs of the staff but required from "up above"

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Not relevant to the needs of the staff but required from "up above"

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The thought of planning and implementing PD in our building that staff is excited about. I want them to wake up on a PD day and are motivated to come to school.

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When there isn’t any teacher voice and choice in what and how to to do PD

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I also don't find one and done PD transformational.

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When it is not geared towards the needs of teachers, but is geared towards what administration thinks the teachers need.

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When it is not geared towards the needs of teachers, but is geared towards what administration thinks the teachers need.

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When PD is "force fed" from the powers above and then is never spoken of again.

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It's the last thing on the list in schools and is not done with the care and thought it needs for teachers PD.

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It's the last thing on the list in schools and is not done with the care and thought it needs for teachers PD.

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presenters reading slides to their audience…

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Passive, no time to work with the tool or apply the tool

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Passive, no time to work with the tool or apply the tool

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When the PD is not relevant to my specialist position.

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If classrooms should be personalized, PD should as well

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When teachers are forced into groups to work, rather than having the choice to reflect/work independently on what was learned.