SHORT • PRACTICAL • TEACHER-FRIENDLY
Potty PD™ Professional Development for Teachers
Professional learning for busy educators—short enough to use in the margins of the day and practical enough to apply in the classroom.
Professional development that respects teacher time
Potty PD™ is a collection of ready-to-print teacher professional development newsletters from Glenn School Resources. Each newsletter gives educators a focused starting point for a staff conversation, coaching session, or PLC discussion. Explore the free Volume 1 sample, compare the bundles, and choose a topic that fits your team’s current work.
Use one idea at a time
Read a short section, choose one practice worth trying, use it with students, and reflect on what changed. Small improvements are easier to sustain than a long list of initiatives introduced all at once.
Try the free Potty PD volume first
Volume 1 contains 10 teacher PD newsletters. Explore the format and choose one idea that fits a current need.
No Glenn School Resources email signup is required. TPT may ask you to sign in to download.
Read how to use Potty PD newsletters for a two-week staff learning routine and five-minute PLC agenda.
Explore the complete collection
The complete Volumes 1–12 collection provides the strongest path for educators who want the full Potty PD™ series in one place. Compare the complete 12-volume collection or start with the Potty PD™ Volumes 1–5 bundle.
Turn a short idea into evidence of learning
- Select one practice. Choose an idea connected to a current student need, not simply the newest initiative.
- Define what implementation looks like. Write the teacher action, student action, and the evidence you expect to see.
- Try it for a limited period. Use the routine consistently long enough to observe it without treating one lesson as proof.
- Collect light evidence. Review student work, an exit ticket, participation notes, or a brief colleague observation.
- Keep, adapt, or stop. Decide what the evidence supports and record one next step.
Questions for team discussion
- Which students benefited, and who still needs a different support?
- What part of the practice was difficult to use consistently?
- What evidence would change our conclusion?
- Can the practice be sustained with the time and materials available?
Short professional learning is a starting point, not a substitute for required training, district guidance, or collaboration with qualified specialists.
