Professional learning should result in improved instructional practices and student outcomes. According to Scherff (2018), well-designed professional learning is "typically interactive, sustained, and customized to teachers’ needs. It encourages teachers to take responsibility for their own learning and to practice what they are learning in their own teaching contexts."

High quality professional learning:

• is connected to specific grade level content and standards;
• incorporates active learning;
• is job-embedded;
• is collaborative;
• provides models;
• includes coaching;
• is sustained and continuous;
• includes a monitoring component with follow up support; and
• is aligned to initiatives in school and district improvement plans.
   

Scherff, L. (2018, January 4). Distinguishing professional learning from professional development. Regional Educational Laboratory Program.