At the International School of Denver, we believe that exceptional learning begins with exceptional educators. That belief was on full display during our recent professional development day, thoughtfully designed and facilitated by Jenny Nealon, Director of Faculty Support. Grounded in the International Baccalaureate (IB) lens, this day of shared learning reaffirmed our commitment to reflective practice, collaboration, and continuous growth.

Professional Development Through the IB Lens

In the IB framework, teachers are more than instructors. They are inquirers, thinkers, and lifelong learners. Our PD days embody this philosophy. Educators step into the role of learners themselves, engaging in:

• Collaborative inquiry with colleagues
• Reflection on best practices across grade levels
• Exploration of innovative strategies that promote agency, critical thinking, and global-mindedness

This shared learning strengthens alignment across programs, ensuring that the IB philosophy is not just spoken but lived, consistently, intentionally, and joyfully, in every classroom.

Introducing the Learning Institute: Teachers Teaching Teachers

A highlight of this year’s PD day was the launch of our newly named Learning Institute, a celebration of the expertise within our own faculty and staff. Both faculty and staff stepped forward to lead workshops for their peers, sharing skills, passions, and practices that enrich our entire community.

Among the 22 faculty- and staff-led sessions offered were:

• Community Belonging Through Art
• Culturally Responsive Communities
• Leadership Skills for the Classroom and Beyond
• And many more sessions designed to spark curiosity, collaboration, and professional growth

These workshops showcased the depth of talent across our school and reinforced a powerful truth: when educators learn from one another, the entire community benefits.

What Our Teachers Told Us: The Learning Institute’s Impact

Feedback from participants made it clear that this year’s Learning Institute was both professionally energizing and immediately impactful.

1. Immediate Classroom Application

Teachers consistently highlighted the practical, “turn‑key” nature of the sessions. Many reported implementing strategies the very same day, including:

• Movement with purpose
• Hexagonal thinking maps
• Research instruction tools
• Creative habits
• Simon Says literacy activities

Educators also noted gaining new tools for multilingual classrooms, executive functioning support, neurodiversity, and student choice in assessment. The ability to apply learning right away was one of the most celebrated aspects of the Institute.

2. Deeper Professional Reflection

Beyond practical strategies, sessions prompted meaningful reflection. Teachers described being challenged to think more deeply about:

• Leadership and difficult conversations
• Cultural awareness and bias
• Neurodiversity and inclusive practice
• Conflict navigation
• Preparing students for the Diploma Programme (DP)

The Institute created space for thoughtful dialogue about classroom culture and long‑term growth.

3. Vertical Alignment & Program Understanding

Sessions connected to the DP and curriculum design were especially valuable for subject leads and teachers seeking clarity about long‑term program direction. This strengthened understanding of:

• “Designing down” from DP expectations
• Accommodations
• Service delivery across divisions

This vertical alignment helps ensure coherence and continuity for students as they progress through ISDenver’s programs.

4. Choice, Agency & Peer Expertise

One of the most celebrated strengths was the format itself. Teachers deeply valued:

• Choice in sessions
• Learning from colleagues
• Cross‑divisional connection
• Broad participation across roles

Many commented on the strength of internal expertise and the collaborative culture the Institute fostered. The Learning Institute affirmed that our community is rich with knowledge and that teachers teaching teachers is a powerful model.

The Impact on Students is Immediate

Professional development is not an abstract investment. It has a direct and meaningful impact on student learning. After days like this, teachers return to their classrooms with:

• Renewed energy and inspiration
• Fresh strategies to support diverse learners
• More intentional planning and assessment practices
• Tools to create inclusive, student-centered learning environments

The result is learning that feels more purposeful, more connected, and more responsive to student needs. Students experience lessons that spark curiosity, deepen understanding, and build real-world skills, all hallmarks of an IB education.

A Community Growing Together

Ultimately, days like this strengthen more than instructional practice. They strengthen our culture. They reinforce our shared commitment to developing confident, compassionate, internationally minded learners. And they remind us that teaching is a profession rooted in connection. Teacher to teacher, teacher to student, and school to community.

"Belonging is not soft work — it is brain work. Students learn best when they feel safe and valued. Leading 'Valuing Voices: Building Culturally Responsive Learning' reinforced for me just how essential these practices are. Presenting to educators from Algeria, Argentina, Brazil, Taiwan, France, Mexico, and the United States created a rich space for sharing perspectives and exploring how culture shapes teaching and learning — and reminded me that the expertise to build truly inclusive classrooms already lives within our own community."

- Juliana Stoughton, Primary Specials Lead and Music Teacher Grades 1-5

With gratitude to Jenny Nealon for her leadership, and to every faculty member who contributed to the Learning Institute, we celebrate a community that learns together so our students can thrive.