A full educational infrastructure or ecosystem must be available to support the improvement of teaching practices. Teachers need resources (rubrics, lesson plans, examples), new knowledge, colleagues to talk to, experts giving them feedback, space for reflection, support from their hierarchy, opportunities to try these new teaching approaches with their students, etc. Those professional development plans took many forms, depending on the teaching standards, beliefs of the teachers, and support of school and systems leaders, but most included three key elements: training sessions, individual follow-up with teachers and opportunities for peer learning (see Chapter 5).