My motivation for transforming professional learning stems from the first hand experience in our small district. I’ve spent years attending professional learning sessions that didn’t meet the needs of everyone in the room. Our K-12 campus consists of  two teachers per grade level, all of us sitting together in generic professional development sessions that somehow manage to be simultaneously too broad and too narrow.  I've spent countless hours in these one-size-fits-all sessions, watching my colleagues' expressions mirror my own thoughts: "How does this apply to my third graders?" while high school teachers wonder, "What does this have to do with my AP Physics class?"

The challenge is uniquely personal in our small district context. With such diverse grade levels and subject areas, finding content-specific training that meets everyone's diverse needs seems impossible. Our professional learning often feels like a checklist item, rather than an opportunity for growth. Our teachers deserve better. Our students need better. Let's break the cycle of ineffective generic, professional learning. The reality is that education is rapidly changing across the country. Innovative technologies, research-backed strategies, and instructional models are reshaping how schools operate. The question isn’t whether we need to change—it’s whether we will lead that change or simply follow behind others.