By David Tupper, CASE Middle School/Jr. High Director

How often have you heard (or said) “Why doesn’t the District just give us planning time!”

In the quest to provide high-quality education, science teachers face the dual challenge of needing time to collaborate and plan with their peers while also engaging in professional learning that enhances their content knowledge and pedagogical skills. As teachers strive to deepen their use of Next Generation Science Standards (NGSS)-aligned practices, finding the right balance between professional learning and planning time becomes crucial. Both are essential for teacher effectiveness, yet they serve distinct purposes that must be recognized and respected.

In-Person Professional Learning: Active Engagement vs. Time Constraints

In-person professional learning, such as workshops and seminars, offers science teachers the opportunity to engage in hands-on activities and interact directly with experts and peers. These sessions are invaluable for deepening understanding of NGSS-aligned pedagogy, exploring new content, and practicing innovative teaching strategies in a collaborative setting.

However, the time commitment required for in-person professional development can conflict with the need for teachers to collaborate and plan for meaningful student experiences with their colleagues. Planning time is vital for aligning curriculum, coordinating teaching approaches, and ensuring that all students receive a coherent learning experience. When too much time is devoted to external professional learning, teachers may feel pressured and overwhelmed, leading to a potential imbalance that undermines their ability to effectively implement what they’ve learned. This can be especially tough when teachers are presented with useful ideas and/or strategies just before the school year begins and we don’t have much time to plan for implementation. The kids are coming in a week!

Online/Zoom Professional Learning: Flexibility and Access vs. Isolation and Engagement

Online and Zoom-based professional learning provides much-needed flexibility, allowing teachers to participate from any location and at times that fit their schedules. This format can reduce the tension between professional learning and planning time by offering asynchronous options or shorter, more focused sessions that can be easily integrated into a teacher’s day.

Yet, despite its convenience, online learning can exacerbate feelings of isolation among teachers, who may miss the face-to-face interaction that fosters deeper collaboration. Additionally, while online sessions can be rich in content, they often lack the immediacy and engagement of in-person workshops, making it harder for teachers to translate what they’ve learned into practice. Without the opportunity to collaborate and plan with peers in real-time, the effectiveness of online professional learning may be limited. Our rural science educators and others that work in a “PLC of 1” can likely sympathize with this tension.

Hybrid Professional Learning: Bridging the Gap but Requiring Balance

Hybrid models of professional learning, which combine in-person sessions with online follow-ups, offer a promising solution to the tension between the need for professional growth and collaborative planning. These models allow teachers to engage in intensive, active learning during in-person sessions while maintaining ongoing support and reflection through online platforms. An example of this might be attending a Professional Learning session, then being tasked with showing up at the online follow-up with student work related to the experience.

The challenge with hybrid models lies in finding the right balance. While they provide continuity and flexibility, they also require careful coordination to ensure that teachers have sufficient time for both professional learning and planning. If the balance tips too far in either direction, teachers may feel either overwhelmed by the demands of professional development or shortchanged in their ability to collaborate and plan with their peers. Sometimes timing or extenuating circumstances impact our ability to show up prepared for the follow up online components.

The Need for Balance: Professional Learning and Planning as Complementary, Not Competing, Priorities

Sometimes as educators, we don’t know what we don’t know and “planning time” isn’t enough to shift practice and do right by all of our students.

To effectively navigate the demands of NGSS-aligned teaching and learning, it’s crucial to recognize that professional learning and planning time are not interchangeable. Professional learning is essential for deepening teachers’ content knowledge and refining their pedagogical approaches, particularly as they become more sophisticated in their use of NGSS standards. On the other hand, planning time is critical for applying this learning in a way that is coherent and consistent across classrooms.

Educational leaders must prioritize both professional learning and planning, ensuring that teachers have dedicated time for each. This might involve rethinking the school schedule to include regular, protected planning periods, as well as offering professional learning opportunities that are strategically timed and aligned with teachers’ immediate needs. 

So, What Does That All Mean?

Balancing professional learning with planning time is key to supporting science teachers as they navigate the complexities of NGSS-aligned instruction. While diverse formats of professional learning—In-Person, Online/Zoom, and Hybrid—offer flexibility and access, they must be carefully integrated into a teacher’s schedule to allow for meaningful collaboration and planning. By recognizing and respecting the distinct roles that professional learning and planning time play, educational leaders can create an environment where science teachers can thrive, continuously grow, and deliver high-quality, coherent instruction to their students.

As we work to improve professional learning opportunities, we want to hear directly from you—the K-12 science teachers. What kinds of professional learning experiences would best support your growth and development? Whether it's more hands-on workshops, virtual sessions tailored to specific needs, or hybrid models that blend the best of both worlds, your insights are invaluable. The California Association of Science Educators (CASE) is committed to providing relevant and effective professional learning, and your feedback will help shape the future offerings.

Share your thoughts and ideas in the comments, and let's work together to create the professional learning opportunities and resources that truly make a difference in our classrooms as we work to keep doing good things for all of our kids.

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