Learning Forward’s theory of action is based on assumptions that educators won’t achieve their high goals for student learning if they don’t set and measure high goals for educator learning. With the right goals in mind, the hard work begins.
Learning Forward’s Standards for Professional Learning focus on a cycle of continuous improvement. Read from former principals Susan Silva and Stephanie McBride as they share their transformation to more effective professional learning with the help of our organization.
The greatest motivation for principals and teachers is for leaders to embrace and implement an authentic learning system.
Student perception surveys give teachers valuable data to change their practices.
[embedyt] https://www.youtube.com/watch?v=ZfZq3zh949k[/embedyt] Teachers, to get advice on having hard conversations with your veteran administrator, read this previous blog post. Principals often tell me their entire workday is filled with fires to extinguish, a few challenging parent interactions, and a load of hard conversations. Some feel those communications are routine and don’t find them too difficult: “I…
Using student interviews to drive professional learning can improve instructional practice.
This is the week we head to Orlando, Florida, for our Annual Conference. While we’re together with 3,000 educators, we will also connect with many other groups and networks essential to advancing Learning Forward’s vision.
A middle school in Cambridge, Massachusetts strengthens teaching by focusing on student identity.
It’s a new year, and I am embracing a fresh start. While there are countless things I could put on my resolution list, I will limit it to three and focus on accomplishing these. Be a better listener. I resolve to focus on what others are saying rather than thinking about what I will say…
Kentucky student team bridges school policy and practice.