Learning Forward
Equity and excellence in teaching and learning.
RESEARCH
Survey gives systems a clear picture of their professional learning
By Elizabeth Foster
Categories: Data, Evaluation & impact, Standards for Professional LearningJune 2023
Professional learning research is essential for helping education leaders make informed, strategic decisions about how to build staff members’ knowledge and skills. That’s why applying data and evidence is a theme throughout Standards for Professional Learning and an operating principle for all of Learning Forward’s work. One of the first steps in this process of data-informed decision-making is knowing the current state of a system’s professional learning. Understanding the way teachers experience professional learning and what impact professional learning is having (or not having) can shape the approaches that systems start, stop, and continue and can increase the likelihood that future strategies and programs achieve their intended outcomes. Learning Forward has developed a tool to provide this relevant, educator-level data. The Standards Assessment Inventory (SAI)
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References
Garrett, R., Zhang, Q., Citkowicz, M., & Burr, L. (2021). How Learning Forward’s Standards for Professional Learning are associated with teacher instruction and student achievement: A meta-analysis. Center on Great Teachers and Leaders at the American Institutes for Research. gtlcenter.org/sites/default/files/LF-2022-Standards-for-PL-Meta%20 Analysis%20Report_Final.pdf
Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.
Categories: Data, Evaluation & impact, Standards for Professional Learning
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