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# Learning Forward - The Professional Learning Association

## Sitemaps
- [XML Sitemap](https://learningforward.org/sitemap_index.xml): Includes all crawlable and indexable pages.

## Posts
- [Better together: The five stages of the learning team cycle](https://learningforward.org/2026/10/02/better-together-the-five-stages-of-the-learning-team-cycle/): Educators work in teams all the time. We analyze data, plan lessons, discuss students, share resources, and solve problems together.
- [Healthy teachers, happy classrooms](https://learningforward.org/2026/09/25/healthy-teachers-happy-classrooms/): As I prepare to turn 75 this year, I still have a passion for education. I knew I wanted to teach when I was six years old. Having a passion for your profession is one of the 12 principles that help people avoid burnout, increase optimism, and support their physical well-being. I look forward to addressing all 12 in my preconference session at Learning Forward's Annual Conference.
- [Education in the age of AI: Toward a pedagogy of voice](https://learningforward.org/2026/09/21/education-in-the-age-of-ai-toward-a-pedagogy-of-voice/): Artificial intelligence is reshaping what it means to learn, read, write, create, and communicate in schools. As AI becomes embedded in classrooms and workplaces, educators are confronting a pivotal question that technology cannot answer: “Whose voices are being centered?"
- [Foundational strategies for instructional coaches](https://learningforward.org/2026/09/21/foundational-strategies-for-instructional-coaches/): The skills and mindset required for effective instructional coaching are vast. Coaches need a deep understanding of classroom management, learning standards, and high-impact instructional strategies paired with quality curriculum materials.
- [Evaluation: The key to improving professional learning](https://learningforward.org/2026/09/15/evaluation-the-key-to-improving-professional-learning/): Educators know that meaningful evaluation can transform learning. When we evaluate student learning, we gain valuable insight into what content, strategies, and approaches are making a difference and what may need to change. Summative evaluations help us understand the outcomes of our efforts, while formative evaluations give us timely feedback that can guide adjustments along the way. Together, they help educators make informed decisions that strengthen teaching and improve students’ learning experiences.
- [Understanding learning science principles transforms the way we teach and learn](https://learningforward.org/2026/09/14/understanding-learning-science-principles-transforms-the-way-we-teach-and-learn/): A group of teachers emerges from their Tuesday team meeting, notebooks and coffee in hand, checking their watches and two-stepping to pick up their next classes. The team had been planning the introduction to an upcoming science unit on electrical circuits. They wanted students to understand what makes a simple circuit complete and to explain why a particular circuit would or would not work. During the meeting, the instructional coach suggested that students examine diagrams of different electrical circuits, sort them into two groups — those likely to work and those unlikely to work — and identify the features that distinguish one group from the other before receiving an explanation of the underlying concepts and vocabulary.
- [Where we see the standards in the implementation of Coach.Teach.Write](https://learningforward.org/2026/09/11/where-we-see-the-standards-in-the-implementation-of-coach-teach-write/): What does it take to design, implement, and sustain high-quality professional learning that has the potential to boost middle school student writing quality? A great deal, it turns out, but this won’t come as a surprise to Learning Forward members and readers. With any story of research-based professional learning, there are layers of student needs, goals, administrative support, educator learning, and instructional changes that make this happen. There are also the interlocking components of planning, scheduling, and coaching. This is one of the reasons Learning Forward has devoted several articles to explaining aspects of the Coach.Teach.Write program this past year.
- [Congress prepares to depart, postponing FY27 funding decisions until after the elections](https://learningforward.org/2026/09/09/congress-prepares-to-depart-postponing-fy27-funding-decisions-until-after-the-elections/): Congress is poised to recess for the fall election as soon as September 17th. Fortunately, it is leaving after having passed a bill that will prevent a federal government shutdown on October 1st, when the federal fiscal year ends. The CR passed by Congress and signed by the President in early September will keep the government operating at last year’s spending levels through December 11. This means that there will be no federal government shutdown before the election and that any final decisions on FY27 appropriations will not occur until after the elections.
- [How Maryland is making state-level change to high-quality professional learning](https://learningforward.org/2026/09/09/how-maryland-is-making-state-level-change-to-high-quality-professional-learning/): Following enactment of Blueprint for Maryland’s Future requiring by statute a new statewide system of professional learning be developed and provided to every K-12 teacher, the Maryland State Department of Education partnered with Learning Forward to launch a structured system of professional learning that ensures all teachers have access to intentionally designed, differentiated learning experiences that would effect positive changes in educator practice and improved student outcomes at scale.
- [Reclaiming professional learning in a time of overload](https://learningforward.org/2026/09/08/reclaiming-professional-learning-in-a-time-of-overload/): Last year, after facilitating our preconference session on designing powerful professional learning, one participant’s comment stayed with us:
- [When we’re (not) all on the same page, clarity counts](https://learningforward.org/2026/09/02/when-were-not-all-on-the-same-page-clarity-counts/): Your meetings are somehow...off. Not many people are contributing, and it feels like projects being discussed are already moving full speed ahead, whether they are supporting a larger shared goal or not. What’s going on? A drumbeat of urgency that has become embedded in your team culture could be a symptom of a clarity gap.
- [‘Mirror moments’ can change your practice](https://learningforward.org/2026/08/31/mirror-moments-can-change-your-practice/): Have you ever had a mighty mirror moment?
- [Giving and accepting feedback is a professional capacity that can be improved](https://learningforward.org/2026/08/24/giving-and-accepting-feedback-is-a-professional-capacity-that-can-be-improved/): Hard conversations and candid feedback are necessary in schools with a healthy and professional culture of growth and development. And yet, most educators were never actually taught how to do either one well.
- [Back-to-School Toolkit sets the tone for high-quality professional learning](https://learningforward.org/2026/08/11/back-to-school-toolkit-sets-the-tone-for-high-quality-professional-learning/): As the new school year gets underway, it’s OK to admit your inaugural professional development may not be your favorite part of the season. (We get it, and we see your comments on social media!) Educators would agree that there is critically important required training that happens in the first weeks (think school safety, student health), but other mandatory sessions take time they would rather spend focused on instructional and classroom management priorities, connecting with peers and team members, and acquiring skills and knowledge they need to grow into the positions they have or the ones they want to have in the future.
- [Busy isn’t the same as learning: Why clarity matters more than ever](https://learningforward.org/2026/08/10/busy-isnt-the-same-as-learning-why-clarity-matters-more-than-ever/): Walk into almost any classroom and you will see activity. Students are discussing, writing, solving problems, working in groups, using technology, and completing assignments. Teachers are circulating, questioning, explaining, redirecting, and providing feedback. There is movement. There is energy. There is work being done. But here is the question we don’t ask often enough: Do students know what they are learning?
- [Sustain & support teachers with high-quality professional learning tied to curriculum](https://learningforward.org/2026/08/10/sustain-support-teachers-with-high-quality-professional-learning-tied-to-curriculum/): During Learning Forward’s Curriculum-Based Professional Learning (CBPL) Symposiums, we spend a considerable portion of the learning sessions focused on implementation that’s personalized to the attendees’ current work happening in their districts. Invariably during the intensive two days, they share a common challenge: How do we sustain and support teachers over time as they do the day-to-day work of implementing curriculum with their students?
