Learning Forward's Standards for Professional Learning define and describe professional learning that leads to improved educator practices, leadership, and student outcomes. Standards draw on the latest evidence and research about what works in professional learning to help educators implement every phase of the professional learning process. They…

Few researchers have investigated what occurs inside charter schools with respect to teaching and learning. To address this gap in the literature, the researcher conducted a descriptive, single-case study to examine how teachers at charter schools use research-based instructional methods to increase student achievement. The site for this study is…

This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. The authors examine attitudes towards and use of various types of evidence, and challenges and enablers in using evidence. In examining the use of evidence, they distinguish between: (1) research evidence: academic research, such…

Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building…

Project I4 is a federally funded SEED (Supporting Effective Educator Development) grant, a partnership between East Carolina University and the Institute for Educational Leadership. It is a cohort-based, yearlong professional learning experience aimed at reimagining instructional leadership through an equity lens. Specifically, school leader…

While research has generated abundant insight into effective professional learning methods, the field continues to suffer from a lack of systemic approaches. In response, a group of national professional learning leaders recently developed a framework that links proven professional learning methods to the strategic priorities of higher education…

Professional development (PD) is a critical pathway for promoting the use of evidence-based intervention practices in early childhood (EC) settings. Coaching has been proposed as a type of PD that is especially promising for job-embedded learning. A lack of consensus exists regarding evidence-based EC coaching strategies and what types of support…

The paper investigates two -- often disconnected -- policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect with each other, and with other organisations and professionals. The paper thus explores the role of…

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional…

Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher…

A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional…

While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing instructors' technological, pedagogical, and content knowledge (TPACK) in higher education. Additionally, there are few professional development opportunities for…

Peter Farrell provides some interesting insight into the importance of teacher research and gives examples of his own research from his personal classroom experiences. The importance of disseminating findings from the classroom as professional development is discussed.

The authors write here that they fundamentally believe that developmental education is about social justice. Professionals in this field are not only responsible to implement evidence-based best practices but also to ensure access to higher education. To meet this need, it is imperative that practitioners turn, as a supportive team, to…

The study reviewed in this article provides empirical evidence that effective professional development has a positive and significant impact on instructional practices, not only for those who directly experience professional development, but also for colleagues who receive help and support from those who have participated directly and thus gained…