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To answer these questions and begin formulating goals for professional learning, schools must collect data and complete a needs assessment about students and staff, capacity, and available resources

requent evaluation allows schools to readily address issues that may be affecting the efficacy of the intervention and then to refine goals and activities accordingly.

Once partners were selected, CITEd helped districts refine their goals, particularly when goals were too ambitious for a year-long intervention

Even when purchases are made with the best of intentions, the shift from the shelf to the classroom can be difficult. Many of the schools and districts selected as TIP sites had purchased software, often accompanied by extensive technology training for teachers. However, they were still struggling with getting the software into teaching practice.

Teachers may learn how to use a tool during a summer workshop, but unless the tool is directly linked to the curriculum and teachers are given ample time for experimentation, they will be unlikely to adopt it into their practice

teachers need basic technical knowledge about how to use a tool and knowledge about how to integrate the tool into their existing curriculum (CEO Forum, 2000). To achieve full-scale change, schools need to ensure that strong professional development programs are in place and that teachers have a variety of opportunities for learning and growth

methods used by TIP sites were examples of teacher-centered professional development—workshops and learning opportunities were structured to fit the needs, goals, and learning objectives of the teachers involved and grew and changed according to teacher needs

he literature shows that any new initiative will be more successful if it meshes well with existing programs