Turn In-Person PD Into On-Demand Learning That Staff Will Actually Use
It’s Tuesday afternoon, and you’re trying to get everyone trained before the next initiative hits. The PD calendar is full. Coverage is tight. And someone is always missing. Then, two weeks later, a new hire starts and asks, “Where can I find that training?”
If this sounds familiar, there is an easier way.
The shift is moving your “core and consistent” training into on-demand modules, so staff can access it when they actually have time, and leaders stop repeating the same session over and over.
Professional development matters. But the way we deliver it often works against the reality of school schedules.
When training only happens live, the people who most need the content are often the ones who can’t fully access it. They’re covering classrooms, supporting students, handling urgent needs, or simply juggling too much at once.
On-demand learning does not replace strong in-person facilitation when it’s needed. It solves a different problem: making training consistent, reachable, and usable for every staff member, without requiring everyone to be in the same place at the same time.
The easier way: a simple, repeatable model
Most districts have more training needs than meeting time. A system helps you make smart decisions without rebuilding everything.
Here’s a framework that works well in school settings:
1) Core content stays core
These are the things that should sound the same in every building.
Examples:
required annual training
key procedures and workflows
new staff onboarding
“how we do it here” expectations
2) Live time is for the work that needs people
This is where in-person or synchronous time really shines.
Examples:
discussion and reflection
scenarios and problem-solving
coaching and implementation planning
team-based application
3) Job aids do the heavy lifting
Staff should not have to “remember everything” from one session.
Examples:
one-page checklists
quick reference guides
templates they can reuse
short examples of what “good” looks like
4) Accessibility is built in, not bolted on
If training is going to be used, it has to be readable, navigable, and usable across devices and needs.
That means:
captions and/or transcripts for video/audio
clear headings and simple navigation
readable PDFs and documents
strong contrast and consistent formatting
Why districts are shifting to on-demand learning
On-demand learning (sometimes called asynchronous learning) is training staff can take on their own schedule, often in short modules, with resources they can revisit later.
For district and building leaders, it helps you:
reach more staff with the same message
reduce repeat sessions (and repeat planning)
improve consistency across buildings
support onboarding and mid-year hires
document training completion more easily
For staff, it respects time and reduces overload. And it gives people a “replay” option when something didn’t click the first time.
In-person PD has real limitations (even when it’s well-designed)
This is not about blaming in-person training. It’s about acknowledging what often happens in real schools.
Common drawbacks and how on-demand learning helps
| In-person training challenge | What it looks like in schools | How on-demand learning helps |
|---|---|---|
| Scheduling barriers | Staff can’t all attend or are pulled for coverage | Training is available anytime, from anywhere |
| Uneven experience | Different facilitators deliver it differently | Core content stays consistent across sessions/buildings |
| Hard to retain information | Staff leave with notes but no “replay” option | Modules can be revisited when it’s needed (not just when it’s taught) |
| One pace for everyone | Some staff are bored; others are lost | Staff can pause, rewatch, and move at their own pace |
| Low transfer to practice | Training ends and people go back to survival mode | Job aids, checklists, and examples stay accessible in the moment of need |
| Missed onboarding | New hires weren’t there when it was offered | On-demand becomes part of an onboarding pathway |
| Limited proof of completion | Attendance doesn’t equal understanding | Completion tracking, knowledge checks, and evidence of participation are easier |
| Accessibility gaps | Captions missing, documents unreadable, slides hard to see | Accessible design is built in from the start (captions, screen reader support, readable formatting) |
“But we value collaboration.” (You can still have it.)
A common concern is, “If training is on-demand, we lose the discussion and relationship-building.”
A strong approach is a blended model:
On-demand modules cover consistent core knowledge (policies, procedures, key practices)
Short live sessions focus on discussion, scenarios, coaching, and implementation planning
This often improves live sessions because staff come in with shared baseline knowledge. Meeting time is used for higher-value work.
“Our staff are already overwhelmed.” (That’s exactly why this helps.)
Another concern is, “This will feel like one more thing.”
Well-designed on-demand learning is built to reduce overload:
short modules (often 5–12 minutes)
clear outcomes (“Here’s what you’ll be able to do”)
practical examples tied to real school tasks
downloadable job aids so staff don’t have to hold everything in their head
optional deeper dives for people who want them
The goal is not more training. The goal is training that actually gets used.
What on-demand training can look like
Depending on your needs, on-demand learning might include:
new staff onboarding modules (district systems, compliance, building routines)
required annual training (consistent messaging plus documentation)
instructional practices (short strategies with real classroom examples)
role-based pathways (paras, clerical staff, specialists, teachers, coaches)
process training for high-turnover workflows (“how we do it here”)
A simple way to start without a huge lift
If you’re curious but hesitant, start small:
Choose one training topic you repeat every year (or every semester).
Identify the parts that are core and consistent (great for on-demand).
Keep the live time for what benefits from people being together (discussion, scenarios, planning).
Build one strong module, plus a one-page job aid.
Make it easy to find later (LMS, shared drive, intranet page, or your staff hub).
Even one module can save leadership time and reduce staff frustration.
Accessibility is not optional (and it helps everyone)
Districts are responsible for ensuring digital content is accessible to staff, students, and families, including professional learning materials.
That’s why accessibility cannot be an afterthought.
When I build on-demand learning, accessibility is part of the build from the start:
captions and/or transcripts for audio and video
screen reader-friendly layouts and documents
strong color contrast and readable typography
clear headings and navigation
templates your district can reuse without guessing
This is not about checking a box. It’s about making sure every staff member can access the training without extra workarounds.
If you want support
If you’re considering turning in-person PD into accessible, on-demand learning, I can help you:
decide what to convert first,
design the structure and learning flow,
build accessible eLearning and resources,
and create reusable templates your district can maintain.
Services: Accessible On-Demand Learning for K–12 kshepcreative.com/e-learning
On-demand learning helps districts deliver consistent training, reduce scheduling barriers, support onboarding, and improve accessibility, without losing collaboration when paired with short live sessions.
You don’t need more hours in the day to make this work.
You need a clearer system and a lighter lift.
You deserve training that respects staff time and still gets results.