Professional development as a term and as a strategy has run its course. The future of improvement, indeed of the profession itself, depends on a radical shift in how we conceive learning and the conditions under which teachers and students work. Five key ideas together foreshadow my argument and represent a clarion call to radically change our concept of what teacher learning should entail. These ideas are: Professional development as a term is a major obstacle to progress in teacher learning; We need to deeply appreciate the meaning of noted educator Richard Elmore’s observation (2004) that improvement above all entails “learning to do the right things in the setting where you work” (p. 73); Student learning depends on every teacher learning all the time; The