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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A reading list for turning research into action
Learning Forward’s 2023 Annual Conference focused on the theme Evidence Into Action. This theme was in keeping with Learning Forward’s commitment to building the evidence base on how professional learning leads to improved outcomes for students and schools. We are invested in examining and applying research on high-quality, results-focused professional […] -
Educators engage with curriculum as learners
Throughout October, three districts kicked off their participation in Learning Forward’s Curriculum-Based Professional Learning Network. Teams of math teachers, math instructional coaches, principals, and district leaders collaborated with Learning Forward to begin strengthening the implementation of the Illustrative Math curriculum for their districts’ middle schools. Putting themselves in the roles […] -
Study examines teachers’ self-efficacy and beliefs in inclusion
Learning Forward’s Standards for Professional Learning call for professional learning that “results in equitable and excellent outcomes for all students” (Learning Forward, 2022). The “all” part of that vision is woven throughout the 11 standards. For example, the Equity Practices standard encourages the development of classrooms where educators “create high-quality […] -
Study explores how teachers spend professional learning time
At Learning Forward, we are well aware that there is wide variation in how much time teachers have for professional learning. Research finds that only half (50.9%) of educators have any released time from teaching to participate in professional development (Garcia, 2019), and there is variation in how that time […] -
Research spotlight: Research Partnership for Professional Learning
Learning Forward recently became an affiliate of the Research Partnership for Professional Learning, which brings together professional learning organizations and researchers who are studying how features of professional learning address teacher learning and student experiences, well-being, and academic growth. As an affiliate, we will share with and learn from more […] -
Survey gives systems a clear picture of their professional learning
Professional learning research is essential for helping education leaders make informed, strategic decisions about how to build staff members’ knowledge and skills. That’s why applying data and evidence is a theme throughout Standards for Professional Learning and an operating principle for all of Learning Forward’s work. One of the first […] -
Look to research for guidance on retaining teachers
Teacher retention has been a chronic challenge in U.S. schools for decades. Around 10% of teachers leave each year (Sutcher et al., 2016), and that number appears to be rising as the lasting effects of the COVID-19 pandemic take a toll on teacher morale and burnout. According to a recent […] -
Identifying barriers to conversations about race
Conversations about race are increasingly at the forefront of debates about education, teaching, learning, and how to achieve excellent outcomes for each adult and student in a successful learning system. Research is emerging about the benefits of building the capacity of educators to engage in conversations about race and identity, […] -
Trauma-informed practices help educators, study finds
Attending to the mental health of everyone in schools is critically important, especially now. According to a recent Gallup poll, “More than four in 10 K-12 workers in the U.S. (44%) say they ‘always’ or ‘very often’ feel burned out at work.” Notably, “within the K-12 employee population, teachers are […] -
Study explores mentoring’s connection to new teacher retention
Throughout the summer, Learning Forward members have shared with us their stories of teacher vacancies in schools and districts, reminding us that the question of how to keep teachers in the classroom and support them through difficult times is pressing. Recruiting new teachers is a critical priority across the U.S., […]
