Effective teacher learning is vital to student success. Teachers who continually improve their practice by using data to inform instructional decisions see improved results for their students. In the tradition of supporting effective professional learning, in 2016 Corwin launched a nationwide survey in partnership with Learning Forward and the National Education Association (NEA) to ascertain the state of teacher professional learning and how to best support educators where they are. Teachers responded to a 60-item survey measuring how the professional learning they experience in their schools and districts aligns with the attributes known to improve teaching practice and student achievement expressed in the Standards for Professional Learning. The results from this nationwide survey indicate that, while there is cause for much optimism, there is also much work to be done to support teachers in their professional growth. More than 6,300 teachers from across the United States responded to the survey. The results provide insight into how teachers view their own learning and the supports they receive. Teachers indicate that school and district leaders in their systems are committed to professional learning and the professional growth of teachers, but don't necessarily include them in decision-making about it. They report that while student outcome data drive the planning of professional learning, data don't seem to be used as much to assess the effectiveness of professional learning. Teachers agree that practicing and applying new skills in the classroom are seen as important in their schools, yet few of them report receiving adequate time for job-embedded professional learning, such as opportunities to get or give actionable feedback through observing a colleague teaching or being observed while teaching a class. The recommendations in this report include giving teachers increased decision making in their professional learning, using a variety of data sources to plan and assess professional learning, and providing increased support for continuous, job-embedded professional learning.