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Emerging evidence around how students learn is so dynamic that thoughtful educators must continually recalibrate their teaching and hone their practice just to keep up with the latest scientific learning research.

At a School Leadership Preparation and Development Network Conference, Paul Manna talked about his recently released Wallace Foundation-commissioned study, Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy. Manna’s report addresses several questions, including: What can policymakers do to help ensure that schools have excellent principals and advance teaching and learning for their students?

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.

Learning Forward has been working diligently to strengthen support for effective professional learning through ESEA authorization. To date, thanks to our work with Penn Hill Group and through our membership in the Knowledge Alliance, we have had some influence on changes to Title II. Some of our key language has been added to the definition of professional learning, which should enhance the alignment between the legislation and what educators want and need most to become their very best.