Various school leaders had decided on a topic for their school-wide professional learning (e.g. “visible learning” based on the work of John Hattie [2012, 2009]) and schools were planning workshops that all teachers were to participate in. Challenges with this type of professional learning include a lack of differentiation based on teacher need, a lack of teacher ownership over their learning and often a lack of connection to the learning needs of students. More generally, as interviews during this and a previous OECD study as well as international data suggest, professional development is not always planned systematically at the school level, is not based on sound teacher evaluations and knowledge about teacher’s development needs to better meet the needs of their students (more on this below), and lacks strong links with wider school development planning.