Learning Days

My husband recently transitioned into a cybersecurity role at a large regional bank. Though he’s spent decades in IT at community banks, his new position introduced him to something he had not experienced before: “Learning Days”.

Once a quarter, bank employees get an entire day to focus on their self-selected learning goals. Some use it to complete training offered by the bank or to study for certifications. Others dedicate time to long-delayed projects. The point is to promote autonomy, relevance, and professional growth on their terms.

It got me thinking: Why don’t we have Learning Days in education?

Imagine a day when teachers choose what helps them move forward professionally. Some might attend a workshop. Others might dive into a book study, revisit goals with colleagues, or finally tackle the avalanche of paperwork that never quite gets done during planning periods.

Yes, schools offer professional development days. But those are usually planned by district or school leaders, with mandatory trainings that often feel disconnected from what teachers need. Sometimes there’s a bit of choice, broken out by grade level or content area, but it is rarely enough to be personalized or flexible enough to be meaningful. Most educators end up sitting through sessions that don’t align with their goals and certainly don’t reflect their expertise.

What’s missing is autonomy. The prevailing model tells teachers what they need, assuming the system knows best. But we know that the most meaningful learning happens when educators feel seen, trusted, and empowered.

Think back to college. Most of us found our stride when coursework aligned with our major. My GPA climbed when I reached my education classes. It’s not because they were easier, but because I wanted to be there. The same was true for electives. I chose “Acting for Non-Majors” purely out of interest, and I was all in. Call it intrinsic motivation driven by meaningful choice.

So why do we cling to a model of one-size-fits-all professional development in education?

Teachers deserve Learning Days, not just for skill-building, but as a declaration of trust. They can be a powerful acknowledgment of professional agency. Learning Days can recognize their expertise, honor their judgment, and offer space to pursue growth that’s personally and professionally meaningful. When we prioritize autonomy and relevance, we shift from controlling outcomes to supporting the professionals who shape them.

It’s time to trust the individual over the system.

Let’s bring Learning Days to education.

(Image Credit: Canva AI Generator)