| Rethinking teacher tech PD: Why quality matters more than quantity |
A growing consensus among education experts suggests that effective professional development (PD) for teachers isn’t about how many hours are spent in training, but how well those sessions are designed, supported, and integrated into daily practice. While some reports suggest 20–50 hours of PD per year, practitioners argue that ongoing support, relevance to classroom realities, and space to apply and reflect on new skills matter far more. Educators and experts highlighted key challenges, including limited time, mandated one-off trainings with little follow-up, and PD that lacks continuity or relevance. Instead, they advocate for sustained, job-embedded learning with coaching, peer collaboration, and a clear connection to student and teacher outcomes. To better measure impact, experts urge schools to move beyond attendance numbers and instead assess instructional changes and student progress.