Why Hybrid Professional Learning is Here to Stay: Reimagining PD to Empower Community & Changemaking in International Schools

By Katlyn Darling, Professional Development Specialist with the ISS Professional Development Team

As educators, we love to champion voice and choice. We fiercely advocate for differentiation and inclusion. We seek out opportunities to connect with lifelong learners. But when it comes to our own professional development? Well, most, if not all of these best practices are undermined by scheduling constraints, an ever-changing mosaic of staff expertise, and administrative priorities that are responsive to student needs. 

These are false phantoms, distracting us from doing what we know is necessary. Moving from a scarcity mindset to an abundance mindset takes some work, but when we get there, we can see that hybrid professional learning isn’t just convenient—it’s corrective. It acknowledges that educators, like students, thrive when learning is flexible, inclusive, and relevant. Professional development is empowering when it provides us with the tools to bring our practices into alignment with our principles.

Why can’t PD be designed with Universal Design for Learning (UDL) in mind? How can we invite all school staff into the lifelong learning space? What would meetings look like if we gave everyone the opportunity to learn in ways that work for them, at a time that makes sense? Who wouldn’t benefit if we found the time to align school-wide efforts to projects that align with our current student needs?

It’s time for professional learning to catch up with the values we champion every day in our classrooms. Hybrid models give us a chance to make that shift—to offer inclusive, flexible, and purposeful learning experiences that honor the full spectrum of roles, responsibilities, and aspirations within a school community.

“From Cafeteria Staff to Curriculum Leads—All Means All”

Hybrid PD offers something we rarely prioritize in schools: sustained, cross-functional collaboration. When professional learning is designed for accessibility and agency—not just efficiency—we begin to build real communities of practice. Not just among teachers in the same department but across grade levels, roles, and responsibilities.

This matters. Staff in counseling, operations, and learning support are essential voices in conversations around trauma-informed practices, AI implementation, or safeguarding. When they’re invited in—through asynchronous modules, virtual workshops, or flexible team reflections—we stop seeing PD as a checklist and start using it as a schoolwide driver of coherence and culture.

Responsive and Relevant

When professional growth is accessible, embedded, and flexible, we can respond to student needs in real time. Hybrid PD ensures that schools support staff with just-in-time learning—like safeguarding refreshers, culturally responsive teaching, or trauma-informed practices—exactly when they’re needed most.

Fiona Reynolds describes this shift in her recent blog post, “Reimagining Schools’ Time Problem.”  She advocates for moving from rigid, time-based systems to ones that serve the actual learning journey. That same transformation applies to how we can grow as professional communities. The more we can align staff learning to real school priorities, the more often staff will engage with it in a collaborative, creative space - producing policies, lessons, and solutions that are representative of your school's mission and vision.

Educators stay when they feel seen, trusted, and supported. Hybrid PD offers meaningful growth opportunities across roles—on topics that matter, in formats that respect time and autonomy.

By including all staff in learning opportunities and offering flexible access through models like the ISS EDUlearn® Passport, we create a culture of investment. And that investment builds loyalty, leadership, and long-term sustainability.

🔗 Learn more about how schools are embracing this model: www.iss.education/passport

About the Author:

Katlyn Darling is a Professional Development Specialist with extensive experience in curriculum design and teacher support. Her career spans various roles, including leading curriculum initiatives, enhancing instructional practices, and fostering student engagement at the Canadian International School of Egypt. At International Schools Services, Katlyn focuses on advancing professional learning and curriculum development for international schools. She is skilled in creating impactful learning systems and has a strong background in translating educational practices into effective online environments.