Key points:
Professional development is one of a school district’s most powerful strategies for improving student outcomes. Yet, educators often leave workshops feeling inspired in the moment, but take little action in the classroom. The problem isn’t that teachers don’t want to learn, but that professional development is treated as an event, rather than an ongoing process.
OECD’s Teaching and Learning International Survey (TALIS) found that only 38 percent of teachers participated in formal induction activities during their first teaching position, and just 22 percent of novice teachers had an assigned mentor. The teachers who experienced induction reported higher levels of confidence and job satisfaction. Those findings demonstrate that meaningful professional learning isn’t merely about access to training, but about learning alongside others.
After more than 15 years of working in teacher coaching and professional learning, I’ve found that the educators who experience the most lasting growth are the ones who have trusted colleagues asking thoughtful questions, leaders creating space for reflection, and communities encouraging experimentation rather than expecting perfection.
As education continues to evolve, I believe the future of teacher training will be shaped by three interconnected ideas: it will be local, relational, and thoughtfully supported by technology.
Relationship-building for ongoing learning
Teaching is a field that is very people-focused. While classroom curriculum plays a major role, what makes an educator stand out is proper training, which develops through conversation, reflection and relationship-building.
Throughout my work with schools, I’ve seen that lasting professional growth often begins with a simple question.
- “What happened in that lesson?”
- “What surprised you?”
- “What might you try differently tomorrow?”
These questions invite teachers to reflect. They help build confidence in their professional judgment instead of relying on prescribed answers.
Mentoring, instructional coaching, and collaborative learning communities create the psychological safety educators need. That way, they can continue testing new ideas, receiving constructive feedback, and adapting their practice over time.
Professional learning, like teaching itself, flourishes through relationships built on trust.
Local schools need local solutions
One of the biggest mistakes we make in professional development is assuming every school needs the same solution. Meanwhile, every community has its own strengths and challenges.
- A rural school serving a small community will face different realities than a large urban secondary school.
- Schools welcoming newcomer families may prioritize different professional learning than schools focused on improving literacy or supporting student well-being.
Teacher training should reflect these realities. The pressures facing Ontario schools illustrate this well. According to People for Education’s 2023–24 Annual Ontario School Survey, 35 percent of secondary schools report daily teacher shortages, while nearly half of Ontario schools experience daily shortages among educational assistants.
When staffing pressures affect educators, professional learning needs to be practical, responsive, and embedded in the daily life of the school. Instead of asking teachers to adapt to generic professional development, we should design professional learning around the contexts in which educators actually work.
Technology is strengthening human learning
Artificial intelligence is quickly reshaping conversations about education and will likely shape the future of not only student learning but also teacher learning.
Used thoughtfully, this technology can remove barriers that have limited access to professional development. For example, teachers can use the technology for:
- Accessing learning when it fits their schedules
- Receiving personalized resources
- Collaborating with peers in ways that weren’t possible just a few years ago
A 2025 meta-analysis examining AI across educational settings found that the technology had positive impacts on learning. Yet the AI’s effectiveness depends on how the technology is implemented and used, and on how it supports students. The publication also recommends integrating these tools cautiously and thoroughly reporting on both positive and negative results.
AI cannot replace the trust built through mentoring. It cannot observe classroom dynamics with the nuance of an experienced colleague. It cannot fully replicate the reflective conversations that help teachers make sense of complex moments with students.
What it can do is make those human interactions easier to access by reducing logistical barriers, expanding opportunities for collaboration, and giving educators more time to focus on what matters most: ongoing learning together.
Closing thoughts
Conversations about teacher training have focused on delivering more professional development. I believe it’s about creating the conditions for educators to keep learning throughout their careers.
That means investing in mentoring and coaching relationships, recognizing that every school community is different, and embracing technology to support the human relationships at the heart of great teaching.
