Mini PD, Maximum Impact: Big Learning in Small Bites

Outline

Content & Engagement

PD Pitstops: Visual display of sample monthly modules (flyers, quizzes, resource hub). Attendees explore materials on devices and discuss how asynchronous PD supports teacher autonomy.

Live PD: Showcase flyers, schedules, and recordings. Attendees learn how multiple session times increase access and flexibility.

Engagement Strategies: Conversation prompts and examples of how our team balances choice with structure. Attendees reflect on their own district PD models.

Impact & Improvement: Share how we collect feedback and track credit. Attendees add ideas for evaluating PD in their setting (sticky notes and online survey).

Presenters will rotate between explaining visuals, demonstrating digital modules, and facilitating conversations.

Process

Interactive displays (posters, flyers, QR codes) allow attendees to scan resources and view sample Pitstop and Live PD sessions.

Peer-to-peer interaction is built in through discussion prompts and reflection activities.

Device-based activities: Attendees scan QR codes to explore resources, tutorials, and sample quizzes.

Choice-driven engagement: Participants can move freely, asking questions or joining small-group demos.

Feedback: Attendees contribute takeaways or suggestions, modeling how we gather teacher input for improvement.

Outcomes

After this session, participants will be able to:

-Describe how PD Pitstops and Live PD provide flexible, scalable professional learning opportunities.

-Identify strategies for designing on-demand and live PD that increase teacher engagement and choice.

-Apply principles of balancing autonomy with structure when planning professional learning for their own schools or districts.

-Evaluate methods for tracking impact and refining professional learning to align with districtwide goals.

Supporting research

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Guskey, T. R. (2002). “Does It Make a Difference? Evaluating Professional Development.” Educational Leadership, 59(6), 45–51.
http://www.ascd.org/el/articles/does-it-make-a-difference-evaluating-professional-development

Darling-Hammond, L., & Richardson, N. (2009). “Teacher Learning: What Matters?” Educational Leadership, 66(5), 46–53.
http://www.ascd.org/el/articles/teacher-learning-what-matters