Ongoing: what references that I had used?

1. Abdal-Haqq, I. (1996). Making Time for Teacher Professional Development: ERIC Publications.

P2-3:

Teachers, researchers, and policymakers consistently indicate that the greatest
challenge to implementing effective professional development is lack of time. Teachers need time to understand new concepts, learn new skills, develop new attitudes, research, discuss, reflect, assess, try new approaches and integrate them into their practice; and time to plan their own professional development (Cambone, 1995; Corcoran, 1995; Troen & Bolles, 1994; Watts & Castle, 1993). Cambone (1995) points out that teachers, as adult learners, need both set-aside time for learning (e.g.,
workshops and courses) and time to experience and digest new ideas and ways of
working.
This Digest outlines what research and best practice tell us about effective professional development for teachers working in restructured, learner-centered schools. It considers the implications of traditional scheduling patterns for implementating effective professional development and shares some approaches that various schools and districts have taken to finding time for professional
development.

Also in Page 3:

Effective professional development addresses the flaws of traditional approaches, which are often criticized for being fragmented, unproductive, inefficient, unrelated to practice, and lacking in intensity and follow-up (Bull et al., 1994; Corcoran, 1995; Professional Development, 1994). Effective professional development:
is ongoing; includes training, practice, and feedback; opportunities for individual reflection and
group inquiry into practice; and coaching or other follow-up procedures;

is school-based and embedded in teacher work;

is collaborative, providing opporunities for teachers to interact with peers;

focuses on student learning, which should, in part, guide assessment of its
effectiveness;

encourages and supports school-based and teacher initiatives;

is rooted in the knowledge base for teaching; incorporates constructivist approaches to teaching and learning;

recognizes teachers as professionals and adult learners;

provides adequate time and follow-up support;

and is accessible and inclusive.