Kathryn SeverN ew York’s Maine-Endwell Central School District has faced a decreasing budget, even as its needs have increased. As opportunities forpaid summer or after-hours professional development work evaporated, the district needed to support teachers’ professional learning within the workday. Giving teachers time within regular work hours, however, led to a dilemma: How could the district balance staff learning with the need to keep teachers in their classrooms with their students? District leaders believe in the power of job-embedded staff development. The time dilemma gave them the opportunity to put that belief into practice. Over the last several years, the district has used conference days, early-release days, and what have been dubbed “roll-throughs” to give teachers time to learn collaboratively. CONFERENCE DAYS Nearly every district