The book Teacher-Centered Professional Development by Gabriel Diaz-Maggioli, lists stumbling blocks for teacher professional development.  Stumbling block number 6 follows: Lack of variety in the delivery modes of professional development- Once a decision is made to invest in professional development, the cheapest format is often chosen for the purpose—usually a lecture, workshop, or seminar. It is ironic that so much has been written about the importance of differentiated instruction in the classroom; when it comes to instruction for teachers, undifferentiated approaches usually prevail. (Book excerpt with all 11 stumbling blocks: http://www.ascd.org/publications/books/104021/chapters/Professional-Development-Today.aspx) . 

KFP PD strived and succeeded in avoiding this stumbling block.  Because so many of our presenters are teachers themselves (and inventive, talented teachers at that) we experienced PD in different formats.  We were not just told to do things, rather we tried them with guidance.  We were not just lectured at, rather we became an active part of the presentations.  When teachers lead professional development, we understand how important it is for our colleagues to walk away with something of value, and also leave feeling valued.  If our ideas, insights, needs, questions, and concerns are not acknowledged in PD, then why would we value what is being asked of us?

On a coach level, the KFP PD Institutes provided reflection time on the goals I should have for my own presentations.  The Institutes spurred me to re-read the 11 PD stumbling blocks and to hone my own PD seminars and presentations accordingly.   

The PD migraine we all hope to avoid: