What I’ve Learned ABOUT professional learning

If professional learning worked as well as we hoped, wouldn't our schools be changing faster?

It's a question I've found myself thinking about often.

After nearly three decades in education—as a teacher, leader, consultant, coach, and facilitator—I've come to believe that the challenge isn't a lack of professional learning.

The challenge is implementation. Please don't misunderstand me. I am a passionate advocate for professional learning.

Throughout my career, I have seen educators inspired by new ideas, energized by meaningful conversations, and eager to bring fresh thinking back to their classrooms and schools.

But I've also learned that attending a workshop and changing practice are two very different things.

Some of the most powerful professional learning experiences I've witnessed weren't memorable because of the presenter. They were memorable because of what happened among the educators in the room.

Time and again, I've watched veteran educators bring years of wisdom, practical knowledge, and perspective to a conversation. I've watched newer educators contribute fresh ideas, energy, and a willingness to challenge assumptions. When those perspectives are combined with new learning and thoughtful facilitation, something powerful happens.

Educators don't simply absorb information.

They create new understanding.

They connect new ideas to existing practice.

They refine their thinking.

They solve problems together.

They leave with a stronger vision of what is possible for students and for one another. My team and I have witnessed this in public, private, parochial, and charter schools. We've seen it happen in faculty rooms, professional learning communities, leadership teams, workshops, and districtwide initiatives.

In district after district, the greatest breakthroughs rarely occur because someone was handed a binder, a slide deck, or a new initiative.

They occur because educators engage in meaningful professional conversations that honor experience, challenge thinking, and inspire action.

But even the best professional conversations are only the beginning.

One of the most important lessons I've learned is this:

Insight without implementation is simply a good meeting.

For learning to have a lasting impact, educators need opportunities to apply what they've learned, reflect on what worked, receive feedback, make adjustments, and continue growing over time.

That's why my team and I have always believed that professional learning should be designed with implementation in mind from the very beginning.

And that's why we place such a strong emphasis on job-embedded coaching.

Not random acts of coaching.

Intentional coaching.

Coaching connected to district goals. Coaching that supports transfer into practice. Coaching that helps educators navigate challenges, celebrate successes, and sustain meaningful change over time.

In my experience, the most successful professional learning initiatives don't end when the workshop ends.

That's where the real work begins.

As you explore our 2026–2027 Professional Learning Guide, you'll find opportunities designed to help schools and districts build educator capacity through customized professional learning, consulting, leadership development, and coaching. More importantly, you'll find a commitment to partnering with educators throughout the implementation process—not just during the learning experience itself.

The educational landscape will continue to evolve. New technologies will emerge. New initiatives will capture our attention.

New challenges will require new solutions.

But if nearly three decades in education has taught me anything, it's this:

Learning matters.

Conversations matter.

Implementation matters most.

— Jackie