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Knowledge Briefs In the debut issue of Learning Forward’s new Knowledge Brief series, co-authors Joellen Killion and Stephanie Hirsh explore how professional learning drives Common Core and educator evaluation. Key […]
A 4th-grade teacher team in Texas boosts teacher leadership, accelerates learning, and builds a collaborative community dedicated to the success of all students.
Using the Reflective Dialogue Journal process, principal leadership candidates at Dominican University gain critical support and a partner to share ideas and test theories on a regular and as-needed basis. (Available to the public.)
The Ontario Ministry of Education partnered with the Ontario Teachers’ Federation to create a program in which teacher-led teams examine, learn, and share their evidence-based instructional practices.
Learning is no longer an option – it’s a necessity. Educators have a responsibility to commit to a vision of lifelong learning for themselves. (Available to the public.)
Everyone at school is a learner. To achieve continuous improvement, every professional has the responsibility to engage as a committed learner, willing to acknowledge and explore what he or she […]
Foundation’s new board members
On Board: A new context for collaboration
Book Club
Learning guide for principals
Study shows no difference in impact between online and face-to- face professional learning. (Available to the public.)
Put the ‘partner’ in partnerships. (Available to the public.)
State policies, Performance evaluation, Blueprint for assessment, Reforms in action, Time for learning, Guides to learning, Design solutions
Moving away from stale professional learning options is essential to transforming schools. (Available to the public.)
A learning model that allows for differentiation to meet educators’ individual needs can promote critical thinking through a variety of processes that are gradually released to the learner based on his or her understanding and sophistication.
Cultivating and intentionally using new technology takes a disposition to risk and try again. It begins by redefining the roles of teacher/student and learner/leader.
Understanding the distinction between two typical adult learning practices can help leaders provide professional learning that both supports current learning and nudges faculty toward more complex and collaborative ways to work and learn.
Teacher Rounds is a strategy that helps teachers expose their classroom practices to other educators and enables them to learn from data-driven feedback offered from a stance of inquiry. (Available to the public.)
Three commonly held myths related to online learning have significant implications for state or provincial agencies, school systems, and schools, individual educators, and vendors and providers of technology-supported professional learning.
The three critical concepts in the Learning Designs standard spell out the needs and responsibilities of adult learners, and the articles in this issue of JSD help to develop deeper understandings of these concepts.
The future of learning, Less of this, more of that, What’s inside
High-quality curriculum requires skilled educators to put it into practice. Professional learning can ensure instructional materials lead to excellent teaching and learning.Read the remaining content with membership access. Join or […]
Sometimes new information and situations call for major change. This issue shows how professional learning helps educators pivot, by bridging the gap between knowing better and doing better.Read the remaining […]
What does professional learning look like around the world? This issue explores what educators can learn from each other across geographic borders.Read the remaining content with membership access. Join or […]
Technology is both a topic and a tool for professional learning. This issue examines benefits, challenges, and what learning leaders need to know.Read the remaining content with membership access. Join […]