How 2 leaders are designing professional development that sticks
Education leaders are ditching traditional workshops for “job-embedded” professional development that prioritizes teacher collaboration and immediate classroom impact, according to two building leaders.
State Principals of the Year Tom Hakim of Indiana and Derek Cantrell of Virginia joined District Administration’s DA Changemakers podcast to discuss the evolving landscape of professional development. Citing national data, the conversation highlighted that nearly 70% of teachers prefer collaborative learning over standard coaching or one-off workshops.
Cantrell, principal of Alleghany High School, advocates for a shift from “compliance to classroom impact.” His school takes a “layered approach” to professional development, incorporating department-led book studies and “instructional rounds” where teachers observe peers to build a collective “toolbox” of strategies.
Cantrell warned against the “one-time event” model, noting that without follow-up and monitoring, such initiatives fail to “move the needle.”
Hakim, principal of Northview Middle School, emphasizes “people over programs,” arguing that while AI can streamline paperwork, it cannot replace the human element of high-quality teaching.
His school has seen success with “mini cycles” that highlight internal expertise. By videotaping successful classroom practices and allowing teachers to conduct non-evaluative observations, the school fosters a “growth-mindset” environment where teachers feel connected and valued among their peers.
Both leaders addressed “initiative fatigue,” the exhaustion felt by staff when schools roll out constant, disconnected mandates. To counter this, they suggested focusing on core priorities like student engagement and rigor.
Hakim’s guiding mantra for meaningful growth is to “go slow to go forward,” focusing on building a staff’s existing assets rather than treating professional development as a way to “fix” teachers.
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