Solving the 6 Professional Development Challenges

Although there is quite a bit of in-depth research regarding effective professional development (PD) and best practices for educators, studies suggest that typical PD neglects to adequately address the needs of these adult learners. Research on adult learning supports the fact that there is a disconnect between research-based best practices and the traditional PD models found in schools. Unfortunately, it is rather challenging to meet the needs of all adult learners in typical face-to-face professional learning. The good news is that, with a more modern, virtual approach to PD, we can tackle such challenges, offering innovative personalized solutions for teachers.


In studies of educators’ dissatisfaction with traditional professional development, as well as leaders’ struggles with planning for teacher training, several themes repeatedly emerge in the findings. Challenges with traditional PD for teachers include, but are not limited to:


  1. Buy-in from educators
  2. Personalization
  3. ​Sustainability
  4. Time
  5. Limited Resources
  6. Synchronization of PD


Below we will address each challenge and discuss how to leverage personalized learning to meet the needs of all educator-learners.

Buy-In

In the Bill and Melinda Gates Foundation study Teachers Know Best, teachers report wanting professional development that is relevant, sustainable, interactive, and teacher-driven. They want to be respected as professionals. Understandably, teachers wish for their knowledge and experience to be valued, as well as considered during the PD design process. 


When teachers are required to sit through one-size-fits-all professional development, it is easy for them to become frustrated or even resentful. Unintentional PD design undoubtedly contributes to educators’ dissatisfaction with mandated teacher training, repeatedly leaving teachers with a bad taste in their mouths when it comes to any type of continued learning. 


Adult learning theories such as Knowles’ Theory of Andragogy proposed concepts that most certainly initiated a revolution in the world of adult education. We know that educators (and all adults, for that matter) prefer professional development relevant to their needs and has practical use. Abundant research on adult learning has revealed the importance of offering learning opportunities that are problem-centered, self-directed, and lead to the immediate utility of newly acquired skills. 


At MobileMind, we wholeheartedly believe that educators deserve high-quality, meaningful professional development that is grounded in such research. Providing PD grounded in said research is absolutely essential if any professional development initiative is to succeed. Our self-paced, personalized micro-courses allow teachers to guide their own learning. 


Each teacher can engage in training relevant to his or her unique challenges, needs, and goals. We want teachers to know that their time is valued and for everyone to find success, whether they are seeking Google certifications or if they are brand new Google users wanting to build foundational skills. We ensure they reach success by offering micro-courses geared towards learners at any level. Finally, our hands-on challenges not only model the practicality of skills acquired but also allow educators to begin creating materials they can use immediately in their classrooms and schools. 

Personalization

We often discuss personalizing the learning experience for students, but traditional professional development typically fails to personalize PD for our educators. Honestly, if you aren’t differentiating technology PD at scale for all your teachers, it’s a problem.


Teachers have told us countless times that a “one-size-fits-all” approach to technology training doesn’t work, and research has revealed this issue repeatedly when it comes to traditional PD offerings. If we train all teachers, leaders, and staff on the same content and in the same manner, we are marginalizing the majority of our adult learners and losing their interest from the very start, leading to failed technology adoption. 


If we want teacher buy-in, as discussed above, we must provide differentiated learning experiences for teachers, just as we strive to do for our students. So how do you effectively offer targeted technology PD based on varying proficiency levels?


First, every single MobileMind micro-course is differentiated between beginner, intermediate, and advanced. Most of the time educators will fall into one of these three groups. So, it is very easy for a teacher to start learning based on their relative knowledge of a Google tool. Educators can rate their skill levels across Google tools, and their micro-course library will be tailored to meet their needs. 


Additionally, we have certification pathways that are also segmented based on proficiency. For example, a brand new user to Google may need to complete some early foundational elements before they even think about things like Google Certification levels. They could start with our Google Basics learning path. You may also have a veteran Google user wishing to earn Google Educator certification - or even Google Trainer certification. We can help with that as well! We empower educators to choose their own learning pathways based on their knowledge and skills, as well as their professional goals. 


Finally, we even offer micro-courses specific to leaders and staff. It’s great for an instructional leader to know what to look for in the classroom, for instance, but how can leaders leverage Google tools to improve school culture and productivity? We’ve got you covered there, too!

Sustainability 

The pace of change in educational technology can make it seem nearly impossible for teachers and edtech leaders to stay current on updates and new features. Consider the constant evolution of Google tools, for example. With frequent updates to key Google tools, such as Google Drive and Classroom, there are simply not enough traditional training days to keep educators abreast of this dynamic suite of tools.


