Learning Forward
Equity and excellence in teaching and learning.
Research and Reports
In this call to action building on the Canada study, Fullan and Hargreaves outline an argument for meaningful professional learning and development. They conclude with actions for teachers, systems, and Canada to take to establish a culture of collaborative professionalism.
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Several education organizations formed the British Columbia Education Collaborative, which undertook a comprehensive analysis of British Columbia’s education system and the state of professional learning in the province.This executive summary offers an overview of this analysis and raises questions for further exploration and consideration.
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Several education organizations formed the British Columbia Education Collaborative, which undertook a comprehensive analysis of British Columbia’s education system and the state of professional learning in the province.This case study offers the details of this analysis with examples from across the province and raises questions for further exploration and consideration.
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Explore the details of educators’ professional learning in Alberta in this case study, which analyzes teachers’ experiences and the system conditions that sustain them. The case study draws upon the voices of educators and representatives from relevant organizations to synthesize findings. Multiple examples from across the province are included.
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Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada.
A research team led by Carol Campbell, Associate Professor of Leadership and Educational Change at the Ontario Institute for Studies in Education (OISE), University of Toronto, examined the professional learning that educators experience in the provinces and territories of Canada. The study identifies key components and features of effective professional learning and highlights findings from what educators in the nation experience.
Included here are reports and papers resulting from the study. More will be shared as they are completed.
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Created for leaders or leadership teams interested in initiating, expanding or assessing and revising approaches to teacher leadership within schools or school systems, this report offers a set of guiding questions for each of four core components of a systemic approach to teacher leadership.
The report’s team of authors, Joellen Killion, Cindy Harrison, Amy Colton, Chris Bryan, Ann Delehant, and Debbie Cooke, emphasize that teacher leadership, to have its greatest impact, must be contextually defined and operationalized within conditions unique to every school district and deeply embedded in the day-to-day work of teachers and administrators.
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