Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call "performativities" in this paper. While this intent is invariably played out in individualised performance management meetings and "fly by" professional development workshops, our research into a NZ primary school discovered a counter-movement at work rejecting imposed standards and preoccupations with instrumental performativites and replacing these with teacher co-constructed and contextualised capacity matrices immersed within an "open" and "seeing" professional learning culture of support. Within manifestations of a rich and enabling culture of professional development the ontological nature of professional development within the school offers understandings which show the experiential nature of "being in" and "feeling seen" in professional development with consequent implications for improved classroom practices. The purpose of this paper is to discuss these issues.