Many districts provided Google Classroom training during preplanning, for instance, only to watch Classroom undergo some pretty significant updates a month or so later. We’ve also seen schools receive Chromebooks or launch Google Workspace for Education in August or September, hoping that they can start using the tools before their first dedicated PD day a month or two later. When districts rely only on face-to-face training, educators are at the mercy of the district's schedule, and it might be weeks or even months before teachers can receive initial training or refresh training on tools they’re expected to be used in the classroom.


This helps explain the major shift to the concept of “always-on”, continuous learning. Educators need to have access to PD that they can hop into at any time and from anywhere. In addition, they need to up-to-date training on the tools they’re expected to be using regularly. This means offering job-embedded, on-demand PD to our extremely busy educators that is regularly updated.


When developing the MobileMind professional learning hub, we kept in mind the need to be able to update our content quickly based on the fact that technology is constantly evolving. So, it is our job is to stay current with all Google applications and share updates with educators so you don’t have to. Because we embrace a micro-learning methodology, we can shift very quickly when Google enhances their tools, meaning we can update a course quickly for our teachers. 


Lastly, because we have made MobileMind easily accessible and available anytime, we are accomplishing our goal of facilitating meaningful job-embedded learning that is accommodating to teachers. MobileMind data shows that on average our learners access at the highest volume during work hours. This means that our Google PD is valuable and time conscious enough that teachers are choosing the right time and place to learn for them, individually. This can often also mean that they don’t have to learn after school hours following a long day of teaching. (We have facilitated quite a bit of after-school PD, and we all know that it is less than ideal!)


We know that educators have so much on their plates, so to have anytime, anywhere access to sustainable training at the click of a button is a win!

Time

There are a few challenging elements when it comes to the issue of time and facilitating effective PD. 


First, we struggle to find time to offer effective teacher training during the school day, week, and even the school year. Not only does it consume quite a bit of time for the preparation itself, but you often have to remove teachers from classroom instruction and get subs - or have them dig into their own time for off-contract or after-hours PD.


Second, we must consider new information we now have regarding the impact of time in relation to actual learning. What do we mean by that? Studies have shown that our attention span has declined significantly and steadily since the year 2000, or since the internet and digital tools started to become mainstream. Several resources report these days that our attention span is less than that of a goldfish. As educators ourselves, we’ve sat through hour-long and sometimes even day-long PD sessions that failed to meet our needs. It is truly easy to become very resentful when you feel that your time is not valued; we have felt this and have found through a great deal of research that we are not alone! It is imperative that we acknowledge how much teachers already have on their plates and then act accordingly when designing educator training.


So, how has our team at MobileMind addressed the challenge of time?


At MobileMind, we embrace micro-learning and personalization. We have created what we call “micro-courses”, which are comprised of very brief learning videos (never longer than 5 minutes!) supported by short, hands-on learning challenges. In addition, the ability for a teacher to personalize his or her learning experience makes the learning process more efficient than one-size-fits-all training that might not make the best use of educators’ valuable time.


Teachers can begin learning at the click of a (Chrome extension) button. They can filter their personal micro-course library by their own learning goals. They can stop and then continue learning at any time to fit their busy schedules. Finally, they receive human feedback for each challenge submission, which further demonstrates how much we value each learner’s time and energy. Within seconds, a teacher can click to begin learning something new… no subs needed, no more dreaded after-school training, no more time wasted.

Limited Resources

We have heard from countless instructional leaders that the task of training teachers spread out over many school buildings can be daunting. The combination of multiple physical locations and the distance between them increases the difficulty of facilitating sustainable training.


On top of this, in many schools and districts, there is typically a small number of dedicated resources for training. This varies by district, but we see that the number of instructional resources relative to the number of teachers is rarely a ratio that enables easy facilitation of PD for technology like Google. Finally, there is very little visibility that instructional leaders can tap into regarding how well teachers are doing after traditional PD is offered. Do they need more help? Are they superstars who need a greater challenge? Either way, teachers (like students) need different levels and training and varied content that meets their skills level and learning goals, and instructional leaders need accurate visibility into teacher progress. 


MobileMind is cloud-based, accessible by a browser extension. Anytime, Anywhere access to professional learning removes the physical barriers of training. And, while the value of face-to-face learning has undisputed merits, one-off training is problematic when trying to provide teachers with up-to-date PD on rapidly changing technology like Google, LMSs, and any other popular edtech tools used. 


At MobileMind we offer virtual, personalized PD, so we can establish multiple schools or groups who can learn anytime and anywhere… during planning when they find 10 minutes or in their PJs at home... whenever works best for each individual teacher! 


What’s more, is that district or school leaders have a bird's eye view of teacher progress in MobileMind and how many teachers at each school are engaging in PD. They can even drill down into any group to see how active each teacher is at a particular school has been in MobileMind.


