Teacher-first training design – why involving teachers in creating training matters
- Joel Abel
- Sep 18
- 2 min read
Most professional development (PD) programs for teachers are designed from the top down. Leaders decide the topics, external consultants deliver the sessions, and teachers sit, listen, and (hopefully) take something back to their classrooms.
The problem? Research shows that this model rarely delivers lasting impact.
If schools want professional development that truly drives teacher growth and student success, they must design it differently: teacher-first.
What the Research Shows
A review by the Learning Policy Institute (2017) found that effective professional development consistently shares key features:
Active learning instead of passive listening.
Collaboration among teachers.
Job-embedded relevance to classroom practice.
Ongoing reflection and feedback.
These features can’t be achieved without involving teachers in the design of training. Teachers know the realities of their classrooms; they know what works and what doesn’t. When they shape training, it becomes immediately more practical, relevant, and sustainable.
Evidence From the Classroom
This isn’t just theory—it’s backed by data. A study in Turkey (Balta & Eryilmaz, 2019) tested a teacher-designed professional development program for physics teachers. The results were striking: students of teachers in the teacher-designed PD group significantly outperformed those whose teachers participated in traditional, externally designed training.
When teachers help design training, the benefits reach far beyond the staff room. They ripple directly into student achievement.
Teachers as Agents of Change
Van Dusen & Otero’s (2012) research on the Streamline to Mastery program shows that teacher-driven PD doesn’t just improve instructional skills—it transforms professional identity. Teachers involved in designing and leading PD developed a stronger sense of agency and began seeing themselves as leaders, not just implementers of someone else’s agenda.
This cultural shift matters. When teachers are empowered to create training, they step into broader leadership roles, driving innovation across the school.
The Teacher-First Difference
Teacher-first training design is not about rejecting external expertise. It’s about placing teachers at the center of the process:
Co-creating PD content with leaders and trainers.
Piloting and refining strategies before school-wide rollout.
Leading sessions to share best practices with peers.
The difference is simple: instead of being passive recipients, teachers become active co-authors of their own growth.
Conclusion
Top-down training delivers compliance. Teacher-first training delivers commitment.
The research is clear: when teachers are involved in designing professional development, student achievement rises, teacher identity strengthens, and schools become more innovative and resilient.
Teacher-first training design isn’t just better PD—it’s the foundation of sustainable school improvement.
To learn more and create a teacher-inclusive training program, contact us today!
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