The education industry has produced volumes of research describing what professional learning should look like, and, for the most part, researchers agree about many of the critical components. In 2011, Learning Forward updated--and most states since have adopted--Standards for Professional Learning that align with this research. The standards call…

For eight years, more than a dozen district superintendents in New Jersey have joined together for a full day each month during the school year to listen to and learn from each other as a community of practice. Known as the New Jersey Network of Superintendents, this community of practice has a tight focus on advancing equity through improvement…

Eleanor Drago-Severson's research, writing, teaching, and coaching has helped show that supporting adult learning and professional development improves outcomes for students. Given the mounting adaptive challenges educators face in education today, teachers and school leaders must continuously learn and grow as they manage these tremendously…

When school district leaders attend instructional sessions about professional learning, they might take away a few ideas and strategies they want to try. But when experts provide those districts with ongoing coaching, the educators are more likely to gain the ability to create strong professional learning systems that benefit all educators. That…

Leaders often have common complaints about managing meetings and feel thwarted by attempts to collaborate. Teachers feel that time spent on collaboration is often wasted because of poor meeting management. Leaders can accelerate collaboration by creating collaborative compacts. A collaborative compact is a set of accords about how a group will…

Effective and authentic communities of practice in schools have the potential to support teachers in improving their instructional practices around perennial challenges, such as improving the literacy skills of all students. But before they can achieve such goals, communities of practice take time to build, effort to sustain, and ongoing support…

No longer is the central office a place for educators' careers to meet a dead end. Nor can it be where ineffective leaders are transferred to lessen impact. It cannot be "the blob," as coined by William Bennett (Walker, 1987). The Wallace Foundation notes that the central office has never been more important for system and individual…

This school year, countless teachers are participating in new evaluation systems. Individual teachers working on their own examining evaluation feedback will have valuable information to inform individual improvement. However, teacher evaluations have the potential to achieve more, and to do it more quickly, when they are part of a comprehensive…

Teachers are regularly asked to use data to inform their instruction. In the past, teachers examined student work in isolation. Now, however, teachers increasingly have dedicated meeting times. So how can teachers collaboratively examine student work and use their findings to improve instruction? In this article, a team of teachers at Hilltop…

This article addresses the challenge of personalizing learning while also ensuring alignment with system and school improvement plans. Leaders of the York Region District School Board in Ontario knew that what took their high-performing school district from good to great would not take it from great to excellent. The district's early model of…

Schools rise and fall based on the quality of the teamwork that occurs within their walls. Well-functioning leadership and teaching teams are essential to the continuous improvement of teaching and learning. That is particularly true when schools have clearly articulated, stretching aspirations for the learning of all their students. Effective…

Key findings from a new study highlight how Learning Forward's long-standing position on professional learning correlates with practices in high-performing systems in Singapore, Shanghai, Hong Kong, and British Columbia. The purpose of this article is to share key findings from the study so that educators might apply them to strengthening…

Across the United States, there are schools whose students are significantly outperforming and out-improving those from nearby schools. In almost any geographic location in America, within a 30-minute drive there exist schools where classrooms are alive with stimulating learning, day in and day out. Not too far away from these schools are schools…

In this article, Kim Marshall writes that as she has worked with numerous principals and faculties over her career, she is disheartened to see administrators spending most of their contact time with teachers on cumbersome bureaucratic processes. She believes the result of this is that teachers begin to shift to a defensive mode--worrying…

It's no big revelation to say that the nationwide adoption of the Common Core standards has brought about a sea change in K-12 education. So far, according to the Common Core State Standards website, 45 states and three territories have adopted the standards, which were first launched in 2010, and implementation is taking different forms in each…