The research on effective professional development is consistent across many studies. Researchers Willis Hawley and Linda Valli (Westchester Institute for Human Services Research, n.d.), in their synthesis of the professional development literature, find that high-quality teacher development is as follows: (1) Informed by research on teaching and learning and provides a strong foundation in subject content and methods of teaching; (2) Integrated with district goals to improve education; (3) Designed in response to teacher-identified needs and utilizes collaborative problem solving; (4) Primarily school-based, provides sufficient time and other resources, and enables teachers to work with colleagues in their school building; (5) Continuous and ongoing, incorporates principles of adult learning, and provides follow-up support for further learning; and (6) Evaluated ultimately on the basis of its impact on teacher effectiveness and student learning. For reform efforts centered on improving student achievement to be successful, teachers need to have the necessary skills, tools, and support. Teachers need concrete, continuous professional development to hone their current skills and learn new ones. This month's newsletter examines the characteristics of high-quality professional development and offers some suggestions for improving its impact and effectiveness. [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]