Introduction: Teachers as Learners
💡 Effective PD Characteristics (Darling-Hammond et al., 2017)
- Content-focused (specific instructional strategies)
- Active learning (practice, not just lecture)
- Collaborative (teachers learn together)
- Sustained over time (not one-shot workshops)
- Job-embedded (apply immediately in classroom)
Research (Yoon et al., 2007): PD with 30+ hours of active learning improves student achievement 21 percentile points
The Traditional PD Problem
One-day workshop: Morning: Presenter lectures about strategy (passive listening) Lunch: Networking Afternoon: More lecturing Teachers leave: Inspired but no practical tools Monday: Back to same teaching (nothing changes) Result: Zero implementation (inspiration doesn't equal application)
Generator-Based PD Solution
✅ The New PD Workshop Model (3 hours)
Hour 1: Brief intro to strategy (15 min lecture, 45 min practice) Hour 2: Teachers create materials (generate 10 worksheets in 7 min) Hour 3: Peer sharing + planning implementation Monday: Teachers use generated materials immediately Week 2: Follow-up PD (share results, troubleshoot) Result: Immediate application (materials ready, strategy practiced)
PD Workshop Model: Differentiated Instruction
Workshop goal: Teachers learn to create tiered worksheets
Hour 1: Learn Strategy (60 minutes)
15-Minute Mini-Lecture
Facilitator explains: - What is differentiation? (meeting students where they are) - Why tiered worksheets? (one topic, three difficulty levels) - How to tier: Complexity, scaffolding, problem count Teachers: Take notes (not passive - fill in handout)
45-Minute Hands-On Practice
Facilitator: "Now YOU create tiered worksheets" Step 1 (10 min): Access generator - Teachers log in - Facilitator demos: "Here's how to adjust settings" Step 2 (15 min): Generate 3 levels - Level 1: Struggling students (10 problems, picture mode) - Level 2: On-level (15 problems, mixed) - Level 3: Advanced (25 problems, complex) - Time: 126 seconds to create all 3 Step 3 (20 min): Examine results - Teachers review own generated worksheets - Partner discussion: "How are these different?" - Identify features of each level Active learning: Teachers DO the strategy (not just hear about it)
Hour 2: Create Materials (60 minutes)
Facilitator: "Create next week's materials for your classroom" Teachers generate: - Monday: 3-level math worksheet (2 min) - Tuesday: 3-level vocabulary (2 min) - Wednesday: 3-level reading comp (2 min) - Thursday: 3-level science (2 min) - Friday: Assessment (2 min) Total: 10 minutes for entire week's differentiated materials Remaining time (50 min): - Organize materials (print, label, file) - Plan implementation (which students get which level?) - Create answer keys
💬 Teacher Testimonial During Workshop
"I've been wanting to differentiate but never had time to create three versions of everything. In 10 minutes I have a week's worth! This is game-changing."
