5 Questions Every Transformational School Is Asking for 2025-26
Great Learning Design Drives Achievement, Teacher Retention, and Strengthens Neurodiverse Skills
Most schools and organizations still rely on familiar patterns when it comes to learning.
They schedule a training. Deliver a presentation. Cover a lot of content. Hope it sticks.
It’s not broken. But it’s not working as well as we need it to—especially when real change is the goal. This is normal because it's what we've likely grown up with.
Rethinking the Role of Professional Learning
In too many cases, professional development focuses on what needs to be explained instead of what needs to be applied. Sessions are packed with information but leave little room for integration, collaboration, opportunity for practice, discussion, or feedback. And in complex systems like schools, that’s a missed opportunity with long-lasting consequences. And unfortunately, most professional learning in schools is focused on using a product rather than creating long-lasting systems that:
Strengthen teacher retention (saving tens of thousands of dollars)
Foster meaningful collaboration (creating better job satisfaction)
Improve student outcomes (this... well... it speaks for itself)
Learning that makes an impact isn’t about getting through the material. It’s about helping people grow their capacity to act—confidently, collaboratively, and with clarity.
What Strong Learning Design Actually Does
When professional learning is thoughtfully designed, it doesn’t just meet a requirement. It changes how people approach their work. It deepens understanding, strengthens teams, and builds practices that last.
In schools, we’ve seen this kind of design strengthen team alignment, improve instructional quality, and increase retention among staff. It also creates space for neurodiverse professionals to thrive—by offering multiple ways to engage, reflect, and contribute.
The Conditions for Learning that Works
Great learning design considers:
How different people take in and process information
Where learners are starting from—and where they’re trying to go
The realities of busy classrooms, overextended teams, and decision fatigue
The role of cognitive load, communication preferences, and emotional safety
It doesn’t assume one modality will work for everyone. It doesn’t assume understanding equals implementation. It slows down just enough to help people speed up later.
5 Questions Every Transformational School Is Asking in 2025
If you’re planning PD this year to improve student outcomes and teacher retention, here are the questions that may matter most:
What do we actually need people to do with this—not just understand?
Where will collaboration or alignment be essential?
What challenges might staff encounter, and how can we prepare for them?
How are we supporting different learning needs, styles, and strengths?
What indicators will show us that this worked—and where to adjust?
If your planning starts here, the training won’t just check a box. It will move the work forward. If you want help planning a PD, please get in touch!
Learning That Sticks
In schools where learning is embedded in culture (not added on top) teachers are more confident, students are more supported, and improvement efforts gain traction. Staff talk about what they’re learning, not just what they were told. Coaching becomes easier. Collaboration becomes expected. Growth becomes the norm.
That’s what well-designed learning can do.
If you’re building out professional learning and want support designing something that actually sticks... let’s talk!
I’d love to help!
— Adam
