Write For The Learning Professional
The Learning Professional is the flagship publication of Learning Forward. The magazine is published six times a year and is included in all categories of membership in Learning Forward.
The Learning Professional editors looks for practical articles by leading educators that show the challenges and successes related to implementing professional learning grounded in the Standards for Professional Learning. They expect articles that are interesting, thought provoking, timely, practical, informative, concise, and complete.
Issues are organized around themes. Authors are encouraged to submit articles for the upcoming themes. In addition, the editors look for articles that reflect Learning Forward’s current organizational priorities, which include educational equity, professional learning linked to high-quality instructional materials, and research on the impact of professional learning. Most issues also include a small number of articles that are non-thematic.
The Learning Professional offers no payment for articles. Decisions regarding publication are made by The Learning Professional editor and other staff. The Learning Professional is not peer- or blind-reviewed. Learning Forward reserves the right to reject poor quality or untimely material, whether solicited or otherwise, at any time during the editing process. Initial acceptance of an article is not a guarantee of publication.
Manuscripts, editorial correspondence, and questions about submissions should be sent to firstname.lastname@example.org
Issue themes 2021
February 2021: Looking forward
For our first issue of 2021, we’ll be reflecting on where we’ve been over the past year and looking ahead to the future. We will examine what we have learned since the start of the pandemic that will help professional learning efforts in the years to come, especially about improving equity. We will examine topics like racial diversity in the workforce and building leaders’ capacity to lead with an equity lens. We’ll also share insights from Learning Forward networks and projects, including the research base behind the revision of the Standards for Professional Learning.
April 2021: Early learning
Preschool and the early elementary years lay a vital foundation for later learning. Young students have unique needs, and that means their teachers and school leaders – including those who oversee multiple grade levels – need tailored professional learning. This issue will examine how to build capacity among teachers, administrators, and other leaders for meeting the needs of young students. Topics may include: professional learning for leaders who don’t have a background in early childhood education; strategies for young students during remote learning and physically distanced classrooms; how to build equity in the early years; and building bridges between pre-K and the elementary grades.
Deadline: January 31, 2021
June 2021: Action for racial equity
What will it take to dismantle institutionalized racism and achieve equity in our schools? Learning Forward believes that professional learning is a critical lever in this process. In partnership with the Education Trust, this issue of The Learning Professional will focus on ways professional learning can equip teachers and leaders at all levels to take concrete steps that turn racial equity values into action.
Articles should describe effective actions for equity and provide evidence that the actions are making a difference. We aim to feature multiple entry points to the urgent work of building equity, and we encourage submissions from educators and thought leaders at all levels (e.g., classrooms and schools; districts and charter management organizations; states and provinces; technical assistance providers and scholars). Topics may include: hiring and support practices that nurture teachers and leaders of color; instructional strategies for centering the voices of students of color; redesigned structures for class scheduling, staffing, and student discipline to disrupt inequity; selecting and implementing rigorous and culturally-sustaining content and curriculum; the evolving roles of district chief equity officers; and courageous leadership for productive struggle.
Deadline: February 15, 2021
August 2021: SEL for all
Amid the twin pandemics of COVID and racism, students and educators are coping with alarming levels of stress, trauma, and mental health problems. How do we ensure that schools are safe and supportive for all, whether in person or online? This issue will focus on the essential role of professional learning, including how to equip educators with the tools to integrate social and emotional learning; support implementation of trauma-sensitive practices; and give educators space and strategies to cope with stress and build resilience. We welcome articles focused on students’ and/or educators’ SEL and well-being at all levels.
Deadline: April 15, 2021
October: School leadership in stressful times
What does it mean to be a strong leader in these times? What skills and capacities do leaders need to support staff and students today, and how can professional learning build those capacities? This issue will examine strategies, tools, and key considerations for principals, assistant principals, teacher leaders, and other building-level leaders. Possible topics include: equity-focused leadership; how leaders can address pandemic-related learning loss; virtual professional learning networks for leaders; leadership coaching; and how to cultivate the next generation of leaders.
Deadline: June 15, 2021
December: Building equity through professional learning
Learning Forward’s vision for equity requires transformation at every level of the education system. This issue will build on the June 2021 issue to continue the conversation about how professional learning can build equity for all. It will examine specific ways that professional learning aligned to the Standards for Professional Learning is disrupting and dismantling causal inequities, with concrete strategies and examples. Check back here for more information about this issue in the coming months.
The Learning Professional looks for brief (2,000-2,500 words) manuscripts that are helpful to practicing pre-K-12 educators and administrators, as well as those who support their work (e.g., nonprofit organizations, higher education). Published articles will have as their primary focus professional learning and may include the purpose and goals of the learning, what the learning looks like, the support and context related to successful implementation, who is involved, and the results and impact of the learning.
