Why: As I recalled all the professional learning experiences I’ve attended in my district, I began to reflect on what made some memorable and impactful while others quickly faded away. Why did specific sessions stick with me, influence my instruction, and change my teaching? And why did others fail to make a difference in my classroom despite being packed with information? One experience that stands out is the Reading Academies. While the content was grounded in strong research and held great promise, the delivery fell flat. There were few, if any, opportunities to connect the learning to our actual classroom practice. We were given information but not the chance to apply, reflect, or collaborate. It was a missed opportunity for real, lasting change.

What: This experience highlighted a deeper issue: professional learning in our district often operates in isolation, detached from classroom realities, rushed through with little follow-up, and structured more for compliance than growth. As educators, we are asked to do more each year, yet we are rarely given the kind of support that helps us implement what we’re learning. There’s a growing disconnect between professional development and professional practice. To support teachers in becoming more confident, effective, and empowered, especially in implementing big instructional shifts like the Science of Reading, we must fundamentally rethink how we design and deliver professional learning. Our students deserve excellent teaching, and our teachers deserve excellent support.

How: To bring this vision to life, I created a presentation using Canva, intentionally designing it to be clear, easy to follow, and engaging for both administrators and teachers. I focused on building a narrative that bridges the current challenges with a future vision of what professional learning could be. Using visual comparisons, I showcased the difference between outdated “sit and get” sessions and a more effective “go and show” approach—where teachers learn a strategy, try it out, reflect, and refine their practice with support. The presentation follows Duarte’s structure to guide the audience from the current reality to the desired future, emphasizing both the urgency for change and the exciting opportunities ahead. My goal is to start a conversation—not just about improving professional development, but about transforming it into something teachers value and believe in. With this shift, we can lead the way into a more empowered, connected, and effective professional learning culture.