- [Coaches can go deeper to support hesitant teachers](https://learningforward.org/2026/07/07/coaches-can-go-deeper-to-support-hesitant-teachers/): Effective coaching requires a true partnership. Some teachers are slow to warm up to coaching and others offer reasons why they do not wish to engage. To reach all teachers, coaches need a variety of ways to invite them into a productive coaching partnership focused on solving their problems of practice.
- [Professional learning powers principal impact](https://learningforward.org/2026/07/02/professional-learning-powers-principal-impact/): Research has long shown that principals can have a major impact on teaching and student learning, but The Principal Effect, a new report commissioned by The Wallace Foundation dives into the details of why and how principal leadership matters. At the center of those mechanisms is a consistent thread: ongoing professional learning and growth.
- [Six strategies for sustainable professional learning](https://learningforward.org/2026/06/12/six-strategies-for-sustainable-professional-learning/): Sustainability is an important but often elusive goal in educational improvement. Too often, even successful initiatives follow a predictable pattern: They begin with great promise and enthusiasm only to fade away after pilot projects and initial trainings end, funding runs out, or leaders move on to new roles. These challenges aren’t new, but they seem especially acute right now with the expiration of COVID relief funds, the threat of cuts to the federal education budget, and decreasing student enrollment trends that result in less per-pupil funding. What is an education leader to do to ensure successful long-term professional learning?
- [Leadership teams celebrate wins, plan for sustainable change](https://learningforward.org/2026/06/12/leadership-teams-celebrate-wins-plan-for-sustainable-change/): Over the past year, the Leadership Team Institute 2025-26 brought together over 30 leaders from seven teams from state and regional organizations and districts in Maryland, New York, and Delaware to learn about high-functioning team leadership, build their leadership team capacity, implement solutions to problems of practice, and create actionable professional learning plans that support growth at all levels. In June, the cohort met virtually with team coaches to reflect on their achievements and share plans for continued implementation.
- [Support principals and teachers by standing up for Title II-A](https://learningforward.org/2026/05/12/support-principals-and-teachers-by-standing-up-for-title-ii-a/): As the flowers bloom in Washington, D.C. and the temperatures climb, Congress once more turns its attention to education funding. Like each year in recent memory, education advocates must again make the case that professional learning merits federal investment. Many of the same headwinds on education spending that we saw last year are presenting themselves again: a Presidential budget that consolidates and cuts Title II-A, the $2.19 billion program that represents the federal government’s sole direct investment in professional learning; a persistent focus by the Administration on shutting down the Department of Education and scattering its programs to other federal agencies; and a slow-moving funding process that will not finish on time.
- [One chapter at a time: Data stories for shared improvement](https://learningforward.org/2026/05/01/one-chapter-at-a-time-data-stories-for-shared-improvement/): Springtime signals all types of transformation. Mother Nature shifts from browns to greens, communities emerge from winter routines, and in schools, educator turnover triggers a domino effect. One predictable byproduct of turnover is gaps in knowledge about the steps needing to connect this year’s improvement efforts to a logical sequence for next school year. When leadership transitions occur, improvement work can easily stall through omissions, lost momentum, and unnecessary restarts. In our experience, many of these side effects can be mitigated when improvement teams incorporate data stories.
- [The Learning Professional’s new issue is a featured thought leadership resource at researchED NYC this weekend](https://learningforward.org/2026/04/29/the-learning-professionals-new-issue-is-a-featured-thought-leadership-resource-at-researched-nyc-this-weekend/): Media contact: Gail Paul, gail.paul@learningforward.org
- [The coaching continuum: Providing the right support when it matters](https://learningforward.org/2026/04/28/the-coaching-continuum-providing-the-right-support-when-it-matters/): Coaching is most effective when it builds problem-solving skills and self-efficacy in coachees. To achieve this, effective coaches structure their coaching conversations in intentional ways to promote and support a client’s thinking rather than simply offering advice or suggestions to address the immediate problem. These coaching decisions not only promote professional growth but foster ownership and accountability for implementation and ownership of outcomes.
- [Supercharging your adult learning: It’s better together!](https://learningforward.org/2026/04/21/supercharging-your-adult-learning-its-better-together/): For those of us who can think way back and recall the Maytag repairman commercials, we may remember chuckling about the guy's predicament of coming into work each day and dealing with unyielding loneliness (as the appliances never seemed to need servicing).
- [New Action Guide for the Ohio Standards for Professional Learning](https://learningforward.org/2026/04/15/new-action-guide-for-the-ohio-standards-for-professional-learning/): The Action Guide - Ohio Standards for Professional Learning is a new resource now available on the Ohio Standards for Professional Learning webpage. In a recent update to its constituents, the Ohio State Board of Education announced the availability of the new action guide, which is designed to help educators and leaders develop effective, systemwide professional learning. It supports Ohio educators, school and district leaders, preparation providers, and professional learning partners in:
- [President’s budget proposal would slash funding for professional learning](https://learningforward.org/2026/04/10/presidents-budget-proposal-would-slash-funding-for-professional-learning/): On April 3rd, President Trump released his fiscal year 2027 (FY27) budget request, which includes requests for the U.S. Department of Education. Although the budget request maintains funding for some major education programs like Title I and IDEA, it requests that Congress enact significant cuts to other programs including Title II-A, the primary federal funding stream for professional learning.
- [High-quality curriculum implementation spotlight: Grow Public Schools](https://learningforward.org/2026/04/07/high-quality-curriculum-implementation-spotlight-grow-public-schools/): In this second part of Learning Forward’s blog series on the CalTex Curriculum-Based Professional Learning Network, we’re highlighting the work of Grow Public Schools, a charter network focused on serving students in the underserved areas of Kern County, California. Two schools—Grow Academy Arvin and Grow Academy Shafter—are participating in Learning Forward's latest CBPL Network, which launched in fall 2025. For more background on the CalTex CBPL Network, please see our first blog post here.
- [Tulsa leaders’ participation in Learning Forward Academy improves mentoring program](https://learningforward.org/2026/03/06/tulsa-leaders-participation-in-learning-forward-academy-improves-mentoring-program/): Nearly every day, Tulsa Public Schools’ Melissa Ihde works with Katy Green, executive director of Educator Effectiveness and Professional Learning, supporting novice and aspiring teachers. Outside of their normal work day, Green and Ihde, director of Teacher Development and Pathways, both participate in Learning Forward Academy, a multiyear active learning experience designed for profound educator enrichment.
- [Curriculum based professional learning to advance student learning](https://learningforward.org/2026/02/18/curriculum-based-professional-learning-to-advance-student-learning/): Research solidly supports the idea that curriculum has a direct impact on student engagement and learning. On their own, high-quality instructional materials are not enough; to make a positive impact on their students, teachers must engage in ongoing support to learn how to use high-quality curricula and implement them with integrity. Curriculum-based professional learning (CBPL) is an essential component of improving teacher practice and advancing student learning.