Hour 3: Collaborative Planning (60 minutes)
Grade-Level Team Planning
Grade 2 teachers (4 teachers): - Share generated materials - Discuss implementation strategies - Plan: "Let's all try differentiation Mon-Wed, meet Thursday to discuss" - Schedule: Follow-up PD in 2 weeks Collaborative: Learning from peers (shared problem-solving)
📝 Commitment to Action
Each teacher completes:
"This week I will implement _____________ (strategy) In my classroom by _____________ (specific action) I'll know it worked when _____________ (measurable outcome)" Example: "This week I will implement tiered math worksheets in my classroom by giving Level 1 to my 5 struggling students, Level 2 to my 18 on-level students, and Level 3 to my 7 advanced students. I'll know it worked when all students complete their worksheets successfully (80%+ accuracy)." Accountability: Written commitment (increases follow-through)
Follow-Up PD Session (2 Weeks Later)
30-minute check-in
Share Results
Teacher A: "I tried tiered worksheets. My struggling students completed 90% (usually 60%). They said it felt 'easier' - really it was just right-sized for them!" Teacher B: "My advanced students loved Level 3. They finished and asked, 'Can I do more?' First time they've been challenged!" Teacher C: "I struggled with which students go in which level. Some were offended by getting 'easy' work." Facilitator: Troubleshoots Issue C "Try letting students self-select level. Post three bins labeled 'Practice, Standard, Challenge' - no negative labels. Students choose." Peer learning: Teachers solve each other's problems
Adjust & Refine
✅ Iterative Improvement
Facilitator: "Based on your experiences, what would you change?" Teachers: - "Add fourth 'honors' level for truly advanced" - "Include answer keys for all levels (self-checking)" - "Create visual cue (color-coded) so students know which level" Action: Teachers generate improved materials (apply feedback) Time: 15 minutes to refine
Professional Learning Communities (PLCs)
Ongoing collaborative learning
Monthly PLC Protocol
Week 1: Generate & Share
Meeting (45 min): - Each teacher generates materials for upcoming unit - Share with team (upload to shared drive) - Discuss: "What skills are we targeting?" Outcome: Team has complete unit materials (collaborative efficiency)
Week 2: Implement
No meeting: Teachers use materials in classrooms Data collection: Save student work samples
Week 3: Analyze Results
Meeting (45 min): - Bring: Student work samples - Analyze: "Which worksheet was most effective? Why?" - Data: Compare student performance across team Facilitator: "Teacher A's students scored 85% on this worksheet. Teacher B's scored 70%. What was different?" Discussion: Instructional strategies (not just materials) Learning: What works, what doesn't (evidence-based)
Week 4: Refine Practice
Meeting (45 min): - Based on data: What changes for next unit? - Action planning: Specific strategies to try - Generate: Next unit materials (apply learnings) Cycle repeats: Continuous improvement
Demonstration Lessons
PD through modeling
Demonstration Lesson Structure
🎯 Pre-Observation (10 minutes)
Demonstrating teacher: Explains lesson plan to observers "Today I'm teaching fractions using tiered worksheets. Watch how I: 1. Introduce concept to whole class 2. Distribute differentiated worksheets 3. Monitor each group 4. Adjust support based on needs" Observers: Receive observation focus (what to look for)
👀 Lesson Observation (30 minutes)
Demonstrating teacher: Teaches while colleagues observe Observers note: - How does teacher introduce strategy? - How do students respond to differentiated materials? - What challenges arise? - What management strategies are effective?
💬 Post-Observation Debrief (20 minutes)
Reflecting questions: - "What did you notice about student engagement?" - "How did differentiation impact learning?" - "What would you try in your classroom?" - "What questions do you have?" Demonstrating teacher: Shares reasoning behind decisions Observers: Internalize strategy (saw it in action)
Peer Coaching Pairs
Job-embedded support
Coaching Cycle
Week 1: Co-Planning
Coach and teacher meet (30 min): - Identify: Focus skill (e.g., differentiation) - Generate: Materials together (worksheets for week) - Plan: How will differentiation look in classroom?
