When reading about theories of adult learning and how professional learning should happen in schools, most of what I was reading seemed like a no-brainer to me. I realized, however, that not all teachers have as transparent and data-driven professional development as I am used to after discussing with other members in our class. Zepeda’s comments on professional learning happening through student work samples is extremely important to me when considering whether one’s professional development is student-centered. Student work sample should be relevant to whether students are or are not learning, identify gaps in our teaching rather than in student understanding, and should include a reflection piece (Zepeda, 2008). While there is a time and place for relevant professional learning that indirectly relates to students rather than focuses on their academic instruction, such as social emotional learning or work around equity and diversity like my district does, it is important to