Washington, D.C.–(ENEWSPF)–July 15, 2013. Professional development in education has gotten a bad reputation from both education policymakers and practitioners alike, largely due to its ineffective outcomes and disconnect from student achievement. Despite these shortcomings, a new report released today by the Center for American Progress finds that the time is ripe for policymakers and practitioners to develop professional learning for teachers that works, and identifies some examples to help guide them.
