Here’s an example of such simplicity from November 2013.

Why professional development without substantial follow-up is malpractice

If a primary goal of professional development is to affect what teachers and administrators believe, understand, and do on a daily basis, then . . . .

Offering “presentations” or “training” without intensive and sustained small-group dialogue, in-classroom coaching, and just-in-time problem solving is educational malpractice.

Put another way, “head learning” abstracted from practice without abundant opportunities for supportive on-the-job feedback and troubleshooting wastes the organization’s resources and squanders teachers’ good will.

Such malpractice is not only an ethical lapse but is immoral when students’ learning and well being are negatively affected.

Of course, the presence or absence of many other things in classrooms and schools is also malpractice.

What would you put on your “educational malpractice” list?