Although my work involves supporting new teachers primarily, some of the ideas I am sharing in this post about getting the most out of required Professional Development may be helpful to experienced educators. I will be referencing Malcolm Knowles’ Adult Learning Theory, George Siemens’ Connectivism Theory, and the Learning Forward Standards for Professional Learning. I invite you to enjoy a cuppa as I discuss the feeling of overwhelm that can come with required PD especially for novice teachers.
Do I Really Have to Go?
A new teacher reached out to me recently, his text message a mix of exhaustion and frustration. He was looking at all the initiatives and tasks he had due for the district. Additionally, he knew he was required to be part of our district’s new teacher academy; and his question was simple: ‘Do I really have to participate?’ He saw it as one more meeting, one more requirement, in a sea of overwhelming new initiatives.
His question was fair. His feelings were valid. Teaching is hard. Being a new teacher is really hard. There is a lot going on especially at the beginning of the school year. Ironically, the new teacher academy is meant to help with this kind of overwhelm. I am grateful this teacher reached out because it caused me to stop and think about what I have shared with or asked of the new teachers in the program. How could I lighten the load a bit while still fulfilling the obligations set forth by the district?
Reclaim Your Role as Self-Directed Professional
The Feeling: When you’re new, it’s easy to feel like a student again—being told where to go and what to learn. This feeling of dependency is a major source of overwhelm.
The Andragogical Shift: Knowles’ theory is built on the core idea that adults move from dependency toward being self-directed. Your first step is to mentally reclaim your role as a professional in charge of your own growth. This can seem difficult when spending hours in sit-and-get PD or meetings.
How to Do It (The “Pre-Game” Plan): Before any required training, take five minutes. Open a Google Doc or a notebook and answer two questions:
- My Biggest Problem of Practice: “What is the single biggest challenge I’m facing in my classroom this week?” (e.g., “My 4th-period class is disengaged after lunch,” or “I’m struggling with grading feedback.”).
- My Personal ‘Goal’: “Looking at the agenda, what is one thing I might hear or one person I might meet who could help me with my problem?”
The Impact: This simple act reframes the entire experience. You are no longer a passive recipient. You are a professional on a mission to solve a problem.
I also like thinking in terms of “Need to Know” and “Nice to Know.” Basically, “Need to Know” information is something that will be of use to me within two weeks of receiving it. It is going to be used immediately. Whereas, “Nice to Know” is information I might not need for a few more weeks or months. It doesn’t mean it isn’t important, but I can save it for later. This does require a system so I don’t forget about the “Nice to Know” when it becomes “Need to Know.”
These two categories are also important as a presenter of Professional Learning. What do participants need immediately? Is it something to use in the class tomorrow? Is it information I will need from them within the week? I should present this as “Need to Know” and spend time going over this particular information. However, I can share the “Nice to Know” for them to look at on their own or for those participants who do want more out of the session. The point is, I don’t want to overwhelm with ALL the information at once.
Hunt for Actionable Solutions, Not Abstract Ideas
The Feeling: New teacher training can feel like drinking from a firehose of information—most of which doesn’t seem to apply to your Grade/Subject/Monday morning reality.
The Andragogical Shift: Adults are most interested in learning subjects that have immediate relevance to their job or personal life. Your goal is not to learn everything they offer, but to find the one thing you need.
How to Do It (The “One-Thing” Triage): During the training, listen with your “Problem of Practice” in mind. Don’t try to take notes on everything. Instead, use a simple tool like Google Keep to create a checklist titled “Things to Try Next Week.” The moment you hear a practical, actionable strategy that connects to your problem, add it to the list.
The Impact: This helps you filter the noise and focus on what matters now. It turns a deluge of content into a single, manageable action step, which is a key principle of effective adult learning design.
For the Professional Learning presenter, it is vital to send participants away with something they can use right away. Templates they start during the training or ready-to-go lessons or something else concrete is incredibly helpful. It also saves the teacher time later because they no longer have to digest the training, decipher what they need, and then create something from it for the classroom. Additionally, it is a good practice to ask participants what they want to take away from the learning or training. Having participants identify their own outcome in addition to any stated by the presenter helps them see that the training can benefit them.
As a participant, never be afraid to ask the questions to get the information you need. If you feel your questions may not apply to everyone, you can always approach the presenter during a break or at the end of the day.
Find Your People, Not Just Your Binder
The Feeling: Overwhelm is magnified by isolation. You feel like you’re the only one struggling.
The Connectivist Shift: George Siemens’ theory of Connectivism posits that learning is a process of connecting with other nodes of information—and those nodes are often people. Karen Stephenson’s axiom, “‘I store my knowledge in my friends’,” is a powerful mantra for a new teacher. The new teacher academy isn’t just about content; it’s about finding your cohort.
How to Do It (The “Who, Not What” Goal): Set a goal to find one person at the training who teaches a similar grade/subject or who seems to have a good handle on a problem you’re facing. Your mission is not to collect handouts, but to make a connection. Get their email. Ask if you can pop into their classroom for 15 minutes during your conference period.
The Impact: This builds your support system, which aligns with the Learning Forward standard of creating a Culture of Collaborative Inquiry. A human network is a living, breathing resource that will support you long after the training binder is gathering dust on a shelf.
Yes, mentorship is HUGE as part of a new teacher academy. These are automatic connections for the new teacher. However, not all mentors need to be assigned. Sometimes other new teachers are the best “nodes” because they understand the exact overwhelm each other experiences. In 2025, social media is another way to find those connections. #TeacherTok, #EduSky, #EduTwitter, etc. are all places to make connections and find support. There are groups on Facebook and LinkedIn. The important part is to connect. Never go it alone.
Carrying This Idea Forward
When I think back to the teacher who reached out to me; I know the requirements won’t go away, but maybe his feeling of helplessness can. By taking a self-directed, problem-centered, and connection-oriented approach, how can I shape the new teacher academy in a way that becomes a support system for him rather than just another initiative?
Beyond the first few years, required PD doesn’t end. Every school year comes with new initiatives and legally required training (blood born pathogens – I’m looking at you). Teachers are the experts in what they need; these strategies simply help leverage the provided resources to meet those needs even when the professional learning or training cannot be avoided.
What’s your best advice for helping a new teacher make required PD meaningful? I would love to see your responses in the Comments.
An Educational Cup of Tea 
Leave a comment