Not only does this provide visibility for accountability, but leaders also can gain insights into training needs, teacher interest, struggling teachers, or previously unidentified teacher leaders. We can build up those teacher rockstars and begin to accelerate adoption and build internal capacity much more rapidly.


MobileMind’s cloud-based, location management gives us the ability to facilitate sustainable and effective PD at scale, regardless of logistical challenges, while expanding the reach of instructional resources and providing actionable insights to assist teacher progress.

Consolidation

There has never been an edtech solution that has truly integrated both synchronous and asynchronous professional learning efforts. This can make tracking continuing education hours and offering a cohesive professional learning experience impossible for districts that value continuous learning. 


MobileMind Events provides the only synchronized PD solution to K-12 school districts. From workshops to conferences, MobileMind Sync allows leaders to easily create and schedule synchronous training events, invite participants, track attendance, and more.


Districts can even assign prerequisite courses to learners before a synchronous event, share related courses to complement live training, or offer replacement courses if learners cannot attend.


Sync join codes make it possible for facilitators to automate tasks like taking attendance, awarding credit hours, releasing digital badges after an event, and much more.


Synchronizing PD efforts brings teachers' professional learning full circle, and allows for a smooth transition from in-person PD events and asynchronous events or training. 

From Observation to Action: How Data-Driven Feedback Fuels Teacher Professional Development

December 23, 2025
Teachers' ability to adapt to new teaching methods, technology, and student needs requires continuous growth and development. This is where teacher coaching and observations become essential—not just as stand-alone practices but as integrated components of a comprehensive professional development strategy. Today’s students are growing up in a digital world quite different from the one that their teachers knew when they were students. For the absolute beginner, the learning curve to using new EdTech can be steep. School leaders are finding that to meet the challenge, they need to update the content and delivery of their district’s professional development (PD) programs. Here is a roundup of educational technology trends that we are seeing today and how these technologies are changing how teachers need to pursue PD. Customizable Rubrics for Tailored Observations One-size-fits-all approaches to teacher observations simply don't work. Every school and district is unique, and so are their instructional needs. By integrating customizable rubrics into the observation process, administrators can easily build and tailor observation tools to meet their specific objectives. Customized rubrics provide a clear framework for consistent, meaningful observations, whether focusing on student engagement, classroom management, or technology integration. With flexibility, administrators can ensure that observations are aligned with the school's instructional goals while teachers receive relevant and actionable feedback. Customizable rubrics also make it easier to acknowledge where a teacher has exceeded expectations, offering a platform for celebrating strengths while pinpointing growth areas. Detailed Feedback: A Pathway to Improvement As the Adult Learning Theory emphasizes, feedback for adult learners should be timely, relevant, respectful of their experience, and provide actionable guidance to foster self-directed improvement and motivation. Teachers need more than a score or general comments to improve—they need detailed feedback and actionable steps. This feedback should not only highlight areas where they excel but also offer actionable suggestions for improvement. The coaching process becomes more effective when observation tools are designed with this level of detail. Teachers can reflect on specific aspects of their practice, understand how to adjust, and work with coaches to implement changes. Detailed feedback is also essential in promoting teacher agency. Teachers are empowered to take ownership of their professional growth when they receive concrete, constructive insights. This kind of feedback loop fosters a culture of continuous improvement, benefiting both educators and students alike. Data Aggregation: Driving Informed Decisions One of the most powerful advantages of integrating teacher coaching and observations with professional development is the ability to aggregate data. By collecting and analyzing observation data over time, schools can gain a holistic view of teacher performance. This information can then inform professional development opportunities, resource allocation, and teacher evaluations when appropriate. For example, data-driven insights can identify common areas where teachers across the school or district may need additional support. This enables administrators to create and facilitate targeted professional development that directly addresses these needs, leading to more effective PD sessions that directly impact classroom instruction. Furthermore, aggregated data ensures a more objective observation process, reducing bias and ensuring that decisions are based on clear evidence. MobileMind, the modern professional learning hub, includes comprehensive coaching and observation tools that align with the entire PD lifecycle . By leveraging customizable rubrics, detailed feedback, and data aggregation, we provide schools and districts with the tools they need to support their teachers effectively and objectively. Through this integrated approach, MobileMind helps administrators and educators work together to create a dynamic learning environment where teachers thrive.