Week 2: Observation
Coach: Observes teacher implementing strategy (20 min) Takes notes: Specific evidence of strategy use
Week 3: Feedback Meeting
Coach and teacher meet (30 min): - Coach: "I noticed you gave three levels. Students seemed engaged." - Teacher: "I'm struggling with time - takes too long to pass out three versions" - Coach: "Try color-coding. Blue bin for Level 1, red for Level 2, green for Level 3. Students grab their color." - Teacher: "That would save 5 minutes!" Action plan: Teacher tries coach's suggestion next week
Week 4: Follow-Up
Coach: Observes again (check implementation of suggestion) Coach: "Color-coding worked! Distribution took 30 seconds instead of 5 minutes." Cycle: Repeats with new focus skill
New Teacher Induction
Support for beginning teachers
Induction Program Structure
📚 August Pre-Service Week
Day 1: Introduction to generators (hands-on practice, 3 hours) Day 2: Create first month materials (August-September, 2 hours) Day 3: Organization systems (filing, digital storage, 1 hour) Outcome: New teachers start with ready-made materials (reduces overwhelm)
📅 Monthly Check-Ins
Mentor teacher meets with new teacher (30 min monthly) September: "How are worksheets working? Need more support?" October: "Let's generate differentiated materials together" November: "Create assessments for quarter 2" Ongoing support: New teacher never alone
Administrator PD: Supporting Teachers
PD for principals
Admin Workshop: Recognizing Effective Differentiation
Goal: Admins learn what to look for during walkthroughs
👁️ Training Content
What to observe: ✓ Multiple worksheet versions visible (differentiation happening) ✓ Students engaged at appropriate level (not too easy/hard) ✓ Teacher circulating strategically (giving targeted support) ✓ Materials organized/accessible (systems in place) What to ask teachers: "How did you decide which students get which level?" "What data informed your differentiation?" "How do you track student progress across levels?" Feedback: Specific, actionable (not vague praise)
Virtual PD (Remote Professional Development)
Online workshop structure
Synchronous Zoom PD
Hour 1: Demo + Discussion (live Zoom)
Facilitator: Screen shares generator Demonstrates: Creating worksheets in real-time Teachers: Watch, ask questions in chat Interactive: Poll questions, breakout rooms for discussion
Hour 2: Independent Practice (asynchronous)
Teachers: Log off Zoom, generate own materials (30 min) Submit: Upload 3 generated worksheets to shared folder Deadline: By end of day
Hour 3: Share Back (live Zoom)
Facilitator: Displays submitted worksheets (screen share) Teachers: Discuss strengths, ask questions Collaborative feedback: Learn from peer examples
Pricing for PD Implementation
School/District License
💰 School-Wide PD Package
- Core Bundle: $144/teacher/year
- 20 teachers: $2,880/year
- PD benefit: 30+ hours annual PD (generate materials together, peer coaching, PLCs)
💵 ROI Analysis
Traditional PD: - One-day workshop: $5,000 (consultant fee + subs for 20 teachers) - Materials: $2,000 (workbooks, resources) - Implementation: Low (no ongoing support) Total: $7,000, minimal lasting impact Generator-Based PD: - Software: $2,880/year - No consultant fees (job-embedded) - Unlimited materials (generated as needed) - Sustained learning (PLCs, coaching, ongoing) Total: $2,880, high implementation (immediate application) Savings: $4,120 + superior outcomes
Conclusion
Effective PD requires 30+ hours active learning (Yoon et al., 2007) - generators enable hands-on practice + sustained implementation.
✅ Key Takeaways
- Workshop model: Hour 1 (learn + practice strategy), Hour 2 (create materials), Hour 3 (collaborative planning)
- Follow-up: 2-week check-in (share results, troubleshoot, refine)
- PLCs: Monthly cycle (generate/share → implement → analyze results → refine practice)
- Demonstration lessons: Pre-observation (plan) → Observation (watch) → Debrief (reflect)
- Peer coaching: Co-planning → Observation → Feedback → Follow-up (cycles)
- New teacher induction: Pre-service week (create month 1 materials) + monthly check-ins
- Admin support: Walkthrough training (recognize differentiation, give specific feedback)
- Virtual PD: Zoom demo → Independent practice → Share back session
Research Impact: 30+ hours PD = 21 percentile point gains (Yoon et al., 2007)
Pricing: School license $2,880 (20 teachers), saves $4,120 vs traditional PD
Effective PD is sustained, active, job-embedded - generators enable immediate application.
Ready to Transform Your Professional Development?
Start implementing research-based PD strategies with hands-on worksheet generation practice.
Research Citations
1. Yoon, K. S., et al. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Institute of Education Sciences. [30+ hours PD → 21 percentile gains]
2. Darling-Hammond, L., et al. (2017). Effective Teacher Professional Development. Learning Policy Institute. [5 characteristics of effective PD]
