The stereotypical professional development session is the “one-and-done” workshop that offers teachers some new insights but does little to meaningfully change instructional practice. What’s more effective, according to research, is professional development that’s ongoing, collaborative, embedded in teachers’ everyday work, and oriented around solving real—rather than theoretical—problems. That’s not only the case for teachers. Principals can benefit from PD with similar characteristics, designed just for their jobs.
Join district leaders, experts and EdWeek journalists to:
- Explore best practices for teacher and principal PD and see examples that adhere to them
- Discover how school districts fund professional development and hear the outlook for a key federal funding source for PD
- Examine exclusive EdWeek Research Center survey data on the format and timing of PD, how much training educators are receiving on AI, and more!
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Agenda
2:00pm ET
Welcome & Introduction
We’ll highlight key insights from recent Education Week reporting on professional development and preview the upcoming sessions.
Matthew Stone is an assistant managing editor for Education Week.
2:10pm ET
Interactive Session: What Kind of PD Is Happening in U.S. Schools?
Teachers around the country regularly participate in professional development. Is it the kind they need to improve student achievement and support their professional growth? The EdWeek Research Center recently asked educators from across the country to weigh in.
Ileana Najarro is a reporter for Education Week covering race and opportunity in schools across the country.
2:20pm ET
Industry Perspective: Closing the Implementation Gap
Sponsor content provided by Solution Tree
One day of professional learning can spark something. But without a system of ongoing, job-embedded support, time steals every good intention. In this session, Sam Fritz, Director of EdTech and AI at Solution Tree, will break down why implementation stalls — and how a Learn → Practice → Apply cycle, can create the year-long rhythm that turns y one-day trainings into lasting classroom change. Attendees will leave with three concrete commitments they can act on immediately.
One day of professional learning can spark something. But without a system of ongoing, job-embedded support, time steals every good intention. In this session, Sam Fritz, Director of EdTech and AI at Solution Tree, will break down why implementation stalls — and how a Learn → Practice → Apply cycle, can create the year-long rhythm that turns y one-day trainings into lasting classroom change. Attendees will leave with three concrete commitments they can act on immediately.
Sam Fritz
Director of EdTech and AI,
Solution Tree
Sam Fritz helps schools navigate the intersection of proven instructional practice and emerging technology. With 25 years of experience as a classroom teacher, instructional coach, and district-level leadership trainer, Fritz brings a practitioner’s lens to every platform, policy, and possibility he encounters. He holds a master’s degree in educational leadership and certificates in AI Prompt Engineering — and spends his days helping educators figure out what’s coming next, and how to make it work for real students in real classrooms.
2:30pm ET
Panel Discussion: Professional Development that Will Move the Needle
Effective teachers can boost their students’ performance. Effective principals can create the climate for academic excellence, high teacher retention, and a safe and supportive school environment. How can schools help teachers and principals keep improving? We’ll discuss some examples of PD that adhere to best practices.
Olina Banerji is a reporter for Education Week who covers school leadership.
Jenna Davis
Dean of Instruction,
Mt. View Elementary School, Metropolitan Nashville Public Schools, TN
Dr. Jenna Davis is an instructional leader with 20 years of experience improving teaching and learning at the classroom, school, and district levels. She currently serves as a Dean of Instruction in a large urban district in Tennessee, where she leads and supports instructional systems, educator development, English language programming, and MTSS-A implementation to ensure equitable and rigorous instruction for all learners. Prior to her current role, Dr. Davis taught in both Kyiv, Ukraine and the United States before serving as a district EL coach. Her work has been presented at both the Tennessee TESOL Conference and the national WIDA Conference in 2022 and 2024. Dr. Davis recently completed her doctoral capstone focused on Tier 1 instruction, examining the instructional practices, mindsets, and leadership conditions that support English learner success.