- [Designed for impact: Four strategies for customizing professional learning](https://learningforward.org/2026/02/16/designed-for-impact-four-strategies-for-customizing-professional-learning/): Learning Forward has years of experience in customizing professional learning programs for state, district, and local educational organizations. Contact us to talk through this and we can write a scope of work that fits your needs and can be implemented and scaled.
- [Moving from fragmentation to cohesive learning](https://learningforward.org/2026/02/11/moving-from-fragmentation-to-cohesive-learning/): For many years, our Monday afternoon professional learning time, referred to as Continuous Instructional Improvement (CII), was well-intentioned but fragmented. Sessions varied by teams and topics, initiatives competed for attention, and the impact on classroom practice was inconsistent. While each session had value, the absence of a shared through-line made it difficult for adult learning to translate to sustained instructional change towards improved student outcomes. This tension between strong professional learning and inconsistent classroom transfer became one of the core problems of practice, guiding my work in the Learning Forward Academy.
- [Final FY26 Appropriations Preserves Title II-A and Title IV-A](https://learningforward.org/2026/01/20/final-fy26-appropriations-preserves-title-ii-a-and-title-iv-a-takes-on-controversial-restructuring-proposals/): Yesterday afternoon, the U.S. House of Representatives passed, on a vote of 217 to 214, a five bill FY 2026 Appropriations minibus that contains final FY26 funding for the Departments of Labor, HHS, Education, Transportation, HUD, State, and Defense. It does not include final FY26 funding for the Department of Homeland Security as a result of Senate Democrats forcing the Senate to remove this bill from the package over ICE’s controversial activities in Minneapolis. Instead of funding Homeland Security (which includes ICE) in this package, the bill incorporates a 10-day continuing resolution for Homeland Security that will keep it operating until February 13th.
- [New Officers and Board Members at Learning Forward](https://learningforward.org/2026/01/13/new-officers-and-board-members-at-learning-forward/): DALLAS—Denise Swee’alt Augustine, retired former superintendent of Indigenous Education for the Ministry of Education in British Columbia, began her term as board chair of the Learning Forward Board of Trustees on Jan. 1, 2026.
- [Learning Forward’s AI Leadership Poll](https://learningforward.org/2026/01/13/learning-forwards-ai-leadership-poll/): During the 2025 Learning Forward Annual Conference, President and CEO Frederick Brown reported the results of the organization’s informal poll about AI in professional learning. Results show that most of the 500 education leaders participating in the poll (75%) use AI to design or implement professional learning, and about half (52%) say they would like more professional learning about AI than they have received heretofore. Education leaders say they use AI in their professional lives for editing written communication (80%); analyzing/summarizing data (68%); designing learning experiences for educators (68%); searching for/learning information (68%); and other administrative tasks (66%). More than half (61%) say AI is having a positive impact on the quality of professional learning in which they participate. The poll was not a representative sample of educators but a snapshot of conference attendees who chose to participate.
- [How to make new teacher mentoring lead to sustainable improvement](https://learningforward.org/2026/01/13/how-to-make-new-teacher-mentoring-lead-to-sustainable-improvement/): Mentoring is a powerful way to change these patterns and support new teachers regardless of their backgrounds. Yet only one in three new teachers has access to any form of mentoring or induction, and those programs that do exist vary in quality and intensity, according to Sharron Helmke, a certified professional coach and senior professional learning leader at Learning Forward. Helmke and her Learning Forward colleagues have long partnered with districts and schools to take a more effective, instructionally-focused approach that helps teachers develop into highly effective instructors who drive student achievement.
- [Take coaching conversations deeper this year](https://learningforward.org/2026/01/08/take-coaching-conversations-deeper-this-year/): As a certified professional coach who works with educators at all levels, I appreciated a recent blog published in Postive.News about the benefits of getting beyond surface-level conversations with others to truly connect with them. Author Tom Pattinson presented ways to initiate deeper conversations that will help anyone spark more meaningful connections this year. If your work, too, is to support the professional growth of others, I think you will find value in Pattinson’s five suggestions, which I have expanded upon for educators who have coaching responsibilities.
- [How generative AI can empower teachers and personalize learning experiences](https://learningforward.org/2025/12/17/how-generative-ai-can-empower-teachers-and-personalize-learning-experiences/): AI-driven technology is equipping teachers and leaders with learning design tools they can use to build experiences uniquely suited to every student’s wonder, curiosity, and learning needs. This shift is similar to how music listening has moved from a focus on whole albums to personalized playlists, according to education leaders Rob Dickson and Dyane Smokorowski.
- [The Learning Forward Annual Conference illustrates the critical impact of professional learning on exemplary teaching and learning](https://learningforward.org/2025/12/05/the-learning-forward-annual-conference-illustrates-the-critical-impact-of-professional-learning-on-exemplary-teaching-and-learning/): Boston, MA --The Learning Forward 2025 Annual Conference is under way in Boston. With the organization’s latest annual international learning event for K-12 educators, Learning Forward celebrates 56 years of bringing together educators to share the latest innovations, research, and case studies of high-quality professional learning and its unmatched role in improving schools and equipping educators to meet the needs of all students. Learning Forward’s yearly event convenes thought leaders, experts, researchers, and other practitioners to collaboratively share the latest learnings, knowledge, and techniques. More than 2,400 educators are attending the four-day conference, participating in over 270 sessions on topics including AI in professional learning, the science of reading, curriculum-based professional learning, new-teacher mentoring, learning networks, instructional coaching, leadership, literacy, science, and mathematics.
- [U.S. Department of Education finalizes interagency agreements](https://learningforward.org/2025/11/21/u-s-department-of-education-finalizes-interagency-agreements/): On Nov. 18, the U.S. Department of Education announced that it had finalized six interagency agreements with four other federal agencies that will transfer some but not all responsibility for multiple USDE programs. Nearly all K-12 programs will be administered by the Department of Labor under this agreement, with Indian Education programs moving to the Department of the Interior. IDEA is not included in the agreements, but reports indicate that negotiations about transferring it to HHS are ongoing.
- [Learning Forward statement on U.S. Department of Education reorganization](https://learningforward.org/2025/11/21/learning-forward-statement-on-u-s-department-of-education-reorganization/): On November 18, the U.S. Department of Education announced six interagency agreements to transfer administrative responsibilities for most federal education programs from the Department of Education to four other federal agencies. Nearly all K-12 programs, including Title II-A, will be administered by the U.S. Department of Labor but overall policy responsibility will be retained by the U.S. Department of Education. The Administration’s stated goals for these transfers are to streamline services and send education “back to the states.”
- [Building your leadership circle](https://learningforward.org/2025/11/20/building-your-leadership-circle/): I’m grateful to have a strong team and a trusted professional network, but I was always curious how other people in this role navigate their day to day. When my supervisor recommended the Learning Forward Academy as a way to continue learning and growing with others in similar roles, I didn’t know much about it, but I was excited for the opportunity.
- [Breathe life into your adult learning](https://learningforward.org/2025/10/31/breathe-life-into-your-adult-learning/): Peter Carpenter and Tina Howle are facilitating session PC06 | Breathing New Life into Adult Learning at the Learning Forward 2025 Annual Conference on Sunday, December 7, 9 a.m.-4 p.m., Eastern (includes midday break).
