Professional Learning for Teachers: The Best Investment for Our Kids

Adopting a new curriculum is easy to view as a single decision made in a single moment. But when we adopted a variety of programs from Curriculum Associates, it quickly became clear that the real work would happen over time—and that investing in our teachers with professional learning would be pivotal in helping the program deliver on its promise for students.

What we’ve learned since has reinforced a simple truth: meaningful instructional change doesn’t come from materials alone. It comes from sustained support for the people using them.

We're All in on Professional Learning—Here’s Why

Our district uses i-Ready as our universal assessment screener three times a year for our K–8 students. We're in year two of i-Ready Classroom Mathematics and use i-Ready Personalized Instruction to support students on their individual learning pathways and i-Ready Pro for our older students. Honestly, any time we learn about a new tool or feature within i-Ready, we're eager to try it. We believe in the program and in the impact it has on our scholars' growth and achievement.

But here's the thing: the product alone doesn't transform a classroom. But investing in our teachers does. That’s where professional learning comes in.

Year One Can Be Clunky, and That's Okay

The first year of any curriculum adoption is hard. Teachers are figuring out the system, navigating new routines, and learning a completely different way of thinking about instruction. Our Teaching and Learning coach, Abbie Nash, put it perfectly: "Typically, in that first year, it's clunky. You're learning it, you're playing around with it, you're exploring it. A goal I have for my teachers is that it feels natural, it feels familiar."

The mistake would be thinking that because the foundations are in place after year one, you don't need to keep investing. We know that meaningful outcomes from any curriculum adoption typically take three to five years to fully materialize. So why would we stop supporting teachers right when they're starting to hit their stride?

Year Two Is Where True Transformation Begins

Now that we're in year two, I'm hearing things from teachers I didn't hear before. Things like, "Oh, this makes sense," and "I can do that now." That shift—from surviving the curriculum to genuinely understanding it—is happening because we keep showing up for our teachers, and our professional learning specialists keep showing up for us.

This year, teachers aren’t just taking in information; they're asking, "What's working for you?" and "I didn't even know that feature existed!" Those peer conversations are only possible because we've given teachers the time and support to move past the basics.

Using Your Own Data Changes Everything

One of the most powerful shifts we've experienced is moving from generic professional development to professional learning that uses our actual classroom data. Our professional learning specialist doesn’t just explain the Grade-Level Planning (Prerequisites) report—she has teachers pull up their own students' data, right there in a session, and walk them through it step by step.

As Abbie explains, that's where impact shows up: "The teachers who are using the Grade-Level Planning (Prerequisites) report, the Instructional Groupings report, and really leaning into the tools to pinpoint student need—that's where I'm seeing such a big impact. Teachers are able to shift their focus and target what students specifically need to be successful." When the data in the room is your data, professional learning stops feeling theoretical. It becomes actionable.

We've also grown much more intentional about subskills. A student might score at the 65th percentile overall, but when you dig deeper, they might be strong in Algebraic Thinking and still below grade level in Number and Operations. That nuance matters—and knowing how to act on it is something our professional learning work has made possible.

Professional Learning That Pushes with Purpose

The best professional learning doesn't just validate what teachers are already doing—it challenges them to grow. We've been fortunate to work with specialists who do exactly that, but in a way that never feels punitive or preachy.

What I appreciate most is that our specialists come from a place of compassion and clarity. They explain the “why” behind every shift in practice. They acknowledge frustration as a normal part of the process. And when there's pushback, they lean in—ask questions, seek to understand, and then redirect with evidence and purpose. They’ve been teachers themselves, so they get it.

As I've told colleagues: it's okay for teachers to be uncomfortable. Healthy discourse is part of growth (just like it is for students). What matters is that they know the challenge is coming from someone who believes in them and is focused on what's best for kids.

Partnership, Not Just Professional Learning

Curriculum Associates doesn’t provide a "one and done" training event. It's a sustained partnership. Before each professional learning session, we have a pre-meeting where we share what teachers are struggling with, what questions arise, and what we need to focus on. The sessions are shaped around our reality. And when the specialist leaves, the relationship doesn't end. There's always follow-up, and a quick response when we have questions.

Consistency matters too. Our teachers know our specialists by name. They know their style, their background, and their level of care. That familiarity creates the psychological safety for teachers to ask honest questions and admit what they don't yet understand.

Making Time Is a Choice

I know the biggest barrier for most districts is time. We're fortunate: we have dedicated professional learning days built into our calendar, plus early-release Mondays every week. Our school board and community have prioritized teacher development, and that investment flows directly to student outcomes.

But even within constraints, there are choices to make. If you believe—as we do—that teacher growth is the single biggest lever for student achievement, then you find the time. You plan early. You collaborate with your specialists to be flexible. And you protect those days like they matter, because they do.

The Long Game

We're looking ahead. The kindergarteners who started with i-Ready Classroom Mathematics this year will be in third and fourth grade before we see the full picture of what this curriculum can do. We're playing the long game, and professional learning is sustaining us through it.

If you're a district leader wondering whether to continue professional learning in year two or beyond—I'd ask you this: Why wouldn't you? You've already made the investment in the program. Professional learning ensures that investment pays off for your kids.

And if you're a teacher who's still in the clunky stage—hang in there. The confidence is coming. We see it every day.

Discover the difference Curriculum Associates’ Professional Learning can make in your classroom.

More Resources for You:
Why Professional Learning for Teachers Can’t Be Optional
How Professional Learning Communities for Teachers Transformed Our School