25 PD Speakers for Schools Canada That Staff Actually Remember

Your last professional development day had strong evaluations, but six weeks later nothing in your classrooms had changed.

You brought in a speaker who inspired the room. Teachers nodded. A few took notes. The energy felt different. Then Monday arrived and the same patterns resumed. The speaker understood engagement but not implementation. They delivered a great session but not a usable system. You are not looking for another motivational moment. You are looking for someone who understands Canadian schools deeply enough to shift how your staff thinks about teaching, behaviour, student engagement, or leadership.

I put together this list of 25 professional development speakers who work with schools across Canada. Each of them brings frameworks your staff can apply the week after the session, not file away as interesting ideas. These are voices who understand the specific challenges of Canadian educators in 2026. For a broader view of speakers who work with schools globally, see my post on the best keynote speakers for schools around the world.

Your next PD day deserves more than inspiration that fades by lunch.

CLASSROOM PRACTICE AND PEDAGOGY

These speakers focus on what happens inside the classroom. They work with teachers on instructional practice, student engagement, differentiation, and the daily mechanics of teaching that actually shifts learning outcomes. The frameworks they deliver are specific enough to use the following week.

1. Dr. Shelley Moore

Dr. Shelley Moore builds inclusion frameworks that work in real classrooms, not just in theory.

She teaches educators how to design learning experiences where every student can access the curriculum without watering it down or creating separate tracks. Her work centres on Universal Design for Learning, but the way she delivers it is grounded in what teachers can actually implement with 28 students in front of them. She names the tension between differentiation as an idea and differentiation as a sustainable daily practice, then gives teachers the planning tools to close that gap.

What makes her different: She has been a classroom teacher and a learning support teacher, so the strategies she recommends account for the reality of limited prep time and mixed readiness levels in the same room.

Her sessions give teachers a lens for curriculum design that makes inclusion the starting point, not the accommodation added later. Schools that bring her in report that staff stop asking how to modify for specific students and start asking how to design better entry points for everyone.

If your staff is struggling with the gap between inclusion policy and inclusion practice, Moore gives them the bridge between the two.

2. Paul Solarz

Paul Solarz shows teachers how to shift from teacher-directed classrooms to student-led learning environments without losing structure.

He spent years teaching in a student-led classroom where students ran discussions, managed transitions, and took ownership of their learning. The model he teaches is not about stepping back and hoping students figure it out. It is about designing systems that transfer responsibility gradually and deliberately. Teachers learn how to build routines that give students agency while maintaining clear expectations and accountability.

• How to design classroom jobs that teach leadership, not just task completion

• The specific language prompts that shift ownership from teacher to student

• Scaffolding structures that let students lead discussions without the conversation falling apart

• How to introduce student-led learning in a way that does not overwhelm teachers or students in the first two weeks

His work is built for teachers who want to develop student responsibility but do not know where to start without losing instructional time or control. The systems he teaches are replicable. Teachers walk out with a sequence they can implement Monday morning, not a philosophy they admire but cannot apply.

Schools bring him in when they want to develop student agency as a real practice, not just a value on the wall.

3. Jennifer Gonzalez

Jennifer Gonzalez runs Cult of Pedagogy and delivers professional development that treats teachers like the professionals they are.

She builds her sessions around high-impact instructional strategies that are research-informed but classroom-tested. Teachers learn techniques like sketch-noting, Pear Deck integration, feedback protocols, and discussion structures that increase student engagement without requiring a complete overhaul of how they teach. Her approach is additive. She shows teachers how to improve what they are already doing rather than telling them to start over.

Quick-win strategies she teaches: Small adjustments to questioning technique, wait time, and response structures that shift participation patterns in the room within a week.

Longer-term shifts she builds: Systems for student self-assessment, peer feedback, and formative assessment routines that become embedded in classroom culture over a term.

Her sessions give teachers tools they can test immediately. The feedback loop is short enough that teachers see results before the momentum fades. She understands that teachers will not commit to a new strategy unless they see evidence it works in their context with their students.

If your staff is looking for practical pedagogy they can apply without disrupting everything else they are managing, Gonzalez delivers that in a way that respects their expertise.

4. Dr. Kristina Doubet

Dr. Kristina Doubet specialises in differentiation that does not triple teacher workload.

