[mhink]

An article posted elsewhere in the comments (https://www.theargumentmag.com/p/illiteracy-is-a-policy-choi...) has a take that might explain a distinction:

> Billions of dollars are spent — and largely wasted — every year on professional development for teachers that is curriculum-agnostic, i.e., aimed at generic, disembodied teaching skills without reference to any specific curriculum.

> “A huge industry is invested in these workshops and trainings,” argued a scathing 2020 article by David Steiner, executive director of the Johns Hopkins Institute for Education Policy. “Given, on average, barely more than a single day of professional support to learn about the new materials; knowing that their students will face assessments that lack any integration with their curriculum; and subject to principals’ evaluations that don’t assess curriculum use, teachers across America are barely using these new shiny objects — old habits win out.”

> Mississippi improved its training through a 2013 law mandating that elementary school teachers receive instruction in the science of reading. It also sent coaches directly into low-performing classrooms to guide teachers on how to use material.