Key points:

In Alpine School District, we serve a wide range of students, from Title I to highly affluent communities. While our population has traditionally been predominantly white and middle income, that’s changing. In response to this growing diversity and shifting needs, one of my missions as professional learning and curriculum director for secondary schools has been to provide needs-based professional learning, just in time for educators, and to give them a real voice in what that looks and feels like.

I lead a team of full-time educator equivalents across every discipline: math, science, social studies, ELA, the arts, health, and PE. Together, we guide professional learning and instructional support. Over the past several years, we’ve had to take a hard look at how we teach, how we engage students, and how we prepare educators for long-term success.

Where we started: Tier 1 challenges and high turnover

When I first became curriculum director, I noticed in our data that our schools were not making much progress, and in some cases had stagnated in growth scores. We were leaning heavily on Tier 2 interventions, which told us that we needed to shore up our Tier 1 instruction.

At the same time, we were hiring between 400 and 500 teachers each year. We’re located near several universities, so we see a continuous flow of new educators come and go. They get married, they relocate, or a spouse gets into medical school, which translates to a constant onboarding cycle for our district. To meet these challenges, we needed professional learning that was sound, sustainable, and meaningful, especially early in a teacher’s career, so they could lay a strong foundation for everything that would come after.

Teacher clarity and engagement by design

Several years ago, we joined the Utah State Cohort, doing a deep dive into the Teacher Clarity Playbook. That experience was a real turning point. We were the only team there from a district office, and we took a train-the-trainer approach, investing in our strongest educators so they could return and lead professional learning in their content areas. Since then, we’ve used Engagement by Design as the framework behind much of our PD, our classroom walkthroughs, and our peer observations. It helped us think differently: How do we support teachers in crafting learning intentions and success criteria that are actually meaningful? How do we align resources to support that clarity? We’ve embedded that mindset into everything.

Coming out of the pandemic, Alpine, like many districts around the country, saw decreased student engagement. To focus deeply on that challenge, we launched the Student Engagement Academy, or SEA. I co-designed the Academy alongside two of our content specialists, Anna Davis and Korryn Coates. They’re both part-time teacher leaders at the district office and part-time visual arts teachers in schools, so they live in both worlds. That was important because we believe professional learning should always be contextualized. We don’t want teachers burning extra bandwidth trying to translate strategies across subject areas.

SEA is a yearlong, job-embedded learning experience. Teachers participate in PLCs, conduct peer observations, and complete a personalized learning project that showcases their growth. Our PLC+ coaches work directly with our lead coach, Melissa Gibbons, to gather and analyze data that shapes each new round of learning. We also included classroom observations, not for evaluation, but to help teachers see each other’s practice in action. Before observations, Anna and Korryn meet with teachers in small groups to talk through what to look for. Afterward, they debrief with the teachers: What did we see? What evidence did we see of student engagement? What did we learn? What are we still wondering? As we answer these questions about teaching, we’re also asking students about their experience of learning.

Learning from student surveys

Hearing from our students has been one of the most powerful parts of this journey. With the support of our Director of Student and Educator Well-eing, we created a student survey. We asked a random group of students questions such as:

• What are you learning?
• How are you learning it?
• How do you know how you’re doing?
• Why does it matter?

The responses were eye-opening. Many students didn’t know why they were learning something. That told us our teachers weren’t being as clear or as intentional as they thought they were. One specific question we asked was based on the fact that attendance in world language classes stayed high during the pandemic, while it dropped in other subjects. We asked students why. The answer? Relationships, expectations, and clarity. They said their world language teachers were clear, and they knew what was expected of them. That led other disciplines to reflect and recalibrate.

Today, teachers across subjects like ELA, math, and social studies have participated in a SEA cohort or aligned learning. We’re seeing them plan more intentionally, better target skills, and align instruction with assessment in thoughtful ways. They’re starting to see how mirroring instruction with how learning is measured can shift outcomes. It’s been truly exciting to witness that change. Engaging students through improved teacher clarity, positive classroom relationships (with each other, the teacher, and the content), and providing the students with appropriate levels of rigor has been a game changer.

Building teacher leadership teams

Next year, we’re focusing on developing teacher leadership skills, knowledge, and dispositions across the full geographic area of our district. We’re building professional capacity through leadership teams using the PLC+ model, with an emphasis on facilitation skills, research-based practice, and advocacy for strong instruction in every discipline.

If you’re a district leader looking to boost student engagement through professional development, my advice is simple: You can’t do it alone. You need a team that shares your values and your commitment to the work. You also have to be guided by research–there’s too much at stake to invest in strategies that don’t hold water. Finally, this is a marathon, not a sprint. Aim for small, incremental changes. There’s no silver bullet, but if you stay the course, you’ll see real transformation.