Professional Development That Works: Facilitators Need to Do the Work, Too

Neotha Moses-Williams, M.S.C.J.

Executive Director & Founder, MosesSTEMinc

Professional development has the power to transform teaching—but only when it’s built on real experience and meaningful application. If facilitators aren’t actively engaged in the work, how can they expect teachers to buy in?

A professional development session should never feel like a discussion of best practices. It should connect to the realities teachers face daily, offering practical, attainable, and inspiring strategies. Facilitators should design lessons, assess student progress, and refine their instructional methods so that what they share isn’t just theory but a reflection of what works.

Authenticity Builds Trust

Teachers know when professional development is valuable. We recognize when facilitators bring genuine experience to the table and when they’re sharing theories without testing them in classrooms. Inquiry-based learning, project-based learning, and differentiated instruction aren’t just concepts—they’re strategies that require creativity, troubleshooting, and more than a single modification. Participating in Science Leadership Fellows, BSCS Climate Education Pathways, and STEM4Real has deepened my understanding of how professional development can empower educators based on classroom experiences. These experiences gave me insight into what works and what doesn’t, reinforcing that teachers need professional development grounded in real implementation, not just discussion.

Working as an instructional coordinator for STEM4Real showed me how important it is for professional development facilitators to engage with the work they promote. I’ve seen how educators respond when professional development reflects classroom experiences, not just ideas from research. My training through the Louisiana Department of Education and classroom experiences reinforced this: teachers must see strategies in action to believe in them. When facilitators model the work and share insights from their experiences, educators trust it. When educators trust it, they engage, experiment, and grow.

Teachers Are Open to Trying New Instructional Strategies

One of the most exciting things about working with educators is their willingness to adapt and innovate. Teachers want to refine their practice, try new instructional strategies, and create meaningful student learning experiences. For that to happen, professional development needs to support them in meaningful ways, not just by introducing theories but also by providing guidance for implementation. Facilitators who actively test and refine strategies themselves make new instructional strategies feel manageable. When teachers see that an instructional strategy has been tested in classrooms, with successes and challenges, they will likely embrace it. Professional development must go beyond introducing ideas and show educators how to apply them effectively. For example, if a facilitator leads a session on student-led inquiry, it’s not enough to explain its benefits. Teachers need to hear about classroom experiences—students struggling productively, the modifications that helped guide them through the productive struggle, and how inquiry deepened their understanding of science. That transparency gives educators confidence that they can navigate the process themselves.

PROFESSIONAL development Should Feel Like Learning—Not a Lecture

If we want teachers to embrace new instructional strategies, professional development sessions need to model them. Professional development should feel engaging, interactive, and collaborative, just like the learning environments we want educators to create for their students. If we’re advocating for student-centered teaching, professional development itself should feel student-centered. This means replacing lectures with meaningful discussions, hands-on activities, and real-world applications. Facilitators should encourage educators to explore, test, and refine their methods in ways that are manageable and exciting, not overwhelming.

Addressing the Realities of Teaching

Teaching is complex, and strategies that work in theory don’t always integrate smoothly into practice. Classroom culture, student engagement, pacing, and curriculum influence how a new instructional strategy unfolds. Professional development facilitators who actively teach or collaborate with educators understand these challenges and offer adaptable and realistic instructional strategies. If we’re talking about differentiated instruction, educators don’t need encouragement to “modify lessons for student needs.” We need well-defined, actionable instructional strategies with exemplars on scaffolding lessons, modifying assessments, and shifting instruction when students need more support. Professional development that acknowledges real challenges helps teachers feel empowered rather than frustrated.

Creating a Culture of Growth

The most inspiring facilitators don’t present themselves as experts who have mastered teaching—they exemplify continuous learning. Professional development should reflect that growth in education is a journey, not a checklist. Teachers are encouraged to approach their practice with curiosity and confidence when professional development leaders share their successes, flopped lessons, and refinements. It ensures that they don’t have to get everything right immediately. What matters is the willingness to try, adjust, and grow.

Final Thoughts

Professional development should be a source of support, not stress. The most impactful professional development sessions are led by facilitators who do the work, reflect on it, and bring meaningful strategies to the table. When educators see professional development as relevant, engaging, and grounded in experience, they embrace it, apply it, and elevate their teaching. 

-Let’s make Professional Development a space for learning, growth, and collaboration—because when teachers thrive, students do too!

Neotha Moses-Williams, M.S.C.J.