The True Value of Professional Learning

As someone who is in close collaboration with school and district leaders in my work, I’ve had countless discussions about what it actually takes to serve teachers. Professional learning is one thing that keeps popping up over and over again. With so much on everyone’s plate, it’s easy for it to be reduced to just another checkbox item. What if, instead, we made it the string that weaves everything together?

That concept came to life in a recent episode of “Tech in EdTech” when I interviewed Matthew Kennard, CEO of BetterLesson. Our discussion was rooted in the everyday reality of schools and teachers. We discussed what professional learning looks like when it’s effective, why it often isn’t, and how schools can reimagine it in ways that benefit teachers and students both. I would like to offer a few observations from that conversation, as well as some commentary from my perspective of being around educators and leaders on a daily basis.

 

The Crucible of Change for Teachers in a Demanding Profession

Being an educator, whether you’re a teacher, a principal, or a district leader, is incredibly demanding. The job never truly ends. And while it’s easy to feel like just keeping up is enough, Matthew reminded me that real mastery takes years. Even then, there’s always more to learn.

He talked about how the best educators and leaders are those who never stop evolving. They understand that professional learning is the pathway to improving practice, staying inspired, and helping schools move toward real success.

Matthew also shared something I found powerful from a leadership lens. He said he’s come to realize that as a leader, he has to be just as committed to learning as the educators he supports. For him, leadership is about inspiring growth, embracing change, and setting the tone for what continuous learning looks like. The work might be tough, but that’s exactly why ongoing professional learning and mutual support matter so much.

 

Leading by Example and Building a Learning Culture

Matthew spoke with real conviction about the influence leaders have in shaping the culture of a school. He put it simply: If you’re in a leadership role, one of the most powerful things you can do is lead by example.

He shared how, when teachers see their school leaders actively participating in professional learning, it sends a clear and inspiring message: growth isn’t reserved for some; it’s for everyone. It doesn’t matter what your title is. Everyone should be learning. He makes it a point to engage in professional learning alongside his staff—not just for his own development but to show that PL is growing together, exchanging ideas, and improving practice in a way that benefits the entire school community.

This leadership mindset helps create a culture where learning becomes a shared journey. Teachers feel supported because they can see that their leaders are in it with them, not just directing from the sidelines. And when that happens, professional learning stops feeling like an isolated task and starts becoming part of the school’s DNA.

Emphasizing Outcomes to Measure Professional Learning Success

One of the most important questions Matthew and I talked about was: How do you really know whether professional learning is effective? It’s a good question and not an easy one to respond to. It’s not something you can measure with a single test score. Rather, the actual impact appears in the way teachers change their practice and how those changes ripple into student experiences.

Matthew referred to the value of asking the proper types of questions: Are instructors modifying their teaching methods? Are students more involved? Are class interactions enhanced? These, he said, are the indicators that inform us if PL is on target.

To assist in that assessment, Matthew cited Guskey’s model, which many teachers are familiar with but not necessarily certain how to implement. It’s a utilitarian model that focuses on outcomes rather than inputs. Rather than simply monitoring the number of workshops presented, it asks whether those workshops produced significant change within the classroom.

School and district leaders can apply this framework in easy, straightforward ways. Begin with a simple goal—perhaps it’s increasing student engagement or supporting teachers’ honing a particular strategy. Then, follow up with observations, casual check-ins, and reflections after a session to discern what really is taking hold.

Even a simple little survey can provide you with good insight into whether teachers thought a learning experience was useful. And by concentrating on what’s changing—not merely what was shipped—you have a much better idea of whether PL is actually supporting teachers and driving student results.

 

Personalized Learning Provides a Roadmap to Significant Growth

No two educators bring the same set of needs into the classroom. Each possesses its own strengths, challenges, and objectives. Professional development is, however, too frequently served up in a one-size-fits-all model.

But the actual power is realized when PL is matched to the unique individual. When teachers are given learning experiences aligned with their discipline, level of experience, and development goals, they’re significantly more likely to participate. Better still, they’re likely to use what they’ve learned effectively.

Designing individualized learning pathways can flip the whole dynamic on its head. Rather than PL feeling so much like a one-size-fits-all requirement, it feels empowering, something that teachers can own. And that ownership is what fosters richer engagement and more long-term growth.

Ultimately, as Matthew said, it’s about making every educator the best they can be. That’s the real worth of professional learning when done correctly.

 

What’s Professional Learning Going to Look Like in the Future?

As we wrapped up speaking, Matthew shared his excitement about where professional learning is headed. He discussed how advances in technology (namely AI and machine learning) are opening up new avenues for tailoring support to respond to teachers’ real needs in the moment.

But in the tech-driven trajectory, the character of professional learning didn’t change. It’s still rooted in growth, collaboration, and continuous improvement. Those principles stay in focus no matter how much the technology evolves.

By having those principles at the forefront, we ensure that professional learning continues to be a powerful catalyst for empowering teachers and, by extension, improving student results.

If you’d like to hear the full conversation, you can check out the episode or find out more about Magic EdTech at www.magicedtech.com.