Turnover and transition are facts of life in schools. Although these trends create challenges, they have some positive sides as well, including professional growth. Many educators change roles, schools, or focus areas at some point in their careers because they want to learn and deploy new skills or broaden the type of impact they make. Tailored professional learning and support are essential for achieving those goals, but they are often overlooked.

In this issue of The Learning Professional, we dedicate articles to education professionals new to a range of roles: superintendents, principals, coaches, and teachers. The issue’s authors provide strategies and advice specific to each of these roles. At the same time, there are clear themes that apply to navigating all new roles, including listening to learn and building trust.

The strategies described in these articles are designed not just for the “newbies” but for those who oversee and support them. Meaningful professional learning occurs through systems of support, not one-off activities, as outlined in Learning Forward’s Standards for Professional Learning. And while Learning Forward encourages all educators to advocate for their own professional learning, we emphasize the responsibility of leaders and systems to enable and sustain high-quality professional learning. (See the Conditions for Success frame of the standards.)

For example, in the excerpt from Learning Forward’s upcoming book Mentoring for New Teachers (see article here), Leslie Ceballos and her co-authors describe the benefits of an intentional mentoring system shaped around learning cycles and grounded in professional learning for mentors. Kristen Moreland and Sara Scribner’s article (see article here) describes the power of districts, universities, and communities coming together to build systems that address multiple barriers for new educators.

We’re fortunate to have Q&A features with two esteemed educational leaders who are champions of professional learning systems and who have seen the power of ongoing educator learning to improve students’ lives. Carey Wright (see article here) is the state superintendent of education in Maryland, which recently adopted the Standards for Professional Learning and is aligning professional learning with its Blueprint for Maryland’s Future. Currently, Learning Forward is working with trainers and coaches from across the state to implement high-quality professional learning to achieve the state’s education goals.

Michael Hinojosa (see article here) is former superintendent of several large districts and currently the superintendent in residence for the Council of the Great City Schools. He shares advice about superintendents’ roles in creating culture and climate, nurturing talented educators at all levels, and how to create a “success triangle.”

Many of the strategies described in this issue are useful for navigating a wide range of changes that occur in schools, not just role transitions but also changes in school and district structures, leadership, and funding. Building and practicing the skills to thrive in the context of change is more important than ever, given the rapidly evolving nature and needs of schools and communities.

As you navigate changes in your educational system, Learning Forward is here to support you with our collection of resources, personalized professional services, and ongoing learning events. Reach out and let us know how we can help.

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