Example of How This Plan is Different

Leaders often lack training to facilitate effective professional development (professional learning), leading to fragmented experiences. Many staff members do not see themselves reflected in professional learning goals, and feedback from teachers is rarely sought.

Limited dedicated time for professional learning within the school day, competing priorities, and insufficient planning time—exacerbated by a shortage of substitute teachers—restrict teachers' ability to engage in professional learning.

Inadequate funding for professional learning resources, including texts, digital tools, and material storage. Budget constraints also limit funding for substitutes and stipends, making it difficult to meet schools' professional learning needs.

Professional learning often lacks alignment with strategic goals and effective instructional practices. Solutions tend to focus on surface-level issues rather than addressing root causes, leading to inconsistent effectiveness.

There is no systematic process for collecting and analyzing data to assess professional learning’s impact on teaching and learning. Data is rarely used to inform instructional changes or evaluate professional learning effectiveness.

Professional learning delivery is fragmented across multiple offices, creating a lack of coordination. Heavy reliance on outside consultants results from staffing shortages and frequent curriculum changes that require ongoing training.

Resistance to change persists due to entrenched policies and traditional mindsets. A "one-size-fits-all" approach and paternalistic views hinder efforts to modernize professional learning.