Elizabeth Foster

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

Survey sheds light on the state of coaching

By Elizabeth Foster | February 1, 2020

A survey of U.S. educators leads to insights on how to improve coaching’s effectiveness.

Study pinpoints success factors when teachers learn from peers

By Elizabeth Foster | December 1, 2019

CA initiative helps us know how to support teacher-led professional learning.

A window into teaching

By Elizabeth Foster | December 1, 2019

Robert Pianta discusses the evidence-based coaching model MyTeachingPartner.

We’re working to close the gap between research and practice

By Elizabeth Foster | October 1, 2019

Increasing research on professional learning is a priority for Learning Forward.

Writing instruction study benefits from teachers’ insights

By Elizabeth Foster | August 1, 2019

Understanding both the specificity and generalizability of studies like this one helps build awareness about the benefits of professional learning.

Study examines teachers’ perceptions of student achievement data

By Elizabeth Foster | June 1, 2019

Lessons from a study showing teachers believe student characteristics drive outcomes more than instruction.