She teaches educators how to design learning experiences with built-in flexibility so that one lesson plan serves multiple readiness levels, interests, and learning profiles. The work is rooted in Carol Ann Tomlinson's differentiation model, but Doubet makes it manageable for teachers who do not have three hours a night to plan. She focuses on high-leverage differentiation moves that create the most access with the least additional prep.

Core principle: Differentiation should reduce teacher stress, not add to it. If a strategy requires unsustainable effort, it will not last past the first unit.

Teachers learn how to use tiered assignments, learning menus, and flexible grouping in ways that are plannable within existing prep time. Doubet walks them through the planning process live so they leave with a unit they can teach the following week, not just a template they might use someday.

Schools that bring her in report that teachers stop seeing differentiation as an impossible standard and start seeing it as a set of design decisions they can make during regular planning.

5. Dave Burgess

Dave Burgess teaches educators how to design lessons students remember years later.

His Teach Like a PIRATE framework is built around increasing student engagement through passion, immersion, rapport, ask and analyse, transformation, and enthusiasm. The model sounds broad, but the way he teaches it is specific. Teachers learn how to hook students in the first two minutes, how to design lessons with embedded novelty, and how to use storytelling and surprise to make content stick.

What teachers gain from his sessions:

Hooks that work across grade levels: Techniques for opening a lesson in a way that grabs attention immediately, whether you teach Grade 3 or Grade 11.

Rapport-building moves: Small daily practices that build trust and connection without taking time away from instruction.

Energy management: How to sustain enthusiasm across a full day of teaching without performing or burning out.

The work is not about gimmicks. It is about designing learning experiences where students are engaged because the content is delivered in a way that connects to how they actually pay attention. Teachers who implement his strategies report that classroom management improves because students are interested, not because control tactics improved.

Bring him in when your staff needs to reconnect with why they became teachers and how to design lessons that feel alive.

LEADERSHIP AND SCHOOL CULTURE

These speakers work with school leaders, leadership teams, and whole-staff groups on the culture, systems, and relational dynamics that determine whether a school functions well or just functions. They address the challenges that sit underneath the surface, the ones that do not show up in data but shape everything else.

6. Jimmy Casas

Jimmy Casas builds school culture through intentional leadership practices that staff can see and feel daily.

He spent years as a principal and understands the gap between the culture a leader wants to build and the culture that actually exists in hallways and staff rooms. His work focuses on the small, repeated actions that signal what a school actually values. He teaches leaders how to be visible, how to recognise staff in ways that matter, and how to create the conditions where teachers feel supported enough to take risks in their practice.

• The daily habits that communicate trust and respect to staff

• How to give feedback that builds capacity instead of creating defensiveness

• The difference between managing teachers and leading them

• How to navigate difficult conversations with staff, parents, or students without avoiding the issue or damaging the relationship

Leaders who work with Casas report that they stop hoping culture will improve and start implementing the systems that make it improve. He teaches leadership as a set of choices, not a personality type. The practices he recommends are replicable regardless of how extroverted or charismatic a leader is.

If your leadership team is struggling to build the culture they talk about in meetings, Casas gives them the roadmap to close that gap.

7. Dr. Lorna Costantini

Dr. Lorna Costantini works with school leaders on the strategic thinking and emotional intelligence required to lead complex organisations.

She understands that principals and vice-principals are managing competing demands from boards, parents, staff, and students, often without the leadership training that would help them navigate those tensions well. Her sessions focus on decision-making frameworks, priority-setting, and the self-awareness required to lead under pressure without burning out or becoming reactive.

The leadership gap she addresses: Most school leaders are promoted because they were excellent teachers, not because they were trained to lead adults, manage conflict, or think strategically about organisational health.

Leaders learn how to identify the highest-leverage actions in a given term, how to delegate without losing oversight, and how to maintain relational trust with staff even when making unpopular decisions. Costantini teaches leaders how to think like CEOs of small organisations, not just senior teachers with administrative duties.

Schools bring her in when their leaders are capable but overwhelmed, when the role is bigger than the training they received.

8. Peter DeWitt

Peter DeWitt focuses on collaborative leadership and the research-informed practices that actually improve student learning.

He works with school leaders and leadership teams on instructional leadership, not just operational management. Leaders learn how to lead learning walks that build teacher capacity, how to facilitate professional learning communities that produce real changes in practice, and how to use student achievement data to drive instructional decisions without creating a culture of blame or compliance.

Core frameworks he teaches:

Instructional leadership routines: Weekly and monthly practices that keep leaders connected to what is happening in classrooms.

