From last year, this paper (also from the Center for American Progress) takes a look at the features of professional development that have been linked with instructional improvement. Observing that professional development is often the missing piece between policy and implementation, the paper advocates for professional development that: (1) is sustained and regular; (2) is job-embedded; (3) emphasizes collaboration among teachers; (4) features coaching by teaching experts; and (5) uses technology wisely. It also provides recommendations for strengthening the role of post-observation conferences in the evaluation process. Ultimately, this read serves as an important reminder that the goal of evaluation should be to promote sequenced improvement. Read it here.