Learning Forward Academy: 30 Years Of Educator Learning And Growth

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Learning Forward Academy: 30 years of educator learning and growth

By Jefna M. Cohen

Categories: Career pathways, Continuous improvement, Leadership, Learning communities

For three decades, the Learning Forward Academy has supported education leaders working to improve their schools and systems through a multiyear deep dive into professional learning. Since its inception, the academy has inspired and enhanced the professional learning work of more than 1,600 educators, and they serve as a testament to the power of standards-based, aligned educator learning. The academy is a unique learning experience because of its intensive, cohort-based model and its focus on transforming organizations to improve results for all students. Graduates credit the academy with expanding their thinking about what effective professional learning looks like, giving them practical tools to make changes, and facilitating lifelong collaboration with other learning professionals. As the academy celebrates its 30th anniversary, Shannon Bogle, Learning Forward’s director

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Learning Forward academy program components

Understand the system, plan, and prioritize action. Each academy member identifies a specific challenge within their school or district that focuses on the instructional core, is observable, connects to a broader improvement strategy, and directly impacts student outcomes. Educators analyze data from their system, including results of the Standards Assessment Inventory.

Then participants learn about root cause analysis, the process of looking deeply at the factors causing educational challenges, as well as the tools and processes for developing effective, sustainable solutions. Members hone their focus on a problem of practice that must center and benefit students. Examples include implementing specific teaching methods, increasing student performance, and improving school culture.

Measure changes and use evaluation frameworks. Members learn to use an evaluation framework to measure progress toward their goals and problem of practice in a way that is aligned with the overall vision for their district’s improvement plan. They learn about measuring changes in multiple areas that contribute to increasing student achievement. One of the models used to define outcomes examines educators’ knowledge, attitude, skills, aspirations, and behavior, also known as KASAB.

Execute and support the plan. Academy members refine their evaluation framework and explore potential solutions and strategies centered in professional learning to address the identified problem. This step may involve researching best practices, learning from other districts, and considering innovative approaches. Then they develop a theory of change, which is a structure for the strategies, actions, conditions, and resources needed to facilitate the desired improvements.

Analyze data and share findings. Participants craft evaluation plans aimed at gauging the effectiveness of their initiatives. Following the implementation phase and data collection, an intricate data analysis guides them in discerning opportunities to broaden the reach of their efforts. The academy places great importance on empowering educators to champion their work. Gathering data, disseminating their findings, and showcasing the positive impact on educators and students all play pivotal roles in advocating for continued funding and support for professional learning.

Celebrate graduation and plan next steps. At participants’ third Learning Forward Annual Conference, they celebrate and acknowledge their hard work at a graduation ceremony. Educators reflect on their learning experiences and change management processes and share what they’ve learned with the wider Learning Forward community.