Learning Forward's Data standard advocates using data from a variety of sources and types--including student, educator, and system data--to plan, assess, and evaluate professional learning. This presents several challenges, beginning with the emphasis on a variety of sources and types. The pressures of No Child Left Behind have focused American…

Four years ago, Learning Forward established "affecting the policy context" as the first of five strategic priorities that would guide its efforts through 2011. Learning Forward believes that good policy promotes good practice and that laws and policies that promote and support effective professional development are needed to achieve the…

At the National Staff Development Council's (NSDC's) 40th Annual Conference in December 2008, former NSDC Board President Karen Dyer and Executive Director Stephanie Hirsh presented the first Policy Maker of the Year Award to Senator Jack Reed (D-RI) in recognition of his dedicated work on behalf of legislation that promotes effective professional…

In Essex County, New Jersey, whose county seat is Newark, students have the option of attending one of four vocational high schools. The Essex County Vocational School District draws students from the county seeking instruction in a multitude of career and technical areas. North 13th Street Technical School is one of the four vocational options.…

This article presents an interview with Richard F. Elmore on the need for educators to develop a collective practice. Elmore is the Gregory R. Anrig professor of educational leadership at the Graduate School of Education at Harvard University. He is also the co-director of the Consortium for Policy Research in Education (CPRE). His research…

After a district has determined it's using its resources for professional development efficiently, it may look for outside funding. Before asking for support from external funders, potential grant writers should examine their own level of commitment and then follow some simple procedures to maximize the possibility for success.

This article deals with the current situation of educational assistants now being required by the No Child Left Behind Act to have at least two years of higher education or an associates degree, or to meet rigorous quality standards and demonstrate academic skills and knowledge. In this article, the author presents views from a superintendent,…

Goals 2000 differs from previous educational legislation because it requires systemic reform and partnerships. The article discusses Title I of the Elementary and Secondary Education Act, explains how legislation is developed, and examines Goals 2000's main provisions, content and performance standards, role in professional development, and ties…