Elizabeth Foster
Senior Vice President, Research and Strategy
Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation. She contributes to the design, facilitation, and evaluation of networks. Prior to Learning Forward, Elizabeth was the vice president of strategic initiatives at the National Commission on Teaching and America’s Future (NCTAF) where she led a major research investigation about educator support systems that resulted in a report entitled What Matters Now (2016) and a successful three-year improvement network with Learning Forward. Her published work includes studies on teacher recruitment, preparation, and professional learning, urban teacher shortages, community college teacher preparation, professional learning communities, and the demographics of the education workforce. Elizabeth started out with an operating foundation in New York City that supported public education innovation projects, then worked in middle school special education in Boston and staffed a research project about inclusion with the Harvard RALLY project. Elizabeth enjoys spending time with her two incredible daughters, as well as other family and friends – especially on the beach.
All Articles
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Mixed-method report examines professional learning in the U.S.
In March 2026, the U.S. Government Accountability Office (GAO) submitted a research report related to professional learning and Title II-A of the Elementary and Secondary Education Act to the chair of the U.S. Senate Committee on Health, Education, Labor and Pensions. Title II-A is a formula grant program providing funds […] -
Insights from AI early adopter districts
Bree Dusseault is a principal and managing director at the Center on Reinventing Public Education (CRPE), a research organization out of Arizona State University that studies the education landscape through the lens of systems, policies, and politics. She recently spoke with The Learning Professional about one of the center’s current […] -
So You’ve Heard of Curriculum-Based Professional Learning — Now What?
SESSION FULL: Next CBPL opportunity: Our upcoming Curriculum-Based Professional Learning Symposium in April. When: Feb. 25, 2026, 1:00 PM ET. Curious about curriculum-based professional learning (CBPL) but not sure what it really looks like in practice? This free, 90-minute virtual workshop breaks it down by showing how professional learning […] -
How much do districts spend on professional learning?
Learning Forward has long been a leading advocate for making wise investments in high-quality professional learning, focusing on both defining quality through the Standards for Professional Learning (Learning Forward, 2025) and emphasizing the need for evidence of effectiveness. Given recent declines in federal education funding in the U.S. and the […] -
Study examines the landscape of AI in professional learning
Is it just me, or does every conversation about teaching and learning these days come back to the topic of AI? With all the options and questions, it’s important to get a sense of the landscape and practical strategies for leveraging what could potentially be a useful resource in professional […] -
Study finds benefits of team teaching
Amid many challenges in the education field, it is heartening to see the positive results of a recent study about a new way to structure teacher teams and responsibilities. The study of team-based staffing found that educator collaboration and perceived authority leads to teachers being less likely to leave the […] -
Evaluating professional learning doesn’t have to be complicated
We know evaluation data helps inform decision-makers about the time, human capital, and funding required for professional learning to be effective. Evaluation data also guides program improvement and sets leaders’ expectations for ongoing monitoring and accountability. Yet understanding and documenting how professional learning is leading to improved outcomes for educators […] -
A roundup of the latest research on curriculum-based professional learning
Almost a decade ago, Learning Forward began exploring the emerging evidence about the impact of professional learning that focuses on high-quality instructional materials (HQIM) (Hirsh & Crow, 2018). The studies we reviewed reported links between educators’ access to high-quality curriculum, educators’ instruction, and student outcomes. Since then, research and implementation […] -
To make educational decisions, look beyond one study
Researchers and informed consumers of research know that no single study is definitive. Developing a broad and multifaceted body of research is the best way to understand a topic and draw lessons for practice and policy. This allows for simultaneously seeing the big picture of a topic as well as […] -
Study examines teachers’ learning about technology integration
Technology’s ubiquitous presence in schools is not new, but rapid advancements in technology capabilities have many educators looking for advice on effective and responsible use. Technology integration is both a focus of and a method for professional learning, as articulated in the Learning Designs standard of the Standards for Professional […]
