The space to learn: Growing and learning together

Last month we pondered our professional learning legacies and the people and the stories that have shone a light on our journeys. The learning is about the journey, not the destination – the destination changes. This month we are exploring the Learning Forward Foundation’s reflective learning process, Touchpoint, a one-hour facilitated learning conversation between foundation members and awardees. Learning…

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Honesty takes time, but it’s worth it

An August 13 Washington Post column carried this headline: “Why principals lie to ineffective teachers: Honesty takes too long.” In it, the author discusses two recent studies that revealed principals’ struggles in telling ineffective teachers they need to improve. The studies, performed by researchers at Vanderbilt, Stanford, and Education Researcher, compared principals’ formal evaluations of teachers to…

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Pittsburgh District aligns learning with student goals

The Redesign PD Community of Practice engages teams from 22 of the nation’s leading school districts and charter management organizations in identifying local professional learning challenges and creating scalable solutions. Learning Forward facilitates the community, where teams participate in continuous learning cycles to improve how they manage their professional learning systems. In the midst of major transition,…

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6 important topics for learning in 2015

Windshields are larger than rearview mirrors so that we may focus on the road ahead while occasionally looking behind for perspective and course corrections. My resolution for 2015 is to learn more about six topics that will help us make sense of the continuously shifting educational landscape so that we can focus on next steps for student success.

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Understanding the Impact of Professional Learning: Q&A with Learning Forward Academy Scholarship Winners

In December 2012, I graduated from the Learning Forward Academy (LFA), a compelling two and a half year blended learning experience where participants collaboratively solve significant “problems of practice” related to educator and student learning. Nearly three years later, here’s a glimpse into what other graduates learned and how it is impacting their spheres of influence.

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