Collaborative inquiry models: How to structure PLC time so that teachers are analysing student work and adjusting practice, not just sharing what they did last week.

Feedback systems: How to give teachers feedback that is specific, actionable, and focused on student learning outcomes.

His work helps leaders shift from managing the building to leading the learning. Schools that bring him in report that leadership team meetings become more focused on instruction and less focused on logistics.

If your leadership team wants to be instructional leaders but does not know how to structure their time or conversations to make that real, DeWitt gives them the systems.

9. Allyson Apsey

Allyson Apsey teaches school leaders how to build relationships and culture in ways that staff and students actually experience.

She was a principal who focused relentlessly on making every person in the building feel seen, valued, and supported. The strategies she teaches are not abstract. They are the small daily actions that signal to staff and students that they matter. Leaders learn how to be present, how to notice the moments that others miss, and how to create the kind of culture where people want to work.

Practices that define her approach: Handwritten notes to staff, intentional visibility in hallways and classrooms, celebrating small wins publicly, and creating traditions that build school identity.

Her sessions give leaders permission to prioritise relationships without guilt, and the practical tools to do it consistently even when the operational demands are relentless. She teaches leaders that culture is not built in one big initiative. It is built in a hundred small moments repeated over time.

Bring her in when your leadership team knows culture matters but does not know how to translate that belief into daily practice.

10. George Couros

George Couros works with school leaders on innovation, digital leadership, and creating schools where staff and students are empowered to try new things.

His Innovator's Mindset framework teaches leaders how to create the conditions where innovation happens, not by mandating change but by building a culture where people feel safe to experiment, fail, learn, and improve. Leaders learn how to remove barriers, celebrate risk-taking, and model the learning mindset they want to see in staff and students.

The tension he resolves: Leaders want staff to innovate, but most school systems are designed to reward compliance and consistency, not experimentation and iteration.

Couros teaches leaders how to shift from controlling outcomes to creating the culture where better outcomes emerge. Schools that work with him report that staff start proposing new ideas instead of waiting to be told what to do.

If your school talks about innovation but the structures and culture do not support it, Couros helps leaders redesign both.

STUDENT WELL-BEING AND MENTAL HEALTH

These speakers address the social, emotional, and mental health dimensions of schooling. They work with educators on trauma-informed practice, self-regulation, mental health literacy, and the relational strategies that help students feel safe enough to learn.

11. Dr. Stuart Shanker

Dr. Stuart Shanker is one of the leading voices in Canada on self-regulation and how it shapes learning and behaviour.

He teaches educators how to recognise when a student is dysregulated, what is causing the dysregulation, and how to respond in ways that help the student return to a calm, focused state. The work is grounded in neuroscience but delivered in language teachers can use immediately. Educators learn the difference between misbehaviour and stress behaviour, and why that distinction changes everything about how they respond.

• The five domains of self-regulation and how stress in one domain affects all the others

• How to read the signs of dysregulation in students who mask it well

• Classroom and school-wide strategies that reduce stressors before they escalate

• How to help students develop awareness of their own stress responses

Teachers who attend his sessions report that they stop taking student behaviour personally and start responding with strategies that actually help. The shift from "this student is being difficult" to "this student is experiencing difficulty" changes classroom dynamics immediately.

If your staff is struggling with challenging behaviour and traditional behaviour management is not working, Shanker gives them the lens that explains why and the tools that help.

12. Dr. Jean Clinton

Dr. Jean Clinton focuses on connection, relationships, and how safe, trusting relationships are the foundation for everything else in education.

She teaches educators that students cannot learn when they do not feel safe, and that safety is built through consistent, responsive, attuned relationships with adults. Her work draws on attachment theory and developmental psychology but is delivered in ways that classroom teachers and support staff can apply daily. Educators learn how to be the regulated, safe adult in the room even when a student is escalated.

Core message: Connection before correction. A student who does not feel connected to you will not be influenced by you, no matter how good your behaviour plan is.

Her sessions help educators understand what trauma does to the developing brain, why some students cannot self-regulate without co-regulation first, and how small relational moves throughout the day build the foundation for learning. Teachers walk away with practical strategies for building connection even with students who push them away.

Bring her in when your staff is working with students who have experienced trauma and need a framework that goes deeper than behaviour charts.

13. Anxiety Canada

Anxiety Canada provides educators with evidence-based tools to support students experiencing anxiety.

