Hello and Welcome

The Personalized Professional Learning Team (PPL) is responsible for ensuring professional learning across DPS is personalized according to the Strengths, Needs, Interests, and Constraints of teachers and leaders. We develop and implement specific Personalized Professional Learning programs and strategies for DPS teachers and leaders in alignment with the Denver Plan 2020 and the Academic Supports Strategic Plan, as well as leverage existing professional learning programs and strategies for greater personalization.

We Believe In:

  • Taking a needs-based approach and increasing access to reflection, transparency, and choice within Professional Learning so that all learners can access and take ownership of their professional growth and achieve their goals at a faster rate.
  • Modeling and Enabling Personalization in PD structures. This enables teachers and leaders to better understand and champion the work in order to make similar shifts in service of personalized learning for students.
  • Providing and supporting use of the most effective, often tech-enabled, tools available for teachers and leaders to accomplish their work more effectively and efficiently.
  • Working closely with school-based and central office staff to identify needs, develop solutions, and create ongoing support structures. This currently includes personalized professional learning plans, micro-credentials, online communities of practice, and video for reflective practice and cross-district collaboration.

Summary of our Approach to Professional Learning
(edSurge articles):

Building the Basics of Personalized Professional Learning (Part I) – Strengths, Needs, Interests, Constraints

Building the Basics of Personalized Professional Learning (Part II) – Choice, Transparency, Reflection

The DPS Core Values & How We Act Upon Them:

We strive to model our values in everything we do. These statements of how we live the values are revisited often and updated as our thinking and work evolves.

Students First

  • Teachers serve a primary role as student advocate because they know and can serve their students the best.
  • We trust teachers. Those that are closest to kids, should be able to make decisions about their own learning in support of children.
    • All adults learners should be trusted as agents in the creation of their own Personalized Professional Learning plans or paths.
  • One way of putting students first, is to unabashedly support teachers by:
    • Creating opportunities for teachers to identify types and timelines of support, and then making good on those expressed needs.
    • Creating a mindset of empowerment.
  • Sustainable teaching is a non-negotiable.
    • “Teachers’ working conditions are the students’ learning conditions.” We will do everything within our power to ensure our supports give time rather than take it, create passion rather than sap it, and promote the art of teaching rather than reduce it to a task list.


  • Access is Equity: Teachers deserve access to the right tools and right supports to do their jobs.
  • Every teacher and leader deserves growth, and to make personalized decisions in order to make that growth.
    • Growth doesn’t look the same for every educator.
  • Underrepresented populations deserve to be both giving and receiving professional learning. It is our responsibility to ensure these voices are heard.


  • Through our work, we see to build trust and empathy among teachers, leaders, and central office roles.
  • All adult learners deserve a face-to-face and online network/community of support, ideally with a mentor or coach, guiding the way.
  • Collaboration is not abstract. By “making our learning visible”, we provide an entry point for collaboration.
  • Active collaboration is essential. Validation and belonging are necessary steps toward this.


  • The promises being made to teachers are kept, and when promises cannot be made, teachers have the opportunity to understand why.
  • We reflect daily and change based upon those reflections.
  • We do not ask anything of others that we would not do ourselves.
    • Whenever possible we will engage in the processes we are asking of others prior to implementation both as a way of modeling and eliminating undue burden on teachers and leaders.
  • All professional learning is built for the personal Strengths, Needs, Interests, and Constraints of the adult learner, constructing an profile for growth for each person.
  • All data and learning products created by adult learners should be owned by them and these learners should be empowered to reflect upon and share their learning according to their own comfort level and stage of growth.


  • When we “listen” to our stakeholders, we communicate the results of that feedback and any decisions based upon the feedback will be transparent.
    • We communicate why we have made decisions and not just that we have made them.
  • We are accountable to students, teachers, and leaders. When we advocate, it is on behalf of them.
    • Our projects are in the service of empowering these individuals to personalize their own professional learning, and not so we can continue to be intermediaries between teachers/leaders and their learning.
    • Our projects and the way in which we support professional learning encourage others to assume the mindset and ownership of their learning, so that we are not needed in the same capacities as facilitators and structure creators.


  • Teachers’ experiences are joyful, inspired, and they are surrounded by positivity and excitement for the work.
    • We strive to ensure that all the choices teachers and leaders make within our projects take them closer to the things that they want for themselves and their kids.
    • There is joy in choice. There is passion in learning.
  • Teachers have a responsibility to share their passion and their work, and we have a responsibility to celebrate this.