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Literature Review Main ideas 1. Although teachers should enter the profession ready, there is a great need to continue learning. Supporting Evidence 1. A learner-ready teacher is one who is ready on day one of his or her career to model and develop in students the knowledge and skills they need to succeed today including the ability to think critically and creatively, to apply content to solving real world problems, to be literate across the curriculum, to collaborate and work in teams, and to take ownership of their own continuous learning ("our responsibility our," 2012, p. iii).

2. They also need ongoing professional learning, collaboration with 2. No matter how proficient beginning teachers are. they must continue to pursue colleagues, and feedback on their performance ("our responsibility our," 2012, p. 3). professional development. 3. With the new CCSS, all teachers must participate in professional development and experience new methods and ways. 4. The best professional development requires accountability and selfreflection. 5. Webinars are a great way for educators around the country to access professional development material. 6. Those educators who participate in ongoing professional development have the most efficient practices. 3. Ongoing and effective professional development is critical to implementing the common standards, experts say, and technology holds the key to providing deep learning experiences for teachers (Ash, 2012). 4. Were working with teachers in a learning-community model. Learning is facilitated, and its delivered over time, and its got some kind of accountability. It provides an opportunity for deep reflection that teachers are going to need (Ash, 2012). 5. One of the things weve tried to do is provide lots of different ways for educators to enter into the information (Ash, 2012). 6. Reports, by the National Staff Development Council and the School Redesign Network at Stanford University affirm a direct link between highly effective, sustained professional development and differentiated approaches to teacher training, collegial collaboration and risk taking (McLester, 2012). 7. "The idea of establishing a culture of continuous learning and of customizing that learning to each individual is a lesson we've applied to kids, but ignored for adults. The real process of continuous improvement is very different from just a couple of days of in-service. Sustainability is key" (McLester, 2012). 8. Establishing and maintaining a culture of ongoing learning is the core principle underlying sustainability. Creating a culture that is excited about learning is the strongest foundation for best practices in school" (McLester, 2012).

7. Although many teachers would rather partake in quick in-service, many are not suited to learn this way. Webinars and online access to content helps teachers create excitement about their ongoing learning. 8. Those schools whom create a culture of learning from the top down, have successful teachers and students.

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References Ash, K. (2012, October 17). Common Core Raises Profile of Virtual PD. Digital Directions, 06(01), 29. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA306719780&v=2.1&u=nu_main&it=r&p=AONE&sw=w&asi d=6e6d3219ee5219863523222f11e5bad1 Council of Chief State School Officers, (2012). our responsibility our promise transforming educator preparation and entry into the profession. Retrieved from The Council of Chief State School Officers website: http://www.ccsso.org/Documents/2012/Our Responsibility Our Promise_2012.pdf McLester, S. (2012, November). Sustainable professional development: districts shift from traditional professional development models to a culture of ongoing learning. District Administration, 48(10), 36+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA307788554&v=2.1&u=nu_main&it=r&p=AONE&sw=w&asi d=a095299eae59a571b90b5379f36f9280