I n the Monroe Township (N.J.) Public Schools, teachers’ learning occurs daily, not just on one day in October and February. Central office and schoollevel administrators foster job-embedded teacher growth. Teachers ask for and receive time to coach peers and observe in each other’s classrooms. They meet together during preparation time, stay after school to review, revise, and improve lessons, and implement lesson study groups. Every day is a professional development day in the district. But that hasn’t always been so. How did the district become a system with job-embedded professional learning? In 2003, teachers in Monroe Township had much the same program they’d always had: They gathered for two days a year for generic presentations from outside consultants. Kindergarten teachers sat next to high