The limited use of evidence-based practices has led to increased interest in forms of professional development that improve teacher practice and student outcomes. Traditional forms of expert-centered professional development have been demonstrated to have little impact on teacher practices or student outcomes. Newer forms of learner-centered professional development have been demonstrated to be an effective approach to changing the practice of many general and special education teachers and improving student outcomes. In spite of these research findings, the predominant form of professional development for general and special education teachers continues to be expert-centered professional development. Administrators play a critical role in providing high quality professional development for all of their teachers, but especially beginning teachers in both general and special education. Critical roles include resource acquisition, providing time for collaborative planning and implementation, supporting peer coaching activities, and evaluating the effectiveness of professional development.