The organisation delivers professional development on how to recognise anxiety in students, how it differs from typical worry or stress, and what teachers can do in the classroom to help students manage it. Educators learn practical strategies like grounding techniques, gradual exposure, cognitive restructuring for age-appropriate contexts, and how to create classroom environments that reduce anxiety triggers without lowering expectations.

What educators learn:

How to recognise anxiety: The physical, emotional, and behavioural signs that a student is struggling with anxiety, not defiance or disengagement.

Classroom accommodations that help: Small adjustments to routines, transitions, and participation structures that make the classroom safer for anxious students.

When to refer: How to distinguish between anxiety a teacher can support and anxiety that requires clinical intervention.

The training is practical, specific, and immediately applicable. Teachers leave with a toolkit they can use the next day, not just awareness that anxiety exists.

If your staff is seeing increasing anxiety in students and does not know how to respond beyond sending them to the office, this training fills that gap.

14. Dr. Jody Carrington

Dr. Jody Carrington teaches educators how to reconnect with the relationships that matter most, starting with the one they have with themselves.

She is a psychologist who works with educators on burnout, compassion fatigue, and how to sustain the emotional energy required to show up for students and colleagues. Her sessions are equal parts psychology, humour, and honesty. Educators learn why they are exhausted, what happens to the nervous system under chronic stress, and how to rebuild their capacity to care without depleting themselves completely.

Key themes in her work: The importance of co-regulation, why self-care advice often misses the point, how to repair relationships after conflict, and why reconnection is the most important thing educators can offer students and each other.

Her approach is direct and permission-giving. She tells educators that it is okay to not be okay, that the work is hard, and that they need support just as much as their students do. Schools that bring her in report that staff feel seen, validated, and less alone in what they are carrying.

Bring her in when your staff is burnt out and needs someone who understands what they are going through and can help them find a way forward.

15. Stan Davis

Stan Davis works with schools on bullying prevention through strategies that actually reduce harm, not just raise awareness.

He teaches educators and students how to shift school culture so that bullying becomes less likely and less tolerated by peers. His approach is not about assemblies and posters. It is about changing the social norms that allow bullying to continue. Students learn how to be effective bystanders. Staff learn how to respond to bullying in ways that stop it without creating more social harm for the targeted student.

The gap he addresses: Most anti-bullying programs focus on consequences for the student who bullied, but do nothing to change the peer culture that rewards or ignores the behaviour.

His sessions teach staff how to empower the 80 percent of students who do not want bullying to happen but do not know how to intervene safely. When peer culture shifts, adult intervention becomes less necessary.

If your school has a bullying problem that discipline has not solved, Davis gives you the peer-culture strategies that actually reduce it.

EQUITY, INCLUSION, AND ANTI-RACISM

These speakers work with educators and school leaders on equity, anti-racism, inclusion, and the systemic changes required to make schools safe and supportive for all students. The work is challenging, necessary, and deeply practical.

16. Dr. Debbie Reese

Dr. Debbie Reese focuses on accurate and respectful representation of Indigenous peoples in children's literature and school curricula.

She is the founder of American Indians in Children's Literature and works with educators to recognise and remove harmful stereotypes, misrepresentations, and erasure of Indigenous peoples in the books and resources used in classrooms. Her sessions teach educators how to evaluate texts critically, how to choose resources that reflect Indigenous voices authentically, and how to teach about Indigenous histories and cultures in ways that honour truth and complexity.

• How to identify problematic representation in books and curriculum materials

• Where to find high-quality resources written by Indigenous authors and educators

• How to address inaccurate or harmful content that is already in your school library or curriculum

• The difference between inclusion and tokenism when selecting diverse texts

Her work is grounded in deep scholarship and a commitment to accurate representation. Educators who attend her sessions report that they see their classroom libraries and curricula differently and make changes that matter.

If your school is working toward Truth and Reconciliation but does not know how to audit and improve the resources you use, Reese gives you the framework and the lens.

17. Farzana Nayani

Farzana Nayani works with educators on diversity, inclusion, and how to create learning environments where all students see themselves reflected and valued.

She specialises in helping schools build more inclusive practices around gender identity, cultural representation, and family diversity. Educators learn how to choose books and resources that reflect the full range of student identities, how to use inclusive language, and how to create classroom cultures where difference is normalised, not othered.

Her focus: Small, daily practices that communicate inclusion to students and families. The pronouns you use, the examples you choose, the books on your shelf, and the language in your welcome letter all send messages about who belongs.

