Suzanne Bouffard
Senior Vice President, Communications & Publications
Suzanne Bouffard is senior vice president of communications and publications at Learning Forward. She is the editor of The Learning Professional, Learning Forward’s flagship publication. She also contributes to the Learning Forward blog and webinars. With a background in child development, she has a passion for making research and best practices accessible to educators, policymakers, and families. She has written for many national publications including The New York Times and the Atlantic, and previously worked as a writer and researcher at the Harvard Graduate School of Education. She has a Ph.D. in developmental psychology from Duke University and a B.A. from Wesleyan University. She loves working with authors to help them develop their ideas and voices for publication.
All Articles
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Learning is a two-way street
School is not a rehearsal for life. School is life,” says Mirko Chardin, founding principal of Putnam Avenue Upper School, a public middle school serving a diverse group of 6th-8th graders in Cambridge, Massachusetts. When the school was founded in 2012 as part of a districtwide middle school reorganization, its […] -
The Learning Professional’s Top Ten Articles of 2019
As the end of 2019 approaches, it’s a great time to reflect on what you’ve learned this year and to catch up on what you may have missed. Get started with our list of the ten most-visited articles on The Learning Professional website, which was completely revamped in 2019 to […] -
To put it simply, coaching works
The benefits of instructional coaching have been obvious to educators for decades, but research data now make those benefits measurably clear (Kraft, Blazar, & Hogan, 2018). The impact is particularly striking when you zoom in on districts and schools that have made a real investment in coaching. For example, Norman […] -
Coaching to improve SEL: A Sneak Peek of The Learning Professional’s December issue
The Learning Professional team is so excited about our upcoming issue on coaching that we had to share a sneak peek. In the December issue, you’ll find articles about best practices in coaching and thought-provoking insights about the profession, and you’ll also read stories of impact on a range of areas […] -
Leaders need to cultivate their own gardens
As we settle into October and the honeymoon period of the new school year wanes, The Learning Professional is taking the opportunity to address stress and resilience — specifically how professional learning can help build school leaders’ resilience to handle the stresses that come with their jobs. Education leaders need […] -
Instructional leadership at the forefront
Des Moines (Iowa) Public Schools is one of six urban districts participating in an effort to redesign the role of principal supervisors. The Wallace Foundation’s Principal Supervisor Initiative provides four years of support for these districts to transform the role, which has traditionally focused on operations and compliance, into one […] -
Authors clarify what personalized learning is - and what it can do
How do we engage every student in rigorous and meaningful learning? How do we ensure that each of them is prepared for a successful future, whatever he or she might choose that to be? Our equity imperative compels us to meet the unique needs of each student, and therefore to […] -
What does personalized learning mean?
We asked five experts what it means to personalize learning for students and what role professional learning should play in these efforts. Reflective of the diversity in the field today, their responses reveal both commonalities and notable differences (for example, some see technology as central, while others believe personalization can […] -
What does real collaboration look like? We've got stories
Have you ever been part of a team that doesn’t do any actual teamwork? I can recall plenty of examples from my professional and personal lives, like a staff team whose meetings were canceled too often to make progress and a dance company that was so riddled with competition members […] -
No matter our role, multilingual students are our students
More than 4.8 million students come to U.S. schools with a home language other than English. These students speak over 400 different languages and contribute an astounding diversity of life experiences to our classrooms. Although California, Alaska, and the southwestern states are home to the most English learners, the five […]
