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
-
Social and Emotional Learning: How to Implement What We Know from the Research
Elizabeth Foster of Learning Forward and Stephanie Jones from the Harvard Graduate School of Education explore what is meant by social and emotional learning, what the research says about effective components of SEL programs and interventions, how SEL is implemented in classrooms and out-of-school time programs, and the implications for […] -
Study spotlights effectiveness of social and professional networks
Professional learning approaches and programs do not drop from the sky fully formed. Yet often those who are expected to engage in them — teachers and other staff — have little information about how these approaches developed and the type of expertise that shaped them. What goes into creating them? […] -
The impact of coaching on teacher practice and student achievement
Educators who have experienced coaching — either as the coach or the coached — often speak to its positive impact on their development and growth and frequently to positive impacts on student learning. Coaching is a key job-embedded professional learning strategy that is grounded in day-to-day teaching practice, addresses immediate […] -
How social and emotional learning fits in the classroom
Educators seeking new information to improve teaching strategies and connections with students know that it can be a challenge to integrate new ideas into existing routines and day-to-day practices. While social and emotional learning may seem like a new development to be studied and adopted, it isn't about adding one […] -
The importance of understanding student misconceptions
Professional learning strategies often rely on the belief that teaching and learning outcomes are best when teachers have a clear understanding of students’ thinking. This may seem like common sense — after all, students are active participants in the learning process, so their thinking impacts the outcome. But does research […] -
Design principles guide educators in choosing and using curriculum materials
In this issue, we take a look at an area of emerging interest: curriculum materials and the role they play in the daily work of educators and leaders. Educators, researchers, and policymakers are interested in what materials schools and districts use and how best to develop and share them in […] -
Our Take
Learning Forward is exploring ways to deepen our collective understanding about social and emotional learning and, in particular, its implications for professional learning. How can educators best be supported to assess and promote the development of students’ social and emotional skills? To that end, Learning Forward has joined with The […] -
Evidence and Evaluation for ESSA: An In-Depth Conversation
Elizabeth Foster of Learning Forward, Theresa Bennett from the Delaware Department of Education, and Angela Minnici of WestEd answer questions raised in an earlier webinar discussion and provide an in-depth conversation around evidence and evaluation. This webinar will answer the following questions: How does ESSA define evidence and when should […] -
Report and tool kit build momentum for effective professional learning
Across the country, states and districts are thinking about their Every Student Succeeds Act (ESSA) plans -- the funding, the requirements, the changes that are in the plan that will need to be implemented in the coming years. While there is a lot to consider, ESSA can potentially create real […] -
Our Take
Across the country right now, states and districts are thinking about their ESSA plans — the funding, the requirements, the changes that are in the plan that will need to be implemented in the coming years. While there is a lot to consider, ESSA can potentially create real opportunity to […]