Teachers learn how to facilitate conversations about identity and difference in age-appropriate ways, and how to respond when a student or family raises a concern about exclusion or bias. Her approach is compassionate and practical. She gives educators the tools to do this work well, not just the conviction that it matters.

Bring her in when your staff wants to build inclusion but does not know where to start or how to navigate the conversations that feel risky.

18. Kike Ojo-Thompson

Kike Ojo-Thompson is the founder of KOJO Institute and one of the leading voices in Canada on anti-racism and equity in education.

She works with school boards, leadership teams, and staff groups on the systemic changes required to make schools anti-racist, not just non-racist. Her sessions are challenging, evidence-based, and action-oriented. Educators learn how to recognise racism in policies, practices, and interactions, how to interrupt it, and how to build the systems and culture that prevent it.

What distinguishes her work:

She names the problem clearly: Racism exists in Canadian schools. It shows up in discipline data, in streaming practices, in whose voices are centred, and in whose safety is prioritised.

She teaches intervention: How to interrupt racist comments, how to address bias in decision-making, and how to have the conversations most educators avoid.

She focuses on systems: Individual awareness is not enough. Schools need policy changes, data analysis, accountability structures, and leadership commitment.

Schools that work with her report that the conversations are uncomfortable and necessary. The work does not end with the session. It begins there.

If your school or board is serious about anti-racism and ready to go beyond awareness into action, Ojo-Thompson will lead you there.

19. Dr. Tracey Tokuhama-Espinosa

Dr. Tracey Tokuhama-Espinosa works at the intersection of neuroscience, education, and equity, teaching educators how the brain learns and why that knowledge matters for reaching all students.

She translates complex neuroscience into practical teaching strategies that help educators understand how stress, trauma, language development, and culture shape learning. Teachers learn why some students struggle to retain information, why others disengage, and what instructional adjustments actually help. Her work is especially valuable for schools working with multilingual learners, students who have experienced trauma, and students whose learning profiles do not fit the traditional model.

Core insight: All brains do not learn the same way, and when schools design instruction for one kind of brain, they create barriers for others. Equity requires understanding variability, not just accommodating it.

Her sessions give educators a brain-based lens for differentiation, assessment, and relationship-building that improves outcomes for students who are frequently underserved. The strategies she teaches are grounded in research but practical enough to implement without a neuroscience degree.

Bring her in when your staff wants to understand why some students are not reaching benchmarks and what to do about it from a brain science perspective.

20. Ruben Gaztambide-Fernandez

Ruben Gaztambide-Fernandez works with educators on critical pedagogy, arts education, and the role schools play in reproducing or disrupting social inequality.

He teaches educators how to examine their own practice and the systems they work in through an equity lens. His sessions challenge assumptions about meritocracy, neutrality, and what counts as rigour. Educators learn how curriculum choices, assessment practices, and classroom norms can reinforce dominant cultures and exclude others, often unintentionally.

Questions he helps educators ask: Whose knowledge is centred in this curriculum? Whose ways of knowing are marginalised or ignored? Who benefits from the way we currently do things, and who is harmed?

His work is intellectually rigorous and designed for educators ready to think critically about their own role in systems of inequity. Schools that bring him in are typically at a stage where they have done foundational equity work and are ready for deeper analysis.

If your staff is ready to move beyond surface-level diversity work into systemic critique and change, Gaztambide-Fernandez will take you there.

INNOVATION, TECHNOLOGY, AND FUTURE-FOCUSED LEARNING

These speakers work with educators on how technology, innovation, and new models of learning are reshaping education. They focus on preparing students for a world that looks different from the one most curricula were designed for.

21. Dr. Sylvia Libow Martinez

Dr. Sylvia Libow Martinez is a leading voice in maker education and how hands-on, project-based learning develops the skills students actually need.

She teaches educators how to design maker experiences that go beyond crafts and tinkering into deep learning. Students learn to solve real problems, iterate on designs, collaborate across disciplines, and build things that matter to them. Her work shows teachers how to integrate making into existing curriculum rather than treating it as an add-on, and how to assess learning in maker contexts without killing the creativity.

• How to set up a makerspace with limited budget and space

• Project design principles that balance student agency with curriculum expectations

• Assessment strategies for maker learning that capture growth in problem-solving, collaboration, and persistence

• How to support students through failure and iteration without rescuing them

Teachers who work with her report that students who disengage in traditional settings often thrive in maker contexts. The work gives students a reason to apply academic skills in contexts that feel relevant.

