But I would point to the fact that many teacher
preparation programs don't offer future teachers as much clinical training as they ought to receive — especially training in high - needs schools; that districts are by and large not as
effective as they might be at teacher induction and professional development; that teachers are generally under - compensated and specific individual excellence isn't rewarded; and that the policy contexts in which teachers work are being constantly revised in ways that are
sometimes contrary to research evidence.