Literacy Today Logo

Formats for Working with Teachers

There is not "one best" form or model of professional development that can be implemented anywhere. Schools and educators must evaluate their needs and cultural beliefs and practices to decide which professional development model may be most successful in that particular context. Eleonora Villegas-Reimers

There are a variety of contexts for the support of teacher learning; and of course, some contexts give you more bang for your buck than others. Below, we consider the most common contexts for PD in Quebec, and we reflect on the affordances and drawbacks of each model. Most importantly, perhaps, we include plans for PD from each of these contexts to get you started in your own planning.

Instructional Coaching

Coaches work one-on-one or in small groups with teachers to provide targeted guidance, training, and other resources as needed.


Series of Meetings with Teachers

A group of teachers meets regularly with a clear goal in order to improve practice. 



A more experienced peer provides general guidance in acclimatizing a teacher to a new situation or position.


Marking Centre

Teachers get together to collectively examine student work for the purpose of aligning their visions of what constitutes quality work. 


Full-Day One-Off

Teachers gather for a whole day of PD, usually facilitated by an outside expert or local leader.


Short (1-2 hour) Workshop

Teachers gather for a short workshop or presentation offered by a local leader.



Online session focusing on a specific topic. The webinar may be synchronous, in which participants are able to communicate with the presenter and/or others, or asynchronous, in which the session has been previously recorded and archived.