In a recent meeting with a small group of teachers we asked them about the professional development at their school. Each teacher glanced around at the others, unsure what to say. With a nervous laugh, one said “Ummm. It’s not that effective?” And the floodgates opened. A series of adjectives and descriptions followed, with teachers calling it boring, saying it was unactionable, and lamenting that they spent most of their time in professional development sessions wanting it to be over. It sounded familiar.