Recently, I had the incredible opportunity to lead a music teacher professional workshop at Carnegie Hall. Standing in such an iconic space, surrounded by passionate educators from New York City, I was reminded of the power and potential of our profession. But even more striking than the venue was what I learned from the teachers themselves. Their insights and experiences illuminated some important truths about what professional development should be—and what it too often is not.
Here are a few reflections that have stuck with me since that day:
Professional Development Must Be Consistent—and Rooted in Practice
Too often, teacher development is sporadic, one-size-fits-all, or disconnected from the daily realities of classroom life. The educators I worked with expressed a deep need for PD that is ongoing and directly relevant to their unique school communities and teaching contexts. The Carnegie Hall Music Educators Workshop does that for them, but many of their schools and districts do not. They reiterated to me that one or two workshops sprinkled in throughout a school year, isn’t enough. Teachers deserve consistent support that honors the complexity of their work and meets them where they are.
Teachers Crave Agency in Their Own Learning
Just like our students, teachers flourish when they have a say in what and how they learn. Throughout the my time with them, educators lit up when they could choose how to engage, bring in their own experiences, and explore topics that mattered most to them. Professional development shouldn’t feel like compliance—it should feel like empowerment. When we treat teachers as professionals and give them ownership over their growth, amazing things happen. Agency = Engagement, Relevance, and real, PRACTICAL strategies that music teachers can implement immediately with their classrooms and ensembles.
Collaboration is Key
Watching the teachers in the room collaborate was nothing short of inspiring. They shared ideas, challenged assumptions, and built on each other’s strengths. There was a sense of mutual respect and a collective drive to solve real-world challenges. This is the kind of energy that transforms schools. Professional development should be structured to encourage this kind of deep, authentic collaboration—not just networking, but co-creation.
Professional Development Days Should be the Beginning, Not the End
Professional development days are too often treated like boxes to check off. But real growth doesn’t happen in a single session—it begins there. The conversations, strategies, and ideas from PD should carry forward into classrooms, staff rooms, and communities. We need to create structures for follow-up, reflection, and continued learning so that the seeds planted during PD can take root and grow.
Leading this workshop reminded me that professional development, when done right, can be transformative. It’s not about flashy presentations or fancy venues—it’s about listening, empowering, and building community. Carnegie Hall was the perfect setting to be reminded that every teacher has a song worth hearing and a voice that deserves to be supported.
Let’s continue to reimagine PD—not as a moment in time, but as a movement toward sustained, collaborative, and meaningful growth.
Thanks to the wonderful staff at Carnegie Hall Music Educators for allowing me to come and work with their incredible teachers. It’s always a gift when I leave inspired and invigorated. Can’t wait for our next collaboration!
