Carpenter, J., & Green, T. (2018, November). Retrieved February 13, 2019

Bring up the topic of professional development (PD) around teachers, and you may well encounter a few sighs, eye rolls, or other expressions of frustration. Busy teachers, who themselves are responsible for structuring effective learning environments, understandably have little patience for ineffective PD (which often features external experts providing limited instruction on skills and assumes that new ideas can easily replace, or integrate into, teachers’ existing practices). These sessions can fail to account for the contextual nature of teachers’ work. Ineffective—and even harmful—PD has been a stubborn part of many educators’ professional lives for far too long.