The RIS will set the stage for province-wide reading improvement. However, if teachers are not ready to use new materials, are not familiar with new techniques, and cannot conduct their own reading assessments to track their students’ progress, learning outcomes will not improve. Currently in most provinces in Pakistan, there is no recognized requirement for teachers to engage in a program of professional development, nor incentive for them to do so. Most professional development opportunities are project-based and short term, and most are face-to-face workshops that offer little to no follow up support to teachers. PRP will use the results and research learnings garnered from global and PRP-specific experience to advocate for a varied teacher incentive/motivational framework that encourages ongoing CPD and recognizes teachers for their performance in ways they find meaningful, working with provinces/regions to establish their own CPD support model and teacher motivational framework.