Professional learning is essential for improved teaching and learning. Even experienced educators confront new challenges each year, like new curriculum and evolving student needs. Just like doctors have to stay up to date with new medical developments, teachers and administrators have to keep learning about the latest research and best practices so that every student learns to read, masters content, and develops skills they will need in work and life.
Professional learning works best when it is collaborative, a regular part of day-to-day work, relevant to students’ needs, shaped with input from teachers, and connected to school improvement goals. It will help ensure that everyone in the system – like teachers, principals, coaches, and superintendents – is on the same page.
Research shows that high-quality professional learning:
- Strengthens teachers’ instruction
- Improves student outcomes
- Encourages strong teachers to stay in the profession
- Helps recruit new teachers and principals
Shareable fact sheets: Why professional learning matters
Research
Study shows impact of high-quality professional learning on teachers and students
Maryland students make math gains, powered by professional learning
Instructional coaching has positive effects on teaching and learning
Investments in school leaders improve teaching and learning
Math and science professional learning interventions are linked to positive outcomes
Successful districts improve teacher retention through professional learning and support
Infographics
Professional learning success stories:
When Noline Martin became assistant principal at Thurgood Marshall Elementary, a pre-K-6 school in Richardson, Texas, in 2017, the school was working its way up from being declared a failing campus two years earlier.
Principal Syeda Carter has a literacy success story to tell. It’s a tale of determination, learning, and overcoming obstacles that leads to achieving one of the most important goals of education: ensuring every child can read.
With targeted leadership support, Missouri principals are staying in their jobs longer and having a positive impact on student achievement.
With the ever-expanding role of technology in schools, many teachers have participated in one-time, stand-alone workshops to learn how to use a new program, app, or other tool.
Learning Forward board of trustees member Denise Swee’alt Augustine has been an educator for over 25 years in British Columbia, Canada. Augustine is a First Nations woman who lives in the Cowichan Valley on Vancouver Island, on the unceded lands of the Hul’q’umi’num people.
A key federal funding source dedicated to enhancing the quality of educators and leaders at the school, district, and state levels is Title II, Part A, also known as the Supporting Effective Instruction State Grant Program. Authorized under the Elementary and Secondary Education Act, its primary goal is to ensure all students have greater access to effective educators.
The program supports various initiatives, including instructional coaching, mentoring, leadership development, professional learning communities, and teacher residency programs. Funding is allocated to state educational agencies, which then distribute subgrants to local education agencies, facilitating the implementation of these programs nationwide. Learning Forward acts as an advocate to keep Title II funded for U.S. students: Powered by Title II
