A big picture perspective on the PDS movement reveals a failure to innovate in teacher learning. The vast majority of PDS schools are traditional schools of industrial age design which serve to induct teachers into the profession as traditional classroom teachers thereby neglecting the development of teacher agency, teacher collaboration, and new school designs. Both a substantial literature base and recent surveys clarify that these traditional schools do this at the expense of teacher participation and learning. These traditional schools have a top-down authority structure which is increasingly controlled by central authority mandates from state capitals or Washington D.C. Meanwhile, teacher learning is relegated to how to comply with these demands from central authorities by focusing student learning on the raising of test scores. As this unfolds, our PDSs do not focus teacher learning on the well-documented promise of teachers working in collaborative learning communities which invent new school structures, practices, and designs. The very relevance of the NAPDS demands that we revisit our commitment to innovation.