Our primary audience is education leaders, including superintendents and other district staff; principals and assistant principals; directors of professional learning, directors of curriculum and instruction, and other administrators responsible for professional learning; instructional coaches and other leaders of professional learning; lead teachers and classroom teachers; along with those who lead, conceive, or evaluate professional learning from organizations outside of schools or school systems, for example universities and non-profit organizations.
Highest consideration will be given to work that is aligned with the Standards for Professional Learning and can provide data demonstrating improvements in educator practices and/or student learning.
We prefer articles written in an informal, conversational style. Writers should avoid educational jargon and complicated phrasing. They should write in simple, direct sentences. When appropriate, writers may share their stories in the first person.
We discourage the use of lengthy quotations from other published work. References to previous research and writing should be in support of and woven into the writer’s unique arguments or insights. We look for articles that make a unique contribution and generally do not publish literature reviews unless they have a new and specific application or insight.
Writers should look for opportunities to break out interesting information into separate "sidebars'' to run with the main article.
If methodology is essential for understanding, please include that in a sidebar and not in the main text of the manuscript. Writers also can include a list of additional resources (books, articles, videos, web sites) that are not referenced directly in the article. Where appropriate, graphs and charts also can be used to illustrate key points. Writers should provide the raw data for such charts and not attempt to produce a publishable graphic on their own.
Submit your manuscript using the form below
Format for submissions:
Cover page should include
- Suggested title of article. (Please note that all titles are subject to change by Learning Forward.)
- Writer's name.
- The theme and date of issue for which the manuscript is being submitted.
- Complete contact information for the writer(s), including phone, address, and e-mail address. This information is essential for follow up contact.
- Writer's current professional position. You may also identify any major articles or books you have recently published.
- A word count.
Learning Forward acknowledges every manuscript that is received. Writers should expect a confirmation message within several weeks of the manuscript deadline.
The Learning Professional editor and other staff review each submission to determine its appropriateness for The Learning Professional. Manuscripts are either accepted as submitted, returned for revisions, or rejected.
We ask that you not submit manuscripts that are currently under consideration or in process with another publication.
An early option for writers: Well in advance of the final deadline, writers can submit by e-mail a brief synopsis of a few hundred words regarding an article they would like to write. Either the editor or the director of communications of The Learning Professional will respond regarding the appropriateness of the idea and offer early guidance about producing such an article.
Style and references
Writers are responsible for providing complete and accurate references, as appropriate. For references, The Learning Professional adapts guidelines established in the most recent Publication Manual of the American Psychological Association. Please be sure to consult APA's 2020 revision of the manual; new requirements include noting a DOI number when applicable. Writers are expected to ensure that their references comply with those guidelines.
Cite references in text like this (Sparks, 1997) and list them in bibliographic form at the end of the article. See a recent issue of The Learning Professional for examples of citations.
Authors bear full responsibility for the accuracy of citations, quotations, and information supplied for figures and charts. For questions of spelling, we use Webster's Eleventh Edition Collegiate Dictionary.
Where appropriate, writers also can include a list of additional resources, even if they are not directly cited in the article.
The editing process
If your article is accepted, it will be edited for publication by the editor and managing editor and will also be copy edited.
During this process, the editor is likely to contact you to clarify certain points. Because we strive for high-quality writing, your article is likely to undergo substantial editing, including some rewriting and reorganizing. Remember that this is a normal part of the editing process for any publication with high standards. Don't be startled or upset that an editor is changing your article. The editor's goal is to produce the most readable and interesting article possible for the magazine's targeted audience. Your help and understanding in this process is greatly appreciated.
You will receive an edited version to review, correct, and approve. Typically, you will be asked to return the article within several days.
When you receive this final edited version, you also will receive a copyright form. Signing that form gives Learning Forward permission to print your article in The Learning Professional, to post it on our web site, and to use it for other electronic purposes. When signing this form, you verify that your work is original. Authors are responsible for citing other works as appropriate and seeking permissions to include artifacts or elements that are not original.
The Learning Professional encourages writers to submit appropriate photographs to illustrate their articles. We prefer full-color, high-resolution (minimum 300 dpi) jpgs.
When a photograph has been accepted, please include a note with each photograph that:
- Identifies the individuals pictured;
- Describes what they are doing and where; and
- Names the photographer.
Writers are responsible for obtaining written permission for publication from the subjects of the photographs. If photographs have been published by a local newspaper or magazine, we will make the necessary contacts to obtain those photos if you will provide us with the appropriate information. The Learning Professional also will bear the cost of purchasing such photographs.
When your article is published
Writers receives two complimentary copies of the issue containing their published articles. Those copies will be mailed as soon as they are received in The Learning Professional office. In addition, writers will receive instructions for purchasing additional copies if they wish to do so.