Educators and researchers often think of program design and program evaluation as separate endeavors, even intentionally creating a firewall between them. But what if designers and evaluators worked together, combining their insights to strengthen both the program and the study of it? In the work of evaluating a statewide professional learning…

The need for culturally responsive mathematics professional learning (PL) has increased; however, there is not a clearly defined process for the design and facilitation of culturally responsive mathematics PL, especially as it relates to outside consultants. Each school district is unique in its cultural, racial, and ethnic diversity, which adds…

The CTE CoLab, an Urban-led coalition of six national partners, guided 12 community and career and technical education (CTE) colleges through a two-and-a-half year, multistep equity action planning process focused on improving outcomes and advancing racial equity in online and hybrid CTE programs. College teams worked to understand gaps in…

To improve teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and enhance their practice. Roles at the middle tier of education systems, or those professionals working between the school and central level, offer unique capacities to facilitate collaboration, broker knowledge, scale…

The Center for the Future of Teaching and Learning (CFTL) at WestEd led the Teacher Practice Networks (TPN) initiative for five years, with support from the Bill & Melinda Gates Foundation. Initial rounds of Gates funding supported 21 education improvement organizations in disseminating standards-based resources around the nation. Later rounds…

An exploratory case study was conducted to understand if leveraging school-university partnerships to improve school-wide professional development by using teacher input resulted in teachers implementing evidence-based practices in their inclusive classrooms. We sought to understand the extent to which a school-wide PD grounded in research and…

Education leaders are perennially seeking new ways to build the capacity of teachers to enhance learning experiences for all students. Teacher leadership, which we define as teachers' support of the improvement of teaching and learning beyond their own classroom, has long been a source of interest and experimentation (Wenner & Campbell, 2017;…

This article provides an overview and the theoretical foundations of a professional development project to support both teachers of English Learners and teacher candidates who are being prepared to teach English Learners. The program design is rooted in Culturally and Linguistically Responsive Teaching (CLRT) and place-based pedagogy.

While a large body of research considers factors enabling or constraining academic development in colleges and universities, comparatively little scholarship has considered the roles students might play in supporting positive change in staff teaching practices. This article explores one potential avenue by which such change might play out,…

In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK-12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates' perceptions of their…

The close linkage between different institutions is widely recognized as a method of improving teacher education. This paper introduces an attempt to link university teacher training programmes with further teacher education thereby showing the benefits of the approach and factors influencing its success. To enable teachers and student teachers to…

Helping more students achieve their dreams involves identifying a wider set of student needs--including financial challenges and family responsibilities--and offering redesigned support services to meet them holistically. This holistic student supports approach emphasizes the need for colleges to redefine the way they understand, design, integrate…

We discuss an educational development approach to embedding academic literacies instruction within disciplinary curricula. This developmental, embedded approach contrasts with the generic, extra-curricular, study-skills approach adopted in many universities. Learning Commons partners at York University, including librarians, writing instructors,…

Due to the increasing internationalisation of higher education, universities must ensure the professional development of their teaching staff in English-Medium Instruction (EMI). Nevertheless, very few universities have the means to invest in teacher training and offer their teachers the opportunity to develop the competences that will ensure best…

Effective faculty professional development programs in independent schools can lead to a collegial, intellectually stimulating school culture. These programs can inspire exciting partnerships. Importantly, there's a "trickle down effect"; energized faculty lead to energized students. Yet, many independent schools lack faculty…