Political discord, social tensions, and global conflicts compel teachers to guide students in exploring diverse perspectives and engaging in constructive, respectful dialogues. Furthermore, the rapid evolution of technology, particularly artificial intelligence (AI), necessitates teachers and school leaders to consider entirely new paradigms in instructional methods and assessment. At the same time, there is a great need for credible evidence on the effectiveness of professional learning. This article examines a meta-analysis of high-quality studies of teacher professional learning published between 2010 and 2020. The aim was to establish connections between features outlined in Learning Forward's Standards for Professional Learning (Learning Forward, 2022) and teacher instruction as well as student learning. To be eligible, studies needed to "(1) include teachers in Grades K-12, (2) examine the impacts of professional learning on instruction measured through classroom observation, and (3) have enough information to compute effect sizes" (p. 5). Among the hundreds of studies identified, only 48 met these modest criteria for inclusion.