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By Elizabeth Foster
August 2017
Vol. 38 No. 4
Across the country right now, states and districts are thinking about their ESSA plans — the funding, the requirements, the changes that are in the plan that will need to be implemented in the coming years. While there is a lot to consider, ESSA can potentially create real opportunity to improve teaching and learning because of the way it defines and lays out expectations for professional learning. Because of the call for equity along with excellence as well as for an increased use of evidence and data, ESSA could catalyze new visions of professional learning systems and greater emphasis on what the evidence says constitutes effective professional development. However, given concerns about funding and the other requirements competing for attention, how do we seize this

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Elizabeth Foster (elizabeth.foster@learningforward.org) is associate director of standards, research, and strategy at Learning Forward.

References

Darling-Hammond, L., Hyler, M.E., Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.


Vice President, Standards & Research | + posts

Elizabeth Foster (elizabeth.foster@learningforward.org) is vice president, research & standards at Learning Forward. In each issue of The Learning Professional, Foster explores recent research to help practitioners understand the impact of particular professional learning practices on student outcomes.


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