This article explores the current research on the state of teacher professional development practices. The literature shows that conventional professional development practices are typically deficient in addressing teacher and, indirectly, student needs. Conventional professional development practices were shown to be deficient due to their one-size-fits-all nature, top-down structure, and lack of continuous follow-up and support. Teacher-directed professional development (TDPD), an application of self-directed learning, is discussed as an alternative to conventional professional development practices. TDPD participation may include Twitter chats, teacher support groups, mentor talks, etc. The literature points to the success of TDPD because it is flexible, participatory, empowering, motivating, and an aid to creating a sense of teacher community.