Write for The Learning Professional

Beginning with the February 2017 issue, the journal of Learning Forward will be known as The Learning Professional. We will continue to produce several stories around a topic, focus, or theme. However, we have added space to run a variety of stories in each issue that are non-thematic. Now, we welcome your submissions on all professional learning topics at any time! Please see manuscript deadline dates below for upcoming issues. If you need to, please familiarize yourself with our Writers Guidelines.

August 2018: Social and emotional learning

Social and emotional learning (SEL) skills, like managing frustration and cooperating with peers, are integral to learning – and not just for students. Adults’ SEL skills help educators reach students effectively and model the capacities we want students to develop. Building on the research-based consensus that SEL matters, this issue will examine innovative and effective ways that schools and districts are building educators’ capacity to integrate SEL with academic learning. It will show how schools are using communities of practice, coaching, and external support to make SEL a meaningful, connected part of schools’ work.

October 2018: Supporting equity with professional learning

Equitable access to learning for all students, regardless of backgrounds and needs, is an essential goal for schools. Recognizing the need for school cultures that champion equity, school leaders are grappling with how to support faculty to take an equity approach in their day-to-day work. This issue will provide examples of professional learning that supports an equity approach. It will examine adult learning through the lenses of individual, institutional, and structural change to achieve better teaching and learning outcomes for all.

December 2018: The intersection of curriculum and professional learning

High-quality instructional materials play an important role in student learning, research shows. Effective professional learning can help schools and districts choose and implement high-quality materials to elevate educator practice and improve student learning outcomes. This issue will highlight examples of how schools use collaborative, job-embedded teacher learning to deeply understand and support student use of instructional materials. It will also address how implementing these materials can support equity of educational opportunity.

Learning Forward prefers to receive articles electronically. Send inquiries or manuscripts to Christy Colclasure at christy.colclasure@learningforward.org.


Future themes and deadlines are coming soon.​​