Using data from the Tennessee Educator Survey, this brief examines teachers' overall experiences with professional learning and whether teachers across the state have access to regular and helpful professional learning opportunities. Findings suggest that although teachers frequently engage in professional learning, they may not always be investing time in professional learning activities that they consider helpful in making instructional decisions.

 

 

• While most teachers regularly engage in collaboration, many do not regularly participate in other learning activities that they rate as instructionally helpful.  
  
  
• Professional learning experiences vary across grade-level and subject-area assignments with self-contained elementary and English Language Arts teachers reporting the most frequent, most helpful, and most content-relevant professional learning activities. 
  
  
• Teachers often have limited choice over their formal professional development, but those with more choice rate it more helpful.