The Why –Many teachers have negative mindset about professional development for a variety of reasons. Some common factors include the perception that the training is not directly relevant to their specific teaching needs, a lack of choice or autonomy in selecting development opportunities, low-quality or uninspiring content, inconvenient scheduling, and a sense of being burdened by additional work, all of which can lead to feelings of frustration and disengagement. Additionally, when professional development is mandated, lacks follow-up, or is disconnected from the realities of the classroom, teachers may be less inclined to embrace it. Efforts to improve the quality, relevance, and flexibility of professional development, as well as recognizing and respecting the expertise and time constraints of teachers, can help mitigate these negative mindsets and make professional development a more positive and effective experience for everyone. In order to meet the needs of educators,  these 5 principles of professional learning should be implemented (Gulamhussein, 2013): 

1. The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem
2. There must be support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice.
3. Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice. 
4. Modeling has been found to be highly effective in helping teachers understand a new practice
5. The content presented to teachers shouldn’t be generic, but instead specific to the discipline (for middle school and high school teachers) or grade-level (for elementary school teachers).