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Excellent Teaching and Learning Every Day
The Learning Professional

Learning Forward's journal, JSD, has changed its name to The Learning Professional. The bimonthly magazine is still the same well-respected journal of professional learning — but with an updated look and member focus. The Learning Professional addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacher quality.

See Upcoming Themes and Writer's Guidelines.

All articles in the The Learning Professional are protected by copyright. To obtain permission to copy or reprint any article, please contact Christy Colclasure (fax: 513-523-0638; email: christy.colclasure@learningforward.org). Your request should include the number of copies you wish to create and how you intend to use those copies. Please allow two weeks for a response. 

Complete information about advertising in The Learning Professional
 is available in our 2017 media kit.

To access any of the articles in this issue, click on the "Download Now" link. Learning Forward members are able to download any of the articles in this issue at no charge. A limited number of articles are available to the public.



Most Recent Issue:



    The Learning Professional, April 2017


    The Learning Professional April 2017

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    Voices

    I Say

    By Pasi Sahlberg

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    Full interview (online only)

    Here We Go

    By Eric Celeste

    Recognition of districts’ hard work brings a measure of satisfaction. Three of the eight winners in the Great Districts for Great Teachers initiative are members of Learning Forward’s Redesign PD Community of Practice.

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    MEMBER SPOTLIGHT

    By Andrea von Biberstein

    As part of her own continuous cycle of learning, Andrea von Biberstein has alternated roles as teacher, coach, and professional learning program director.

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    OUR TAKE

    By Tracy Crow

    Bring your best evidence forward to show professional learning’s worth.

    The persistence of negative perceptions about professional learning makes it all the more imperative that educators include evaluation as a vital component of their planning.

    (Available to the public.)

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    WHAT I'VE LEARNED

    By Michael McNeff

    Let’s focus on quality of instruction rather than quantity.

    We seem to think that if we have more time in front of kids, they will learn more. What if we reduce the amount of instructional time and build in teacher collaboration that is focused on improving instruction?

    (Available to the public.)

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    ASK

    By Stephanie Hirsh

    How do I justify the professional learning plan for my school under ESSA?

    Guidance documents on implementation explain ESSA’s four levels of evidence, and Learning Forward’s Standards for Professional Learning can help.

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    BEING FORWARD

    By Scott Laurence

    Bring stakeholders on board by gathering multiple measures of success.

    It’s important that professional learning leaders continue to find ways to document success and tie it to teacher excellence and student achievement.

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    Research

    RESEARCH REVIEW

    By Joellen Killion

    Meta-analysis reveals coaching’s positive impact on instruction and achievement.

    A meta-analysis of 37 studies of teacher coaching, many focused on literacy coaching, reveals that coaching positively affects both teaching practice and student achievement.

    (Available to the public.)

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    ESSENTIALS

    Keeping up with hot topics.

    • California policy
    • Strengthening leadership
    • New teachers
    • Decoding ESSA

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    Focus: Measuring Impact

    Why evaluations fail: To achieve meaningful results, address these common challenges.

    By Joellen Killion

    Evaluation of professional learning is challenging work primarily for three reasons: the need for clear outcomes, clear purpose, and appropriate methodology and design. Explore these challenges and learn ways to avoid them.

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    Where do you want to get to? Effective professional learning begins with a clear destination in mind.

    By Thomas R. Guskey

    Educators often shy away from evaluating professional learning experiences because they believe the process requires knowledge and skills they don’t possess. In truth, evaluation is a relatively simple process that begins by answering three essential questions.

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    Learning that’s made to measure: Embedded assessments gauge educators’ growth and impact.

    By Giselle O. Martin-Kniep and Rebecca Shubert

    Educators from 10 school districts participated in a professional learning experience that illustrates how program-embedded assessment can help facilitators and learners document their learning while revealing the complexities of assessing hard-to-measure learning outcomes.

    (Available to the public.)

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    Partners in a common cause: External evaluators team with practitioners to build data use practices.

    By Stephanie B. Wilkerson and Margie Johnson

    A partnership between educators in Tennessee and external evaluators, created to evaluate the FOCUS 25 MEASURING IMPACT implementation and effectiveness of a new data use initiative, built awareness and understanding of the evaluation process along with buy-in and produced lessons to guide others interested in establishing collaborative evaluation partnerships.

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    Pilot program aims high: Challenges en route help district find success in measuring impact.

    By Eric Celeste

    Denver Public Schools’ Professional Learning Center decided to tackle a problem of practice that has vexed systems and departments across the country: How to measure the impact of professional learning. Along the way were struggles, modifications, and lessons learned that eventually helped the program bear fruit.

    (Available to the public.)

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    Ideas

    An argument for learning: Science teachers and students build literacy through text-based investigations.

    By Cynthia Greenleaf and Willard R. Brown

    Participants in the California Teacher Inquiry Network learn the art of making their invisible thinking processes visible, helping them see more clearly that they have internal resources to help students master similar kinds of thinking processes.

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    Growing support for principals: Principal supervisors collaborate and problem solve in learning communities.

    By Jill A. Baker and Gary S. Bloom

    Over the past four years, the role of principal supervisor in Long Beach Unified School District in California has shifted from compliance and at-a-distance supervision practices to a deeply rooted coaching orientation, support for addressing student achievement issues, and a focus on quality instruction in every classroom. This article is sponsored by The Wallace Foundation.

    (Available to the public.)

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    What literacy means in math class: Teacher team explores ways to remake instruction to develop students’ skills.

    By Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird

    A team of high school math teachers in Massachusetts participated in a two-year exploration of disciplinary literacy in content classrooms and, as a result, designed instructional routines in math classes that are sensitive to and supportive of students’ development of the literacy skills necessary for mathematics.

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    Tools

    Align your district’s professional learning under ESSA.

    • Vision-setting protocols.
    • Define high-quality professional learning at the school level.
    • Create a clear picture of what the definition looks like in action.
    • Clarify how each level of the education system can contribute to high-quality learning systems.

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    Updates

    The latest from Learning Forward.

    How proposed funding cuts affect educators.

    (Available to the public.)

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    Florida district partners with teachers to redesign learning.

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    A new book for teacher learning teams.

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    ABSTRACTS for April 2017 The Learning Professional.

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    AT A GLANCE

    Standards for Professional Learning: Why they matter.

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    THROUGH THE LENS of Learning Forward's Standards for Professional Learning.

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