Explanation

Unlike traditional professional development, which is often lecture-based, short-term, and disconnected from classroom practice, our approach was playful, materials-based, and designed for multi-year engagement. These structures enable teachers to iteratively explore, apply, and refine new ideas over time, fostering deeper learning, stronger habits, and meaningful integration of practices into their everyday teaching.

Theory

Teaching practices are usually well established, and hence change gradually (Loucks-Horsley et al., 2010; Sisk-Hilton, 2009). This view is supported by researchers’ finding that PD programs had a much stronger impact when they were sustained beyond 1 year (Gerard et al., 2011).

Examples

Three Phase I participants played pivotal roles in sustaining and expanding the work across subsequent phases: Sangden led the Phase II and Phase III efforts, Sameer focused on designing and refining lessons for Phases II and III, and Surya spearheaded the Phase IV initiatives. Their continued involvement exemplifies how long-term relationships and shared leadership were central to deepening impact and ensuring continuity.

Similarly, five early adopters from Phase I helped test and refine the redesigned activities with their students. Their feedback was vital in finalizing the 12 lessons for Stage 2 of Phase II. They also supported our team by co-designing sessions. For instance, Rabina adapted the Capturing and Sharing Stories session using examples from her own classroom. Likewise, Phase I teachers actively supported professional development for new cohorts. Some facilitated virtual sessions while others traveled to remote sites. Their ongoing involvement strengthened the community.

In phases IV and V, we continued to work with 8 maverick teachers, defined as educators who went beyond scheduled sessions, stayed actively engaged with the teaching community, and invested significant time and effort in bringing playful learning experiences to their students. Their sustained commitment played a crucial role in institutional adoption. Rabina and Rupa, both Head Teachers, played a crucial role in moving the project forward by leveraging their decision-making positions to prioritize making spaces in their schools. Similarly, senior teachers like Rupak, Saradha, and Madhav persuaded their school leadership to invest in these spaces.

Implications

Sustained engagement was key to deepening teacher practice and fostering community ownership. By continuously collaborating with the same teachers over multiple years and phases, we created continuity, trust, and a shared purpose allowing teachers to grow into leaders, co-designers, and mentors within the broader community of practice.