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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

Program inspires students’ civic engagement

By Elizabeth Foster | February 1, 2021

A high school action civics curriculum gave students the skills they need to participate in a democratic society.

High-quality mentoring increases teacher effectiveness

By Elizabeth Foster | December 1, 2020

Study finds new teachers are more effective when they had a strong mentor during pre-service.

Access, knowledge, and culture limit teachers’ use of research

By Elizabeth Foster | October 1, 2020

A study finds teacher attitudes aren’t the problem in applying research.

Study explores ways to support meaningful inclusion

By Elizabeth Foster | August 1, 2020

Two schools use different inclusion models, with implications for professional learning.

Strength lies in combining curriculum with professional learning

By Elizabeth Foster | June 1, 2020

A meta-analysis shows the impact of including both.

Researchers offer evidence of lesson study’s benefits

By Elizabeth Foster | April 1, 2020

A recent study contributes evidence that collaborative professional learning matters.