377-378). Research has shown that effective professional growth and development for teachers provides opportunities for teachers to practice new skills and approaches to classroom work, establishes a clear link between educational theory and school-specific practices, provides teachers with adequate time to discuss and reflect on the knowledge received and produced and provides teachers with ongoing support in implementing new knowledge and teaching practices (Jenson, 2002, p. 493; Opfer & Pedder, 2011, pp. 384-385; Robinson, Myran , Strauss, & Reed, 2014, p. An analysis of the intersection between professional learning and development frameworks and conceptions of knowledge does not have the utility of an analysis and subsequent understanding of the characteristics necessary for effective professional learning and development. Focusing a discussion about professional learning and development on this intersection distracts from opportunities to understand the characteristics of effective professional learning and development, which would equip teachers to seek, engage in, and construct effective professional growth activities, thereby providing teachers are provided with resources to improve their professional practice, regardless of the professional learning and development framework selected (Opfer & Pedder, 2011, p..