- [Wide array of AI legislation introduced](https://learningforward.org/2025/10/31/wide-array-of-ai-legislation-introduced/): Despite the federal government remaining closed for more than a month, multiple bills related to AI and students have been introduced in the past several weeks. On October 28th, the Senate HELP Committee’s Chair Bill Cassidy, R-LA, dropped his Learning Innovation and Empowerment (LIFE) with AI Act, which focuses on upgrading student privacy protections and parental choice. This bill follows his September introduction, along with a bipartisan bicameral group of legislators, of the Recommending Artificial Intelligence and Standards in Education (RAISE) Act, which would  encourage states to develop academic standards for elementary school and secondary school for artificial intelligence and other emerging technologies. Also in October, Senators Josh Hawley, R-MO, and Richard Blumenthal, D-CT, announced their introduction of the Guidelines for User Age-Verification and Responsible Dialogue (GUARD) Act of 2025, which would require artificial intelligence chatbots to implement age verification measures. If those weren’t enough, a package of House legislative proposals is expected as soon as the federal government reopens.
- [Learning science provides the evidence, tools, and momentum to close gaps](https://learningforward.org/2025/10/29/learning-science-provides-the-evidence-tools-and-momentum-to-close-gaps/): In response to these gaps and in the hope of addressing them, we founded Learning Science Partners: an organization striving to infuse the science of learning into K-12 schools and school systems. Over the last year alone, Learning Science Partners has supported the implementation of learning science in 11 public school districts in the United States, representing more than 800 schools, 37,000 teachers, and half a million children. These school systems encompass urban, suburban, and rural areas, reflecting the diversity of America’s public education landscape and the challenges shared by districts nationwide. By engaging in strategic and intentional professional learning centered around how learning happens and core learning science principles, such as cognitive load, prior knowledge, and effortful thinking, these districts are shifting instructional practice in ways that are practical and within reach.
- [Learning Forward to convene thousands of educators in Boston Dec. 7-10](https://learningforward.org/2025/10/24/learning-forward-to-convene-thousands-of-educators-in-boston-dec-7-10/): Media Advisory | Learning Forward Annual Conference | Dive into how high-quality professional learning transforms educator effectiveness and increases student achievement by covering Learning Forward’s Annual Conference, held December 7-10, 2025, at the Thomas M. Menino Convention & Exhibition Center, Boston, MA.
- [Let’s invest in leaders who power student success](https://learningforward.org/2025/10/22/lets-invest-in-leaders-who-power-student-success/): As we celebrate National Principals Month, it’s time to recognize the leaders at the heart of every school’s success. While much of the public conversation about education rightly focuses on teachers, the evidence is clear: next to the classroom teacher, the school principal is the most important in-school factor influencing student learning.
- [Indiana files request to consolidate K-12 programs](https://learningforward.org/2025/10/21/indiana-files-request-to-consolidate-k-12-programs/): On October 17, the state of Indiana submitted to the U.S. Department of Education a request to consolidate multiple federal K-12 programs, including all or parts of Titles I, II, III, and IV, into a single block grant, which could be used for "any activity authorized under the Elementary and Secondary Education Act (ESEA)." Under Indiana’s plan, the state would assume responsibility from the federal government for monitoring and evaluating the use of these funds. For instance, rather than file individual program-specific plans with the federal government as is currently required, Indiana’s proposal envisions a single “comprehensive consolidated plan” that would, among other things, “Outline how the state will support all students, including targeted populations and federally identified subgroups.”
- [The Learning Professional announces 2026 themes](https://learningforward.org/2025/10/15/the-learning-professional-announces-2026-themes/): The Learning Professional team is pleased to announce the themes for the journal's 2026 issues. This set of issues will feature both newly urgent topics, such as AI and neuroscience developments, and in-depth looks at timeless topics like coaching. We invite submissions for the following issues:
- [Mentoring as a global imperative for teacher excellence and retention](https://learningforward.org/2025/10/14/mentoring-as-a-global-imperative-for-teacher-excellence-and-retention/): The Teaching and Learning International Survey (TALIS) provides internationally comparable data from the responses of 280,000 lower secondary teachers in 55 education systems across the globe. TALIS 2024 addressed teachers’ working conditions, professional development, and examined themes including AI in education.

## Pages
- [Maryland’s Statewide System of Professional Learning](https://learningforward.org/marylands-statewide-system-of-professional-learning/): In 2024, the Maryland State Department of Education (MSDE) chose Learning Forward through a competitive grant process to support the statewide implementation of a statute-required System of Professional Learning designed to transform Maryland's public schools into a world-class education system. The work was aligned with and leveraged funding from the 2021 Blueprint for Maryland's Future legislation. 
- [mnps-leadership](https://learningforward.org/mnps-leadership/): Team-basedIndividualBenefitsDifferenceImpactAccountabilityWorking WithExploreFAQ
- [AIR National Writing Project](https://learningforward.org/air-national-writing-project/): Coach.Teach.Write seeks to enhance student writing quality, boost student school engagement, and strengthen students' sense of belonging while at school. Expert writing coaches, trained by the National Writing Project, guided teachers through the year-long professional learning experience.
- [High Traffic Error](https://learningforward.org/high-traffic-error/): Our conference website is temporarily unavailable while we make some improvements.
- [Back to School Charter](https://learningforward.org/backtoschool-charter/): Learning Forward's Back to School Toolkit helps you explain the value of professional learning to your colleagues, families, and students, strengthen your professional learning strategy, and take steps to support both new and veteran teachers this school year.
- [Engaging Everyone: Building AI Integration Through Strategic Leading](https://learningforward.org/engaging-everyone-building-ai-integration-through-strategic-leading/): Your early adopters are moving fast. Other educators are unsure where to begin. Meanwhile, leaders are trying to connect policy, practice, access, and professional learning. How do you turn that uneven landscape into forward motion for everyone? In this highly interactive session, discover how Township High School District 211 moved beyond scattered experimentation and one-size-fits-all training to build a coherent pathway for AI growth across roles and readiness levels. Through the district's real decisions, turning points, practical frameworks, and lessons learned, participants will explore how shared language, developmental progressions, collaborative structures, and intentional investments can turn individual curiosity into collective capacity.
- [Professional Learning Reimagined Through Human Centered AI Design](https://learningforward.org/professional-learning-reimagined/): Professional learning should feel relevant, engaging, and worth an educator's time. In this interactive session, school and district leaders will explore how AI can help them design learning experiences around targeted priorities, standards, and the specific needs of the people they serve.
- [Featured AI in Professional Learning Resources](https://learningforward.org/ai-professional-learning/): Artificial intelligence is changing what is possible in classrooms, schools, and district offices. For educators, the central question is not whether AI will affect teaching and learning but whether schools will be prepared to use it well.
- [Supercharge Your Adult Learning](https://learningforward.org/supercharge-adult-learning/): We all have had those great, and not-so-great, adult learning experiences. How can we make them all great? It starts with truly understanding how adults learn and the nuances between the different types of adult learning. Adult learning is the engine of every school improvement effort, and designing it well is both a science and a craft. This three-hour studio dives into the evidence on how adults learn, explores the distinct types of adult learning, and helps you sharpen your design practice so every learning experience you create moves educators to action.