If your school wants to build maker learning but does not know how to start or how to connect it to curriculum, Martinez gives you the roadmap.

22. Michael Fullan

Michael Fullan has been studying educational change and systems thinking for decades and works with schools and districts on leading deep, sustainable change.

He teaches leaders how to think about change as a process, not an event, and how to build the conditions where change actually sticks. Leaders learn the difference between surface-level compliance and deep implementation, how to build capacity in staff rather than relying on a few high performers, and how to create coherence across multiple initiatives so that teachers are not overwhelmed.

The challenge he addresses: Most school improvement initiatives fail because leaders underestimate how hard change is and overestimate how much control they have over it.

His frameworks help leaders identify the few high-leverage changes that will drive improvement across the system, rather than trying to change everything at once. Schools that work with him report that they stop launching new initiatives every year and start deepening the ones that matter.

Bring him in when your school or district is stuck in a cycle of initiative fatigue and needs a coherent strategy for sustainable improvement.

23. Dr. Yong Zhao

Dr. Yong Zhao challenges conventional thinking about education, standardisation, and what schools should be preparing students for.

He teaches educators that the skills students need for the future are not the skills most curricula prioritise. Creativity, entrepreneurship, risk-taking, and the ability to learn independently matter more than test scores in a world where information is abundant and jobs are unpredictable. His sessions push educators to rethink what success looks like and how to design learning experiences that develop those capacities.

Core arguments he makes:

Standardisation kills the creativity economies need: The more schools focus on compliance and convergence, the less they prepare students for a world that rewards divergence.

Global competence matters: Students need to understand and work across cultures, languages, and perspectives, not just master content in isolation.

Education should amplify strengths, not fix weaknesses: The time spent remediating what students are bad at could be spent developing what they are great at.

His work is provocative and research-informed. Schools that bring him in are usually ready to question assumptions and explore what a different model might look like.

If your staff is feeling tension between what the system demands and what they believe students actually need, Zhao will name that tension and offer a vision for something different.

24. Dr. Katie Martin

Dr. Katie Martin works with educators and leaders on learner-centred design and how to shift from compliance-driven schooling to learning that is meaningful, relevant, and empowering.

She teaches schools how to design learning experiences where students have voice and choice, where they are solving real problems, and where the work connects to their lives outside school. Educators learn how to redesign units, assessments, and structures to put learning at the centre rather than coverage or control.

Shifts she helps schools make: From teacher-directed to student-driven, from content coverage to deep understanding, from grades as motivation to intrinsic engagement, from isolated skills to applied competencies.

Her sessions are practical and hopeful. She shows schools what learner-centred education looks like in real classrooms with real constraints, and how to move toward it incrementally rather than waiting for perfect conditions.

Bring her in when your staff wants to move toward more student-centred learning but does not know how to do it within the system they are working in.

25. A.J. Juliani

A.J. Juliani focuses on inquiry-based learning, student agency, and how to design learning experiences where students are genuinely curious and invested.

He teaches educators how to launch units with questions that matter to students, how to structure inquiry so that students are doing the intellectual work rather than following a script, and how to assess learning in ways that honour the messiness of real inquiry. His work is grounded in the belief that students learn more when they care about what they are learning, and that caring comes from having a say in the questions and the process.

The problem he solves: Most inquiry units start with teacher questions disguised as student questions. Real inquiry requires students to generate the questions, and most teachers do not know how to structure that without losing curricular focus.

Teachers learn how to design units that balance student agency with curriculum expectations, how to scaffold inquiry for students who have never done it before, and how to create the conditions where students take ownership of their learning.

If your staff wants to do more inquiry but struggles with how to structure it or how to keep students on track, Juliani gives them the frameworks and the confidence.

Your next professional development day should leave your staff with something they can use, not just something they liked. These 25 speakers understand Canadian schools, respect the constraints educators work within, and deliver frameworks that translate into practice. Choose the one whose work addresses the gap your school is facing right now. For more ideas on how to make your school PD day your staff will love, and for a broader directory of 50 best PD speakers for schools in the USA, those posts are worth your time.

Your next step is simple. Reach out to the speaker whose approach matches where your staff is and what they need most. If you want help thinking through which speaker is the right fit for your context, reach out at jonno@consultclarity.org.