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There is little doubt that high quality, focused professional development has the potential to improve student achievement. As new teaching styles and curricular change are being considered, methods of teacher professional development should be reconsidered and restructured. A common misconception in the education community is to assume that a two or three hour session is adequate training for teachers to adjust a teaching method that has been part of everyday practice since the beginning of their professional careers. This paper suggests various methods of professional development that will sustain comprehensive and long-term efforts of change in the curriculum and pedagogy.