Olga Dietz
English Learner (EL) Teacher,
Mt. View Elementary, Metropolitan Nashville Public Schools, TN
Born and raised in Puerto Rico in a family of educators, Olga Dietz developed a passion for education at an early age and knew it was the field she wanted to pursue. She earned her undergraduate degree from Trevecca Nazarene University and later completed her master’s degree at Bethel University. Throughout her career, she has taught both first grade and kindergarten before transitioning into an English Learner (EL) co-teaching role, where she has served for the past five years. In addition to her work in the classroom, she teaches an adult English class at her church helping community members build confidence and skills in the English language. She is passionate about supporting learners of all ages and creating inclusive, engaging environments where every student can thrive.
3:15pm ET
Industry Perspective: Supporting Educators in Real Classroom Moments
Sponsor content provided by Boys Town
Many educators leave professional development inspired, but applying new strategies during challenging classroom situations can be far more difficult. This session explores how schools can effectively support educators through practical opportunities to strengthen behavior support strategies and build confidence over time. Attendees will hear perspectives on creating professional learning experiences that are realistic, repeatable and grounded in everyday school environments.
Many educators leave professional development inspired, but applying new strategies during challenging classroom situations can be far more difficult. This session explores how schools can effectively support educators through practical opportunities to strengthen behavior support strategies and build confidence over time. Attendees will hear perspectives on creating professional learning experiences that are realistic, repeatable and grounded in everyday school environments.
Courtney Dealy
National Training Manager,
Boys Town
Courtney Dealy leads Boys Town’s National Training team, equipping educators, districts, agencies and youth-serving professionals nationwide with evidence-based strategies for positive, skill-focused classrooms and environments. With over 21 years of experience in education, she brings expertise and passion to her leadership, training and consultation roles.
3:25pm ET
Panel Discussion: An Uncertain Time for PD Funding
Title II grants represent the federal government’s largest investment in teacher and principal PD. The $2.2 billion fund flows to every state and reaches about 95% of school districts. And its requirements are designed to move schools toward PD that adheres to best practices. But Title II has been clouded by uncertainty over the past year-plus. In this session, we’ll learn more about this fund, how it’s used, and its future.
Matthew Stone is an assistant managing editor for Education Week.
Paul Fleming
Deputy CEO and Chief Learning Officer,
Learning Forward
Paul Fleming’s areas of focus include leading the effective implementation of the Standards for Professional Learning and corresponding tools, the expansion of our professional services and leadership and learning series teams, and multiple consulting projects with states and districts to increase educator and leader effectiveness through student-focused, high-quality professional learning. Prior to joining Learning Forward, he served as the assistant commissioner for the Teachers and Leaders Division at the Tennessee Department of Education. He was responsible for the design, implementation, evaluation, and support of impactful policies, practices, and programs related to teacher and leader preparation institutions, licensure, evaluation and development, and educator talent.
Brandon C. White
Superintendent,
Harvard CUSD #50, IL
Brandon C. White is currently the Superintendent of Harvard CUSD #50 in Harvard, Illinois, outside of Chicago. Harvard CUSD #50 is a unique and diverse community serving a population that is proudly represented by almost 50% multilingual learners and a student body that is 76% Hispanic, again providing a rich cultural experience for students and staff alike. Previously, Dr. White was superintendent of a neighboring suburban district as well. He is a graduate of Purdue University, where he earned his Bachelor of Arts in Elementary Education and a doctorate in Educational Leadership. Brandon has served as a teacher, instructional coach, district curriculum facilitator, assistant principal, principal, principal supervisor, and assistant/deputy superintendent before his current role.
3:55pm ET
Interactive Session: How Districts Fit PD Into Their Schedules
It’s a perennial challenge for school districts: scheduling PD in a way that balances the need for teachers to continually improve with students’ need for learning time and consistent routines, logistical challenges, and parents’ work schedules. The EdWeek Research Center recently asked educators how their districts work PD into the schedule and when they most want to participate in professional learning. Plus, are educators getting training on AI?
4:05pm ET
Closing Thoughts and Key Takeaways
We’ll review the big ideas and key insights from the event.
Matthew Stone is an assistant managing editor for Education Week.
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