By Dr. Grant Atkins
School and district leaders have spent years instilling in teachers the importance of personalizing learning for students by differentiating instruction, making data-driven decisions, and adapting curriculum to individual needs.
In 2026, leaders must ensure that professional learning for teachers embodies these same principles. The traditional model of mandated, one‑size‑fits‑all workshops is giving way to professional learning that is more responsive, curriculum-aligned, and customized to each educator’s experience and goals.
An important component of this shift is the rapid adoption of generative AI. In 2025, many teachers began the transition from seeking out professional learning from social media sites like TikTok to using ChatGPT and other generative AI platforms. Teachers on the forefront of digital trends began experimenting with AI to create lesson plans, analyze student work, and generate instructional materials tailored to the needs of their students.
This new wave of self-directed, AI-enabled learning is convenient, fast, and highly personalized, which are three qualities teachers say they want most from their professional learning. But AI-generated PL is not always aligned with the instructional materials teachers are using in the classroom, nor is it consistently grounded in research-based instructional practices. As a result, teachers may receive guidance that feels helpful in the moment but lacks coherence with the curriculum, standards, and assessments that are adopted in their districts.
School and district leaders now face an urgent question: How can they ensure teachers receive professional learning with the convenience and personalization of generative AI, while also anchoring that learning in evidence-based practices and high-quality instructional materials?
Leaders must develop professional learning systems that blend the best of both worlds. Research consistently shows that teachers benefit most from professional learning that is sustained over time, job-embedded, and connected to curriculum and assessment. When professional learning offers opportunities to collaborate, practice, reflect, and receive targeted feedback, it has a meaningful impact on instructional practices and student outcomes.
In 2026, we will see growth in PL models that integrate personalized coaching, collaborative inquiry, and curriculum-aligned training, supported by technology that provides coherent and relevant insights rather than generic suggestions. AI can play a powerful role when district-approved tools are built around helping teachers implement the instructional materials used in classrooms more effectively.
The most forward-thinking districts are “meeting teachers where they are.” They are using teacher voice and classroom data to shape professional learning pathways, while ensuring coherence across PL, curriculum, and assessment. The shift is moving PL away from seat time and toward impact, measured by how deeply teachers engage with new practices and how strongly students benefit.
What School Leaders Should Keep in Mind
- Coherence matters. Anchor PL to curriculum, assessment, and research-based instructional practices.
- Use AI intentionally. Adopt tools that support, not replace, your high-quality instructional materials.
- Build systems of ongoing support. Coaching, professional learning communities, and feedback cycles deepen learning.
- Prioritize teacher voice and choice. Flexibility increases engagement and relevance.
By integrating personalization with coherence, districts can create professional learning that is engaging, instructionally sound, and helps teachers improve student outcomes.
Grant Atkins, PhD, is the Director of Efficacy Research at NWEA—a division of HMH. He conducts research to support the Center for Model Schools and Professional Services, including foundational research and literature reviews, exploratory data analyses, and efficacy studies.
