Learning Forward
Equity and excellence in teaching and learning.
We know evaluation data helps inform decision-makers about the time, human capital, and funding required for professional learning to be effective. Evaluation data also guides program improvement and sets leaders’ expectations for ongoing monitoring and accountability. Yet understanding and documenting how professional learning is leading to improved outcomes for educators and students is challenging for many reasons (Research Partnership for Professional Learning, 2023). The complexities of the educational systems in which professional learning happens mean there are multiple factors that could potentially contribute to changes in teacher and student outcomes, making it difficult to isolate the effects of the adult learning. Chronic challenges such as educator turnover, shifting strategic priorities, and participant attrition can derail even the most carefully designed evaluation plan and make the
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References
Learning Forward. (2022). Standards for Professional Learning.
Nelsestuen, K. & Smith, J. (2020). Empathy interviews. The Learning Professional, 41(5), 59-62.
Research Partnership for Professional Learning. (2023). Measuring teacher professional learning: Why it’s hard and what we can do about it. tinyurl.com/5fumdbbk
Walston, J. & Conley, M. (2022). Practical measurement for continuous improvement in the classroom: A toolkit for educators (REL 2023-139). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
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.
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