Professional Learning Trends for 2024-25
With the 2024–25 school year on the horizon, here are some trends I see coming.
More time and space for teacher collaboration.
When school leaders establish opportunities for teachers to collaborate with one another, the benefits are broad and deep. In addition to improving student learning outcomes, teacher collaboration is good for teachers’ morale.
When we thrive in our work, we’re generally happier. How does collaboration help us thrive? It gives teachers a space to collectively brainstorm creative ideas and take risks as they develop lessons and tasks that engage students' curiosity.
The peer accountability inherent in collaboration helps teachers become more intentional decision-makers by allowing them to articulate their plans before, during, and after lessons.
Working with colleagues also improves well-being through peer support. Finally, collaboration positions teachers to learn from each other—the most influential professional development.
In 2024, teachers are both ready to grow as professionals after several years of challenge and are also ready to connect with colleagues and enjoy collaborative learning.
Focus on adult emotional wellness: The teachers in the building are there to care for the kids.
Many school leaders have begun realizing the value of taking small steps to ensure the adults in their buildings are cared for. Small gestures that tell teachers, “I see you, and I care about you,” pay dividends in the form of safer, more welcoming classroom communities.
One administrator sends out a daily check-in form for her staff. The Google form has one question: “How are you doing today?” The leader then can see who is fine, who is ok, and who needs her support that day. She walks around the building and does a quick face-to-face check-in with those indicating they need extra support. Most of the time, that simple acknowledgment helps that teacher get through the day knowing their leader supports them.
Peer PD, i.e. collaborative learning walks.
How often do teachers observe one another in action? Leaders can establish this practice in their buildings in a number of ways, and it doesn’t have to be complicated or time-consuming.
As I have written about before, schools might take a number of approaches. Two options include Ron Richtart’s Snapshot Observation Protocol and the schoolwide Pineapple Chart concept.
As the practice is being established, it is wise to create opportunities for faculty to discuss their visits to each other’s classrooms. A faculty meeting is an ideal spot for this, so energy around the practice can build as folks share what they learned from each other.
UDL
School attendance and class engagement are at record lows across the country. Whether you experience those challenges or not, we are all competing for students’ brain space through screens and social media… and our students are coming to us with a growing range of learning preferences, challenges, and interests.
That’s why a focus on universal Design for Learning is so important right now. UDL gives teachers a framework and lens through which to plan for learner variability from the get-go. Rather than reacting to the needs each student brings, teachers can anticipate them, incorporating choice and voice into their lessons. Ultimately, all students increase learning, enjoyment, and engagement, but just the ones with a “label.”
