Thursday, October 1, 2026
In today’s rapidly changing educational landscape, including new state graduation requirements, the current and future impacts of A.I. and evolving mandates and directives at the federal level, the imperative for professional development — on an ongoing basis — has never been more critical.
For professional development to have lasting impact, it must be an ongoing process in which educators continue to learn long after they earn their teaching certification. It should include year-round workshops, coaching, collaboration and study, all centered on refining practice, deepening knowledge and responding to the changing needs of students. It is this approach that is essential to create great teaching year after year. Just as we expect our students to be lifelong learners, we must ask the same of ourselves. Professional development keeps the spirit of curiosity and improvement alive.
This year, as we began the school year, the energy in the auditorium, with hundreds of new and returning staff gathered with a shared purpose, was truly inspiring. Together we reflected on the “power of moments,” and how the most lasting experiences come from connection and purpose. That same belief guides how we approach professional learning throughout the year — anchored in relationships, relevance and reflection.
In Glen Cove, we work intentionally to build a professional learning model that honors teacher expertise while offering opportunities for choice and collaboration. We embed professional development in the rhythm of the school year, not as an isolated event but as part of an ongoing conversation about instructional excellence. Teachers are active contributors, shaping our professional learning calendar through surveys, feedback sessions, Professional Learning Communities and alignment teams so that it reflects our educators’ needs, interests and aspirations.
For educators to truly reap the benefits of a comprehensive professional development plan, it is also necessary to closely align professional learning with a district’s instructional vision. If that alignment is missing, the benefits won’t reach the classroom. In Glen Cove, professional learning and development is guided by five focus areas that serve as our compass: integrating strategies for literacy across content areas, building culturally affirming environments for our diverse learners, addressing chronic absenteeism with particular attention to subgroups, using assessment data to inform instruction, and increasing student discourse and conversation.
Each of these areas represents a deliberate investment in both teaching and learning. Whether it’s a middle school science teacher weaving literacy strategy into lab reports or an elementary team using data to identify where students need extra support, our focus is always on coherence and impact. When professional learning is aligned with a clear vision, every session, coaching visit and PLC meeting adds up to something larger, a shared purpose that drives student growth.
Last November, we took a bold step forward with a districtwide professional learning day that had been a vision for many years. We brought together 191 teachers for a day designed entirely around educator choice. Teachers selected workshops that spoke to their passions and goals. We invited administrator facilitators, created space for teacher-led sessions and built in time for colleagues to connect and learn from shared experiences.
The day was more than just a professional development event. It was a statement about the district’s values. It sent a message to teachers that they are appreciated, valued, inspirational and foundational to the quality and excellence of the educational experience we offer our students.
Professional development isn’t just about acquiring new skills. It’s about reigniting purpose and reminding educators that the reason we all entered this field was to make a difference in the lives of young people. Every time our educators come together to learn, they strengthen the fabric of our schools. The conversations that begin in workshops echo in classrooms, hallways and homes. They ripple outward to students who feel more seen, lessons that feel more engaging, and communities that feel more connected.
Professional learning doesn’t happen to teachers — it happens with them. It is an approach to the culture of a school district that requires Board of Education support, and the financial and human resources to ensure its effective implementation. In Glen Cove we have both. It engenders the power of moments that begin with our educators who create them every single day.
Dr. Alexa Doeschner is the superintendent, and Bryce Klatsky the assistant superintendent for curriculum, instruction and technology, of the Glen Cove City School District.