How to Secure Teacher Buy-In When Launching a New Professional Development Program

December 23, 2025
Launching a new professional development program can be pivotal for school districts, impacting everything from teacher engagement to student outcomes. However, even the most innovative PD initiative will only be as successful as its buy-in from teachers. To truly inspire a culture of growth, the PD program needs to feel relevant, manageable, and rewarding to those who will benefit from it most: educators. Below are strategies for securing teacher buy-in. 1. Understand the Core Needs of Adult Learners Teachers, like all adult learners, want to know that their time and effort are being put to good use. Traditional, lecture-based PD sessions often fall short because they don’t align with the practical, self-directed nature of adult learning theory . Adults bring a wealth of prior experience, and they are most engaged when learning is relevant, practical, and can be applied directly to their work. Actionable Tips: Connect Learning to Real-World Applications: Make it clear how the PD content will help solve immediate classroom challenges. For example, if educators struggle with tech integration, provide targeted micro-courses focused on tools they can access. Offer Choice and Customization: Allow teachers to personalize their PD experience by choosing the courses or learning paths that align with their needs or interests. Giving teachers a sense of voice and choice over their learning path fosters a stronger commitment. 2. Embrace Micro-Learning to Respect Time Constraints Time is a precious commodity for teachers. Launching a program that feels like a time drain can quickly lead to resistance. Instead, consider breaking down the PD curriculum into micro-courses—short, focused lessons that fit easily into a teacher’s busy schedule. Micro-learning respects teachers’ time and helps them digest information in manageable portions, leading to better retention. Actionable Tips: Set Manageable Learning Goals: Micro-courses allow for incremental, achievable goals, which can increase teachers’ motivation and sense of accomplishment. Encourage Consistent, Bite-Sized Learning: A structure that promotes frequent, small doses of learning rather than occasional intensive sessions helps to reinforce knowledge without overwhelming educators. 3. Incorporate Gamification to Boost Engagement and Motivation Gamification— integrating game-like elements into the learning experience—can be a powerful tool to engage teachers. Progress trackers, badges, and other rewards provide a tangible sense of achievement and encourage healthy competition. Incorporating gamified elements into PD can inspire friendly challenges and celebrate teachers’ learning milestones. Actionable Tips: Reward Progress and Milestones: Implement a digital badge system to recognize teachers as they progress through their courses. A leaderboard can also motivate by celebrating those who have reached significant milestones. Promote Collaborative Challenges: Gamified challenges or group activities can create a collaborative culture around PD, allowing teachers to encourage each other’s growth and discuss what they’re learning. 4. Highlight the Immediate Benefits and Celebrate Early Wins When teachers can see the value of the new PD program right away, they’re more likely to invest in it. Highlighting quick wins, like how a single session helped a teacher engage their students or streamline lesson planning, can create a positive ripple effect across the district. Actionable Tips: Share Success Stories: Encourage early adopters to share their experiences and successes. Whether it’s a teacher using a newly learned strategy or one achieving a certification, share these wins to inspire others. Recognize and Reward Early Participants: Acknowledge the first group of participants by spotlighting them in meetings or district-wide newsletters. This reinforces a positive perception of the program and encourages others to join. 5. Leverage Peer Influence for a Stronger Commitment Teachers are often most influenced by their peers, so tapping into this social dynamic can be invaluable for PD initiatives. Consider building a “PD Champions” network within your district—educators passionate about professional growth and willing to help their peers navigate the program. When teachers see respected colleagues invested in PD, they’re more likely to follow suit. Actionable Tips: Create a Peer Coaching System: A support system of peer coaches or mentors can make PD feel more accessible and less intimidating for those hesitant to try something new. Hold Collaborative Workshops: Group settings allow teachers to learn together and share insights, creating a collaborative culture around the PD program. 6. Emphasize Flexibility to Reduce Resistance One of the biggest hurdles in PD adoption is the feeling that it adds another obligation to an already packed schedule. By making the program flexible and accessible, you’ll reduce resistance and create a more welcoming environment for learning. Actionable Tips: Allow for Self-Paced Learning: Give teachers the freedom to complete their courses at their own pace, respect their time, and make learning more accessible. Offer Multiple Access Points: Your program should be accessible across devices, with the option to complete sessions during lunch, after school, or even from home, meet teachers where they are, and reduce participation barriers. 7. Gather and Act on Feedback No one knows what teachers need from PD better than teachers themselves. Regular feedback helps you tailor the program and makes teachers feel valued and invested in its success. A successful PD program evolves based on the input of its participants, ensuring relevance and engagement. Actionable Tips: Conduct Quick Pulse Surveys: After a learning path, invite feedback. A short survey or a simple thumbs-up/thumbs-down can provide insights without adding extra work. Host Listening Sessions: Give teachers a voice in the PD program’s evolution by inviting them to share what’s working, what’s not, and what they want to see next. By designing a program that aligns with adult learning principles, respects time constraints, and incorporates gamified and flexible learning options, you’ll create an exciting experience in which teachers are excited to participate. When teachers see the value in PD, they’re more likely to integrate their new skills into their classrooms, benefiting students across the district.