In the continuous drive for improvement in learning and achievement in schools, the development of teachers and of school leaders remains a major focus of policy. Alternative approaches to professional development have been introduced in the Scottish education system, including coaching, mentoring, and learning communities. The use of coaching and mentoring is evident at every level of teacher development, from the student teacher to the expert teacher, and from early leadership development to the sustaining of long serving head teachers. The idea of learning communities, where teachers work together, has been a recent addition to continuing teacher development, but there are few publications that examine the use of strategies such as coaching, mentoring, and learning communities. A critical appraisal of policy and practice in relation to continuing teacher development is the focus this book. The contributions cover policy, discuss conceptual analysis, and provide case studies. All exa