- [New Homepage 2026](https://learningforward.org/homepage-2026/): Change or Improve Professional Learning
- [Advisory Council](https://learningforward.org/membership/advisory/): Learning Forward is committed to serving our members with programs, resources, and services that truly meet the evolving needs of educators. To strengthen this commitment, we've established the Membership Advisory Council, a select group of passionate Learning Forward members who will help guide our strategic direction.
- [AI in professional learning Sign-Up](https://learningforward.org/ai-in-professional-learning-signup/): The landscape of professional learning is evolving rapidly, and AI integration is emerging as an essential component for leaders who want to create responsive, effective experiences for educators.
- [TLP Video Series](https://learningforward.org/the-learning-professional/tlp-video-series/): ResearchToolsInfographicsMember spotlightVideo Series
- [TPOV Collection](https://learningforward.org/academy/tpov-collection/): Graduates from Class of 2025 shared and celebrated their amazing work at the conference in Boston Dec. 7, 2025
- [AI Studio](https://learningforward.org/ai-studio/): This isn't a sit-and-get - it's a create-and-wonder studio. Inspired by Rob Dickson and Dyane Smokorowski's keynote, "Don't Be an Album, Be a DJ," this interactive session invites leaders into a playful space where AI becomes a tool for imagination, responsiveness, and authentic problem-solving.
- [Mentoring New Teachers: A Framework for Growth](https://learningforward.org/store/mentoring-new-teachers/): With more than 360,000 teachers not fully certified and one in 10 new teachers having no student teaching experience, students can't afford for novice teachers to sink or swim. Instructionally-focused mentoring is a powerful way to change the pattern and provide the kind of instrumental and social support new teachers need to help students thrive.
- [New Online Courses](https://learningforward.org/new-online-courses/): Advance your knowledge, skills, and practices with guidance from Learning Forward's top practitioners for the highest quality online learning experience available. Our online professional learning courses include self-paced, blended, and fully asynchronous online options that help educators advance individual, team, and system growth.
- [Kickstart Your Coaching in Just 10 Days](https://learningforward.org/coaching-kickstart/): Get your Coaching Quick-Start Kit instantly + daily guidance for 10 days
- [Civil Discourse Policy](https://learningforward.org/about/civil-discourse-policy/): Learning Forward believes that civil discourse, in which educators engage one another with respect and curiosity, is foundational to high-quality professional learning.  As such, Learning Forward expects all participants in our events, programs, and online interactions to engage in ways that foster a safe, supportive learning environment. We are committed to creating environments where ideas can be examined critically and collaboratively; and where all participants can contribute to respectful, informed, and student-centered dialogue that strengthens leading, teaching, and learning.
- [Transforming School Leaders Symposium](https://learningforward.org/transforming-school-leaders-symposium/): Principals, regardless of whether they are new to the role, transitioning schools, or are veteran leaders, have many challenges to navigate, from establishing and maintaining school culture and fostering teacher collaboration to serving as a lead learner at their schools. Investing in principals' learning regardless of their experience level is critical to school success, leading to increases in in both leaders' own job performance and satisfaction, and student results.
- [School Improvement Plan Workshop](https://learningforward.org/school-improvement-plan/): A virtual, one-day working session that guides participants in drafting an outline of a school improvement plan.
- [Essential Skills for Giving Great Presentations](https://learningforward.org/essential-skills-for-giving-great-presentations/): Join Learning Forward for a two-day event June 11-12 that will help you level up your presentation and facilitation skills with professional learning leader and communicative intelligence expert Kendall Zoller. Whether you're moving into a new role as a professional learning presenter and facilitator, or want to strengthen the skills that help you form deep connections and help ensure that learning leads to change, this symposium supports front-facing adult learning leaders by providing tools and strategies that ensure professional learning leads to change in practice and increased results for all students.
- [Curriculum-Based Professional Learning Symposium](https://learningforward.org/curriculum-based-professional-learning-symposium/): Join Learning Forward for a two-day event that will help you integrate curriculum-based professional learning into instructional practice. Through hands-on experiences, attendees will adopt strategies to support implementing high-quality instructional materials with integrity to an instructional model. Collaboration and reflective practice are key components of this symposium, as participants will assess their current use of curriculum-based professional learning, engage in meaningful dialogue with peers, and create action plans for improvement.
- [Learning Forward Symposiums](https://learningforward.org/symposiums/): Learning Forward's symposiums are two-day learning events that support key decision-makers and practitioners to strengthen their leadership, instruction, and professional expertise to advance learning for students.
- [Professional learning matters](https://learningforward.org/professional-learning-matters/): 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.
- [Exemplary district or state submission form](https://learningforward.org/exemplary-district-or-state-submission-form/): We are looking for exemplary states or districts doing good work around any of the following topics:
- [Book Club](https://learningforward.org/bookclub/): Learning Forward is pleased to offer our Book Club for comprehensive members. Get four books each year, hand-selected by our Learning Forward editors and shipped directly to you. Standard and digital members may add Book Club to their memberships. 
- [Learning Forward’s Back to School Toolkit](https://learningforward.org/backtoschool/): Learning Forward's Back to School Toolkit helps you explain the value of professional learning to your colleagues, families, and students, strengthen your professional learning strategy, and take steps to support both new and veteran teachers this school year.
- [Leadership Team Institute – Feathr](https://learningforward.org/leadership-team-institute-feathr/): Maximize your leadership team's impact on teaching and learning
- [Leadership Team Institute – Twitter](https://learningforward.org/leadership-team-institute-twitter/): Maximize your leadership team's impact on teaching and learning
- [Leadership Team Institute – LinkedIn](https://learningforward.org/leadership-team-institute-linkedin/): Maximize your leadership team's impact on teaching and learning
- [Leadership Team Institute](https://learningforward.org/leadership-team-institute/): Maximize your leadership team's impact on teaching and learning
- [Featured Evaluation Resources](https://learningforward.org/evaluation/)
- [Terms and Conditions for Photo Submission in T-Shirt Tuesday Promotion](https://learningforward.org/advocacy/tshirt-tuesday/terms-and-conditions/): By submitting photos to our T-Shirt Tuesday promotion, you agree to the following terms and conditions:
- [T-Shirt Tuesday](https://learningforward.org/advocacy/tshirt-tuesday/): To celebrate this, Learning Forward has designated the last Tuesday of every month as T-Shirt Tuesday! 
- [Bookstore Search Results](https://learningforward.org/bookstore-search/)
- [Title II-A Symposium](https://learningforward.org/maximize-title-ii-a-professional-development-funds/): Learning Forward invites you to join us for a two-day learning event designed to help districts strategically plan, implement, and evaluate their use of Title II-A funding to support comprehensive professional learning in their systems.
- [Curriculum-Based Professional Learning (CBPL) Network](https://learningforward.org/networks/cbpl/): Curriculum-based professional learning (CBPL) is an essential component of improving teacher practice and advancing student learning.
