Learning Forward
Equity and excellence in teaching and learning.
Standards for professional learning
August 2011
Vol. 32 No. 4
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In This Issue
ARTICLES
Resources
The dollars and sense of comprehensive professional learning.
Data
Learning Forward’s Standards for Professional Learning have the potential to influence educational policy and practice in profound ways for the systems that are courageous enough to take them seriously, and […]
If we open our minds, we can close the generation gap in the workplace
The effectiveness of professional development aimed at increasing cultural awareness among teachers depends on matching the needs of teachers to the appropriate approach. For the last 10 years, we have […]
Standards policy action guide
Full implementation of the new Standards for Professional Learning will require individuals and teams of education leaders to become advocates for effective professional learning and to advance policy changes required […]
Leadership
“Everyone has a stake in the education of our children … [and] people who work in schools and people who study schools know that leadership makes a difference” (Wahlstrom, Louis, […]
Cultural Proficiency
The effectiveness of professional development aimed at increasing cultural awareness among teachers depends on matching the needs of teachers to the appropriate approach. For the last 10 years, we have […]
When leaders value standards, they create effective work cultures
As a principal of a high-poverty campus, I am always on the lookout for additional funds. As I’ve mentioned before, I am fortunate to work with outstanding teacher leaders who are […]
Abstracts
New standards put the spotlight on professional learning. By Hayes Mizell, Shirley Hord, Joellen Killion, and Stephanie Hirsh Learning Forward introduces new Standards for Professional Learning outlining the characteristics of […]
Outcomes
Coaching, teaching standards, and feedback mark the teacher’s road to mastery.
New Standards put the spotlight on professional learning
Today’s educators work under tre- mendous pressure. They are held accountable for preparing all stu- dents to meet increasingly rigor- ous academic standards. They must enable all students to per- […]
MetLife Foundation supports standards
Learning Forward has received a $500,000 grant from MetLife Foundation to disseminate and implement its newly revised Standards for Professional Learning. Forty professional associations and education organizations contributed to the revision […]
From the editor
We released our new Standards for Professional Learning a month ago and are so excited to share them with members and the field.You’ll read in these pages about why we […]
Content-focused learning improves teacher practice and student results
Content focus and coherence are fundamental to professional devel- opment that helps teachers boost student learning. Learning Forward’s Outcomes standard emphasizes that teacher learning should be focused on subject-matter content […]
Forge a commitment to authentic professional learning
All work to improve the quality of profes- sional development must begin with one simple assumption: Teaching is an incredibly complex profession that draws on a wide set of intellectual […]
Implementation
One indisputable finding from our years of research on what it takes to conduct successful change in schools and colleges is this: Introducing new practices alone seldom results in new […]
Districts can take a powerful first step by adopting the new Standards for Professional Le
We’re so proud that we’ve just released the Standards for Professional Learning. The previous version of standards was adopted or adapted into policy in more than 30 states; however, only four or five districts […]
Learning Designs
Designers reside mostly in school districts and schools and can have primary assignments of all sorts. In many districts, central office personnel are most visible on design committees, but teachers, […]
Learning communities
Learning communities are best defined as “ongoing groups … who meet regularly for the purposes of increasing their own learning and that of their students“ (Lieberman & Miller, 2008, p. […]
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