We are pleased to announce the themes for the upcoming year of Learning Forward’s journal, The Learning Professional. Narrowing down the collection of topics to six is always a challenge, but we did it with help from our readers and authors, through following thought leaders, and by constantly gathering ideas from the dynamic field of education.
Now, we are identifying our cadre of future writers. Could this be the year you break out as an author? It is because of insightful submissions from educational practitioners like you, that we are able to disseminate another compilation of articles, stories, tools, and more that dig into the pressing issues, interests, emerging research, and best practices in professional learning. If you haven’t yet written for us, we hope you will consider submitting.
Every issue of our magazine contains non-thematic articles as well as those pertaining to the topic, so we are always on the lookout for professional learning stories of all kinds. Note that we prioritize work that addresses equity, leadership, and high-quality curriculum and instructional materials, as well as the long-established standards on collaborative inquiry, learning designs, implementation, evidence, and professional expertise.
All issues of our magazine are grounded in the Standards for Professional Learning, the benchmarks for designing, implementing, and sustaining high-quality professional learning that lead to environments in which educators and students have equitable access to powerful learning. By sharing examples of powerful, effective work, with one another, we strengthen the network of educators dedicated to creating a professional learning movement that benefits all students, everywhere.
We are eager for another year of compelling professional learning stories, strategies, and tools and can’t wait to have your help to do this. We hope you will fill our submission inbox with thought-provoking stories of professional learning communities, coaching successes, learning leadership, positive data stories, academic victories, and more.
Writers and readers go hand in hand, and we are no different. We encourage you to submit an article and then spread the word about The Learning Professional to your networks.
Below, we invite you to explore the six themes for 2024. For submission guidelines and instructions, as well as more information, please visit the Write for Us section of our website.
Evaluating professional learning – February 2024
Evaluation is essential for ensuring professional learning is having the impacts we intend. It can help us learn what’s working and what we need to change, and whether educator practices and student outcomes are improving. This issue will look at the most up-to-date evaluation models, methods, and findings. Articles might address levels of evaluation (e.g., changes in knowledge, attitudes, skills, practices, student outcomes); data collection methods; practical evaluation measures; putting findings into practice; and how to engage teachers in designing and learning from evaluations. Articles describing the findings of evaluation studies are also encouraged.
Submission deadline: December 1, 2023
Technology and the future of learning – April 2024
This issue will examine the rapidly changing face of technology in professional learning. What roles can and should technology play in coaching, PLCs, new teacher induction, and other forms of educator support? And in a world rich with ed tech innovations, how can professional learning prepare and support educators to use the latest technology in the classroom? Additional topics might include: the professional learning needs of technology directors and other school and district technology leaders; technology tools for pinpointing student learning needs in real-time; how technology can support the successful implementation of high-quality curriculum; the potential and pitfalls of AI in professional learning; and when not to use technology for professional learning.
Submission deadline: January 1, 2024
Global perspectives on professional learning – June 2024
Education leaders can look beyond their regional and national borders to learn what is working elsewhere and apply those lessons to their own contexts. The Learning Professional always welcomes contributions from around the world, but with this issue, we shine a special spotlight on successful professional learning initiatives from a broad range of countries and contexts. Articles should describe professional learning needs addressed and models applied; geographical, cultural, or educational context; lessons learned; and research findings when applicable. Cross-cultural comparisons are welcome.
Submission deadline: March 1, 2024
Learning to pivot – August 2024
Teachers and schools have to pivot all the time, in ways both big and small, whether to incorporate new research, adapt to changing student needs, or address a crisis like the Covid-19 pandemic. This issue will examine opportunities and moments where educators and systems have needed or wanted to pivot and how professional learning enabled them to make needed changes. Topics might include: how efforts to incorporate the science of reading are leveraging professional learning to shift practice; what teachers need to know and do differently as a result of post-Covid learning trajectories; the role of data in assessing and improving professional learning – and what to do when data shows your current practices aren’t working; and how to introduce or improve professional learning in a system that is resistant to change.
Submission deadline: May 1, 2024
Curriculum-based professional learning – October 2024
High-quality curricula and instructional materials are essential for students to master content and meet academic standards, but they are not enough on their own. Teachers and leaders need and deserve professional learning to support deep understanding and high-quality implementation of the materials. This issue will take a deep dive into curriculum-based professional learning methods, initiatives, and research. It will include examples of how curriculum-based professional learning is changing educators’ practice and improving students’ outcomes.
Submission deadline: July 1, 2024
Building bridges – December 2024
Meaningful professional learning doesn’t happen in isolation, nor does it occur at a single moment in time. It requires an ongoing continuum of support and a long-term plan that includes multiple stakeholders and systems. This issue will look at why and how bridge-building is essential for professional learning to achieve results. Topics of interest include: partnerships between pre-service teacher education and ongoing professional learning; connections between alternative certification programs and district professional learning; alignment of professional learning for teachers and leaders; how to ensure professional learning is part of district and school improvement plans; and professional learning that connects educators across schools or districts.
Submission deadline: September 1, 2024