- [Leadership Resources](https://learningforward.org/leadership/)
- [Implementing a Coaching Cycle Registration](https://learningforward.org/implement-coaching-cycle-registration/): As coaches carry out their critical role as a classroom supporter role, they implement three key aspects of a Coaching Cycle:
- [Influence with Impact Registration](https://learningforward.org/influence-with-impact-registration/): Build credibility and strengthen your communication skills
- [Register as a Voting Member](https://learningforward.org/board-of-trustees/register-voting-member/): Board Administrator800 E. Campbell Rd.Suite 224Richardson, TX 75081joel.reynolds@learningforward.org972-421-0901
- [Accessibility Form](https://learningforward.org/accessibility-form/): We strive to create a website that is accessible to all, if you find something on the site that isn't accessible to you, please reach out. We're always happy to make improvements.
- [Associate Editor, Publications](https://learningforward.org/about/work-for-learning-forward/associate-editor-publications/): Learning Forward seeks an associate editor to join our dynamic communications team and contribute to our field-leading publications.
- [Work for Learning Forward](https://learningforward.org/about/work-for-learning-forward/): For more than 50 years, Learning Forward's work has supported education leaders at all levels to transform their systems into true learning systems, leveraging effective professional learning as the primary driver of school and system improvement.
- [Virtual Coaches Academy](https://learningforward.org/virtual-coaches-academy/): Learning Forward's Virtual Coaches Academy now accepting individuals and small teams.
- [Relationally Skilled Leading: Being and Doing](https://learningforward.org/relationally-skilled-leading-being-and-doing/): The foundation of quality leadership is building relationships. For many of us, this can be a challenge. Some of us are more innately skilled communicators than others, and even the best among us can find refinements to improve our practice and results for students.   
- [Powerful Practice for Professional Learning](https://learningforward.org/powerful-practice-for-professional-learning-2/): Adults have specific learning needs. As you plan professional learning with an eye toward the year ahead, ensure that you're providing educators with targeted, highly engaging professional learning that develops their capacity to implement new learning in their schools and classrooms.   
- [Powerful Communication Skills for Coaches](https://learningforward.org/powerful-communication-skills-for-coaches/): Led by expert coaches Joellen Killion and Sharron Helmke, participants will engage in a combination of synchronous and asynchronous learning and coaching practices to enhance their critical coaching skills of self-awareness, listening, questioning, and supporting the critical thinking of others.   

## LF Resources
- [The Learning Professional: August 2026 – Teacher Voice](https://learningforward.org/lf_resource/the-learning-professional-august-2026-teacher-voice/): This issue shares strategies and structures for ensuring teacher perspectives are at the center of professional learning.
- [The Learning Professional: June 2026 – Coaching for All](https://learningforward.org/lf_resource/the-learning-professional-june-2026-coaching-for-all/): Coaching benefits all educators, not just teachers. This issue illustrates the power of systemwide coaching and strategies to build it.
- [Evaluating Professional Learning, 2nd Edition](https://learningforward.org/lf_resource/evaluating-professional-learning-2nd-edition/): Thomas R. Guskey
- [Action Guide for the System/Central Office: IC Maps for Standards, 2025 Edition](https://learningforward.org/lf_resource/action-guide-for-the-system-central-office-ic-maps-for-standards-2025-edition/): An essential, hands-on resource for system-level leaders, this action guide helps implement Standards for Professional Learning in meaningful, effective ways. Standards for Professional Learning describe the content, processes, and conditions for professional learning that lead to high-quality leading, teaching, and learning. This role-specific action guide describes the steps that any system-level leader responsible for professional learning can take to implement each of the 11 standards, and illustrates how to progress from entry-level implementation to ideal implementation. It includes tools to plan first steps, reflect on current work, and coordinate their roles and responsibilities with those of other stakeholders. Designed to be used either individually or with a team, it is useful as a standalone resource or as a complement to other Standards for Professional Learning tools and resources.
- [Action Guide for the Principal: IC Maps for Standards, 2025 Edition](https://learningforward.org/lf_resource/action-guide-for-the-principal-ic-maps-for-standards-2025-edition/): An essential, hands-on resource, this action guide helps principals implement Standards for Professional Learning in meaningful, effective ways. Standards for Professional Learning describe the content, processes, and conditions for professional learning that leads to high-quality leading, teaching, and learning. This role-specific action guide describes the steps principals can take to implement each of the 11 standards, and illustrates how to progress from entry-level implementation to ideal implementation. It includes tools to help principals plan first steps, reflect on current work, and coordinate their roles and responsibilities with those of other stakeholders. Designed to be used either individually or with a team, it is useful as a standalone resource or as a complement to other Standards for Professional Learning tools and resources.
- [Action Guide for the External Partner: IC Maps for Standards, 2025 Edition](https://learningforward.org/lf_resource/action-guide-for-the-external-partner-ic-maps-for-standards-2025-edition/): An essential, hands-on resource, this action guide helps partners external to school systems, such as technical assistance providers, regional centers, agency staff, vendors, university faculty, and others implement Standards for Professional Learning in meaningful, effective ways. Standards for Professional Learning describe the content, processes, and conditions for professional learning that leads to high-quality leading, teaching, and learning. This action guide describes the steps external partners can take to implement each of the 11 standards, and illustrates how to progress from entry-level implementation to ideal implementation. It includes tools to help partners plan first steps, reflect on current work, and coordinate their roles and responsibilities with those of other stakeholders in and outside of school systems. Designed to be used either individually or with a team, it is useful as a standalone resource or as a complement to other Standards for Professional Learning tools and resources.
- [Action Guide for the Coach: IC Maps for Standards, 2025 Edition](https://learningforward.org/lf_resource/action-guide-for-the-coach-ic-maps-for-standards-2025-edition/): An essential, hands-on resource, this action guide helps coaches implement Standards for Professional Learning in meaningful, effective ways. Standards for Professional Learning describe the content, processes, and conditions for professional learning that leads to high-quality leading, teaching, and learning. This role-specific action guide describes the steps coaches can take to implement each of the 11 standards, and illustrates how to progress from entry-level implementation to ideal implementation. It includes tools to help coaches plan first steps, reflect on current work, and coordinate their roles and responsibilities with those of other stakeholders. Designed to be used either individually or with a team, it is useful as a standalone resource or as a complement to other Standards for Professional Learning tools and resources.
- [The Learning Professional: April 2026 – Applying the Science of Learning](https://learningforward.org/lf_resource/the-learning/): Cognitive science illuminates how people learn. This issue shows how professional learning can integrate its key principles to make the most of educators’ and students’ learning opportunities.
- [The Learning Professional: February 2026 – Learning with AI](https://learningforward.org/lf_resource/the-learning-professional-february-2026-learning-with-ai/): Generative AI can be a powerful tool for professional learning design and implementation. This issue dives into strategies, examples, and pitfalls to avoid.
- [The Learning Professional: December 2025 – What Students Need Now](https://learningforward.org/lf_resource/the-learning-professional-december-2025-what-students-need-now/): To ensure all students thrive, we need to understand who young people are today and what they need now. This issue looks at current challenges and opportunities and their implications for educator learning.
