Teachers learn best through an ongoing professional development model that marks a cultural shift from one of traditional isolation to one befitting an educational practitioner. By immersing teachers in a culture of ongoing learning, the likelihood of implementing new ideas increases.

The dramatic shift from a culture of isolation to ongoing professional development requires agreement on the school-wide focus and the direction taken to enhance student achievement in that area. The professionally invigorating climate, school-wide focus, and benchmark goals necessary to impact student learning should be as expected at every school as the morning flag salute. While such a culture is relatively uncommon in schools today and despite increasing daily challenges, this shift must begin to give teachers an environment where they learn best.

Reviews
"In clear and understandable prose, Dr. Fiszer not only outlines the characteristics of successful staff development programs, but succinctly clarifies the research and justifications behind them. This combination addresses both "how" and "why" ongoing approaches work, and leaves the reader with both a lasting understanding of real issues and compelling reasons for change."
- Karin Aure Dixon, educational consultant

"A reader friendly book with a clear call for change in the way professional development activities are conducted. It includes clear suggestions for moving from one shot workshops to a comprehensive model designed to build the capacity of teachers."
- Lisa Hutton, assistant professor of Elementary Education, California State University, Dominguez Hills

"If educators could do one thing to improve their schools, they should heed Dr. Fiszer's advice. In an easy-to-read book Dr. Fiszer lays out 14 steps to help align professional development with teachers' real needs. He debunks the worn out model of professional development and provides a sensible new model with teacher collaboration at its center. Fiszer's book is based on experiences of real teachers and their advice is compelling."
- Wellford W. Wilms, professor, Department of Education, UCLA and Faculty Director, Educational Leadership Program

"As a principal himself, Dr. Fiszer has written a useful, practical, and well researched resource for principals and staff developers who want to support teachers in their efforts to improve student achievement."
- Robert Paull, associate dean for Education, Graduate School of Education and Psychology, Pepperdine University

"There is much talk about improving teaching but little information about how to make professional development activities relevant for the teachers who undertake them. Dr. Fiszer's book offers a wealth of suggestions on how to provide activities that can meet the needs of teachers and that can help them to improve their instructional capacities."
- Linda Rose, executive director, Educational Leadership Program, UCLA

"In this book, Dr. Fiszer helps reveal the benefits of dialogue between and among teachers. Teacher initiated conversations around student work are recommended to help teachers make deep connections with their practice and their colleagues at a school site."
- Joyce Burstein, assistant professor of Elementary Education, California State University, Northridge