Including all school staff in professional learning opportunities

By Dawn Howlen

Professional development has historically focused on classroom teachers, but schools function as interconnected ecosystems where teachers and educational support professionals (ESPs) such as paraprofessionals, nurses, counselors, bus drivers, custodians, cafeteria staff, secretaries and the entire school team—all contribute to student success. When professional development excludes these groups, it misses the chance to create a unified, schoolwide culture of learning and care, which in turn affects all stakeholders. 

ESPs manage essential responsibilities around safety, behavior and social-emotional support, yet they are frequently underrepresented in professional learning opportunities. For example, paraprofessionals work closely with students with disabilities; however, they may not receive the same instructional training as teachers, leading to inconsistencies in support. By including these roles in professional development, schools can promote coherence and continuity in student experiences. Because ESPs play such a vital role in educating students, it is imperative that they have opportunities to grow and learn alongside their colleagues. 

Our NJEA PDII Virtual Series for 2025–26 reflects an important step toward addressing this need. The inclusion of sessions specifically designed for ESPs, such as Intro to AI for ESPs, demonstrates a commitment to ensuring that professional learning opportunities are accessible to all staff. Other sessions on wellness, equity, mindfulness and navigating bias are broadly relevant and welcome participants across school roles, emphasizing the idea that everyone in a school community benefits from ongoing professional learning opportunities.  

We are also hosting a book club for The Anxious Generation by Jonathan Haidt. This book club is open to all educators who wish to join a community focused on better understanding the impact of phones and social media on students. This is a universal issue, and the book club will help bridge the gap between what we think we know and what the research actually shows. These conversations cannot happen without ESPs.  

Another important session, Road to Wellness, provides tools and resources to help participants cope with today’s ever-changing educational climate. While we often provide a safe space for students, we sometimes forget to address that need for ourselves. This workshop explores the importance of self-care and offers small, practical changes that can be incorporated into daily routines. 

Expanding professional development in this way communicates that every role matters, building shared language, common expectations and a collective investment in student outcomes. Differentiated pathways within a shared professional development framework where ESPs and teachers alike can learn both alongside one another and in role-specific contexts strengthen schools as holistic learning communities. 

ESPs are often the first adults students interact with in the morning and the last they see at the end of the day. They are an essential part of students’ daily lives and are often residents of the communities in which they work. This gives them a unique and expansive perspective on the needs and strengths of the school community they serve.  

Recognizing and elevating this perspective through professional learning not only honors the value of ESPs, but also fosters deeper collaboration across all school roles. When every staff member has access to growth opportunities, schools move closer to becoming truly inclusive, supportive environments where every adult feels empowered and every student benefits. 

We invite you to explore the 2025–26 PDII Virtual Series and join us in creating a culture of professional learning that uplifts every role in education.  

Dawn Howlen is an associate director in the NJEA Professional Development and Instructional Issues Division. She can be reached at [email protected].  

NJEA PDII Virtual Series

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Click here for a comprehensive listing of virtual workshop programs for the 2025-26 year.