- [The Learning Professional: December 2023 – Taking the Next Step](https://learningforward.org/lf_resource/the-learning-professional-december-2023-taking-the-next-step/): Professional learning can open up new roles and challenges and help educators thrive in them. This issue shows how that benefits staff and students alike.
- [The Learning Professional: October 2025 – Learning Communities for Leaders](https://learningforward.org/lf_resource/the-learning-professional-october-2025-learning-communities-for-leaders/): This issue examines why and how to foster learning communities for principals, superintendents, curriculum directors, and other leaders.
- [Pedagogies of Voice: Street Data and the Path to Student Agency](https://learningforward.org/lf_resource/pedagogies-of-voice-street-data-and-the-path-to-student-agency/): Marlo Bagsik, Sawsan Jaber & Crystal Watson
- [Mentoring New Teachers: A Framework for Growth](https://learningforward.org/lf_resource/store-mentoring-new-teachers/): Pre-order now - Ships in early December
- [The Learning Professional: August 2025 – Maximizing Resources](https://learningforward.org/lf_resource/the-learning-professional-august-2025-maximizing-resources/): This issue offers advice about making the most of professional learning resources, including money, time, personnel, and technology.
- [Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt and Constant Change](https://learningforward.org/lf_resource/habits-of-resilient-educators-strategies-for-thriving-during-times-of-anxiety-doubt-and-constant-change-2/): Habits of Resilient Educators answers these questions, providing teachers with the knowledge and tools necessary to develop habits that will create joyful, successful learning environments for themselves and their students.
- [Standards for Professional Learning, 2025 Edition](https://learningforward.org/lf_resource/standards-for-professional-learning-2025-edition/): Standards for Professional Learning offer educators the latest knowledge and insights to design, implement, and sustain high-quality professional learning. The standards describe the content, processes, and conditions for professional learning that leads to high-quality leading, teaching, and learning in schools and systems. Standards for Professional Learning serve as a pathway to excellence, supporting all educators to respond to the needs they face in schools and systems each day.
- [The Learning Professional: June 2025 – Measuring Learning](https://learningforward.org/lf_resource/the-learning-professional-june-2025-measuring-learning/): How do you know your professional learning is successful? By measuring educators’ and students’ learning. This issue offers strategies and examples of a wide range of approaches for evaluation and storytelling.
- [Learning to Listen and Listening to Learn](https://learningforward.org/lf_resource/learning-to-listen-and-listening-to-learn/): This book demonstrates how listening can foster positive relationships, trust, and understanding while enhancing student learning. With a wealth of research to guide educators through the process of infusing active, sensitive, and empathetic listening skills into the classroom and school culture, this guide includes listening models, prompts and mantras and guidance on assessing and enhancing listening skills.
- [The IC Toolkit](https://learningforward.org/lf_resource/the-ic-toolkit/): Jim Knight, Jessica Wise, Michelle Harris & Amy Musante
- [The Learning Professional: February 2025 – Learning Designs](https://learningforward.org/lf_resource/the-learning-professional-february-2025-learning-designs/): How we learn influences what we learn. This issue shares essential resources for creating, facilitating, and assessing high-quality professional learning.
- [The Learning Professional: December 2024 – Building Bridges](https://learningforward.org/lf_resource/the-learning-professional-december-2024-building-bridges/): Students benefit when educators bridge the continuum of professional learning between K-12 schools and other institutions
- [The Learning Professional: October 2024 – Curriculum-based Professional Learning](https://learningforward.org/lf_resource/the-learning-professional-october-2024-curriculum-based-professional-learning/): High-quality curriculum requires skilled educators to put it into practice. Professional learning can ensure instructional materials lead to excellent teaching and learning.
- [The Choreography of Presenting – 2nd Edition](https://learningforward.org/lf_resource/the-choreography-of-presenting-2nd-edition/): Like a well-choreographed dance, an effective presentation involves leading and following, building rapport and trust, sharing passions, and living in the moment. In The Choreography of Presenting, global consultant and educator, Kendall Zoller reveals the common “dance steps” effective presenters employ to create optimum learning environments for their audiences. Written in a welcoming and humorous style, this guide encapsulates the skills, knowledge, and abilities that effective presenters rely on to ignite their participants’ passion for learning.
- [The Learning Professional: August 2024 – Learning to Pivot](https://learningforward.org/lf_resource/the-learning-professional-august-2024-learning-to-pivot/): This issue shows how professional learning helps educators pivot, by bridging the gap between knowing better and doing better.
- [The Learning Professional: June 2024 – Global Perspectives on Professional Learning](https://learningforward.org/lf_resource/the-learning-professional-june-2024-global-perspectives-on-professional-learning/): What does professional learning look like around the world? This issue explores what educators can learn from each other across geographic borders
- [The Learning Professional: April 2024 – Where Technology Can Take Us](https://learningforward.org/lf_resource/the-learning-professional-april-2024-where-technology-can-take-us/): Technology is both a topic and a tool for professional learning. This issue examines benefits, challenges, and what learning leaders need to know.
- [The Learning Professional: February 2024 – Evaluating Professional Learning](https://learningforward.org/lf_resource/the-learning-professional-february-2024-evaluating-professional-learning/): How do you know your professional learning is working? This issue digs into evaluation purposes, methods, tools, and results.
- [The Learning Professional: October 2023 – Reaching All Learners](https://learningforward.org/lf_resource/the-learning-professional-october-2023-reaching-all-learners/): Both special education and general education teachers need support to help students with disabilities succeed. This issue highlights how professional learning can help ensure that all students’ needs are met.
- [Action Guide for the Coach: IC Maps for Standards](https://learningforward.org/lf_resource/action-guide-for-the-coach-ic-maps-for-standards/): An essential, hands-on resource, this action guide helps coaches implement Standards for Professional Learning in meaningful, effective ways. Standards for Professional Learning describe the content, processes, and conditions for professional learning that leads to high-quality leading, teaching, and learning. This role-specific action guide describes the steps coaches can take to implement each of the 11 standards, and illustrates how to progress from entry-level implementation to ideal implementation. It includes tools to help coaches plan first steps, reflect on current work, and coordinate their roles and responsibilities with those of other stakeholders. Designed to be used either individually or with a team, it is useful as a standalone resource or as a complement to other Standards for Professional Learning tools and resources.
- [Establishing Time for Professional Learning – 2nd Edition](https://learningforward.org/lf_resource/establishing-time-for-professional-learning-2nd-edition/): Finding and prioritizing time for professional learning is a persistent challenge. This workbook provides a process and specific strategies for addressing this challenge, beginning with a time audit. The second edition shares new and updated sample schedules from schools across the U.S. that are prioritizing professional learning time. (Also available as a digital download at https://learningforward.org/wp-content/uploads/2017/09/establishing-time-for-professional-learning.pdf)
- [The Learning Professional: August 2023 – The Time Dilemma](https://learningforward.org/lf_resource/the-learning-professional-august-2023-the-time-dilemma/): Prioritizing professional learning time is an investment in educators and the students they teach. This issue explores a variety of strategies, tools, and mindsets to make every minute count.
- [The Learning Professional: June 2023 – Accelerating Learning](https://learningforward.org/lf_resource/the-learning-professional-june-2023-accelerating-learning/): Acceleration aims to ensure all students overcome learning gaps to do grade-level work. This issue shows what educators should know and do to shift practice.
