Professional development that is valuable and worth a teacher’s time should utilize pedagogical practices that reach toward the ideal. This is not to say that the session must incorporate group work, or that it cannot include some “saging” on the stage at strategic intervals. Asking participants to work in groups, in and of itself, is not a sound pedagogical practice. What participants are asked to do in those groups, whether working in groups for this specific activity is beneficial to the learning, and how well the activity is structured to make best use of the group model, these determine the pedagogical soundness of the group work. Other, and perhaps far more important pedagogical practices come into play: How information is arrived at (constructively? by rote?); How internalization of that information is assessed (by application? by regurgitation?). When we design learning opportunities for professional teachers we must utilize powerful pedagogical practices. Why? Because how knowledge is constructed is central to how we learn. Modeling is a powerful teaching tool, whether it provides a negative or positive example.