Back in May, the superintendent of Dolton West, a high-poverty elementary district in Chicago's south suburbs, invited a group of educators to learn about "the next generation classroom."

Dictating what intellectual discussions can and cannot take place in the classroom is driving teachers out and stalling academic advancement, according to a new report.

While education systems scramble to reduce costs, the quality of professional development events for educators and administrators is on the line. It shouldn't be.