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Elizabeth Foster

elizabeth.foster@learningforward.org

Elizabeth Foster is vice president, standards & research at Learning Forward. She leads Learning Forward’s research efforts and contributes to the development of the revised Standards for Professional Learning. She also leads the Affiliate program and contributes to the coaching and facilitation of other networks.

Prior to Learning Forward, Foster served as the vice president of the National Commission on Teaching & America’s Future (NCTAF), where she led the research and writing for What Matters Now: A New Compact for Teaching and Learning. She previously worked at Recruiting New Teachers, the Harvard Responsive Advocacy for Life and Learning in Youth (RALLY) project and was a middle school inclusion teacher. She started her career at the Edwin Gould Foundation for Children in New York City. Foster holds degrees in political science from Trinity College (CT) and adolescent risk and prevention from the Harvard Graduate School of Education.

All Articles

Study explores mentoring’s connection to new teacher retention

By Elizabeth Foster | August 1, 2022

To keep teachers in the field, the content and frequency of mentoring interactions matter, recent studies show.

The research foundation for Standards for Professional Learning

By Elizabeth Foster | June 1, 2022

Revised standards reflect the latest research, thanks to a comprehensive review of recent findings.

Strengths-based coaching supports teachers during COVID

By Karye Wells and Elizabeth Foster | April 1, 2022

A strengths-based coaching program for middle and high school teachers is helping educators respond to the demands and stresses of the pandemic.

Myth-busting research sheds light on what works

By Elizabeth Foster | April 1, 2022

Researchers use evidence to refute six common myths about teacher professional learning.

Evaluation shows the impact of a professional learning network

By Elizabeth Foster | February 1, 2022

A Learning Forward network contributed to improved professional learning, teacher engagement, and curriculum implementation.

Restorative practices benefit both teachers and students

By Elizabeth Foster | December 1, 2021

A restorative practices program in Pittsburgh reduced suspension rates and improved school climate.