- [Growing for Justice: A Developmental Continuum of Leadership Capacities and Practices](https://learningforward.org/lf_resource/growing-for-justice-a-developmental-continuum-of-leadership-capacities-and-practices/): Educators committed to social justice enter into the work in markedly different ways. Drawing from research with 50 educational leaders from across the United States, Growing for Justice explores how leaders committed to social justice support the growth of others while also developing their own capacities to engage, connect, and lead for change. This groundbreaking book, informed by adult developmental theory and based on a first-of-its-kind study, helps school leaders assess their own strengths and areas for growth—and then take concrete steps toward improvement. 
- [The Learning Professional: April 2023 – Improving Together](https://learningforward.org/lf_resource/the-learning-professional-april-2023-improving-together/): This issue highlights how networks are leading the way to change.
- [The Learning Professional: February 2023 – Tackling Turnover](https://learningforward.org/lf_resource/the-learning-professional-february-2023-tackling-turnover/): With educator turnover on the rise, this issue explores some means of supporting this essential workforce.
- [Transforming Teaching Through Curriculum-Based Professional Learning: The Elements](https://learningforward.org/lf_resource/transforming-teaching-through-curriculum-based-professional-learning-the-elements/): Transforming Teaching Through Curriculum-Based Professional Learning offers a framework for practitioners looking to undertake this work. The curriculum-based professional learning detailed here enables teachers to deepen their understanding of the essential components of successful curriculum implementation and work together to provide instruction that has a positive impact on student engagement and learning.
- [Putting FACES on the Data: What Great Leaders & Teachers Do!](https://learningforward.org/lf_resource/putting-faces-on-the-data-what-great-leaders-teachers-do/): Waves of data—indigestible, dehumanized, and disaggregated—are crashing into the education system every day, driving you to distraction. But imagine a world where you’re not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student.
- [Collective Leader Efficacy: Strengthening Instructional Leadership Teams](https://learningforward.org/lf_resource/collective-leader-efficacy-strengthening-instructional-leadership-teams/): In this research-based, hands-on guidebook, school leadership coach Peter DeWitt introduces eight key drivers to integrating teacher and leader efficacy (mindset, well-being, context beliefs, working conditions, professional learning, organizational commitment, skills, and confidence) and harnesses it with a process to help you focus on the nuances of instruction and teaming to develop powerful collective leader efficacy.
- [Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools and Classrooms](https://learningforward.org/lf_resource/beyond-crisis-overcoming-linguistic-and-cultural-inequities-in-communities-schools-and-classrooms/): This book addresses three critical arenas in lessons learned from the pandemic: imagining communities, schools and classrooms.
- [The Learning Principal: Becoming a Learning Leader](https://learningforward.org/lf_resource/the-learning-principal-becoming-a-learning-leader/): Learn how a principal applies a learning lens to each of their many critical responsibilities.
- [Coaching Matters, 2nd Edition](https://learningforward.org/lf_resource/coaching-matters-2-2/): Each chapter in this book describes an element of what research and the authors' firsthand experiences know it takes to make coaching effective.
- [The Learning Professional: June 2020 – What Now?](https://learningforward.org/lf_resource/the-learning-professional-june-2020-what-now/): The COVID-19 pandemic has changed school as we know it. As we face an unpredictable future, professional learning has never been more urgent. This issue highlights some of the ways educators are learning and evolving to meet the shifting needs of students and staff as schools close, shift online, reopen, and prepare for whatever lies ahead.
- [The Learning Professional: April 2020 – Beyond the Basics](https://learningforward.org/lf_resource/the-learning-professional-april-2020-beyond-the-basics/): Learning professionals challenge themselves to stretch and grow while staying grounded in the fundamentals. This issue is about achieving a solid foothold in best practices so you can succeed with the basics and beyond.
- [The Learning Professional: February 2020 – Student Voice](https://learningforward.org/lf_resource/the-learning-professional-february-2020-student-voice/): Student needs are at the center of strong professional learning and excellent teaching, but student voices rarely are. This issue examines how students’ perspectives can inform professional learning and what educators can gain as a result. It goes straight to the source to share insights from student authors as well as educators.
- [Video in Teacher Learning: Through Their Own Eyes](https://learningforward.org/lf_resource/video-in-teacher-learning-through-their-own-eyes/): This guide takes advantage of new methods and tools to capture teaching and learning and a broad base of current research to impact teacher thinking and actions.
- [The Feedback Process: Transforming Feedback for Professional Learning, Second Edition](https://learningforward.org/lf_resource/the-feedback-process-transforming-feedback-for-professional-learning-second-edition/): Learn to balance provocative ideas with practical strategies for using feedback as a process to promote learning.
- [Lab Class: Professional Learning Through Collaborative Inquiry and Student Observation](https://learningforward.org/lf_resource/lab-class-professional-learning-through-collaborative-inquiry-and-student-observation/): Meaningful growth in teacher practice comes when we invest in teacher-led, inquiry-based collaborative models where teachers get to roll up their sleeves and study what’s really going on in classrooms.
- [High Expectations Teaching: How We Persuade Students to Believe and Act on Smart Is Something You Can Get](https://learningforward.org/lf_resource/high-expectations-teaching-how-we-persuade-students-to-believe-and-act-on-smart-is-something-you-can-get/): In drill-down detail, Saphier provides an instructional playbook for increasing student confidence and agency in the daily flow of classroom life.
- [Assessing Impact: Evaluating Professional Learning, 3rd Edition](https://learningforward.org/lf_resource/assessing-impact-evaluating-professional-learning-3rd-edition/): Learn how to produce an effective, in-depth, results-based analysis of your professional learning programs.

## Journals
- [Teacher Voice](https://learningforward.org/journal/teacher-voice/teacher-voice-2-full-pdf/): window.option_df_98900 = {"outline":,"autoEnableOutline":"false","autoEnableThumbnail":"false","overwritePDFOutline":"false","direction":"1","pageSize":"0","source":"https:\/\/learningforward.org\/wp-content\/uploads\/2026\/08\/Aug-26-full-issue.pdf","wpOptions":"true"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}
- [Moving from voice to action](https://learningforward.org/journal/teacher-voice/moving-from-voice-to-action/): This issue explores strategies for overcoming barriers and authentically centering educator perspectives in professional learning design and leadership.
- [From input to influence: Building teacher expertise into decision-making](https://learningforward.org/journal/teacher-voice/from-input-to-influence-building-teacher-expertise-into-decision-making/): Too often, professional learning systems give lip service to teacher voice. Protocols and processes can ensure teacher input leads to meaningful change.
- [Teacher voice and choice transform professional learning in Kansas](https://learningforward.org/journal/teacher-voice/teacher-voice-and-choice-transform-professional-learning-in-kansas/): Kansas City, Kansas Public Schools shifted from administrator-driven workshops to a collaborative, teacher-led approach.
- [Building teacher agency together](https://learningforward.org/journal/teacher-voice/building-teacher-agency-together/): At a Massachusetts elementary school, aligning teacher-led PLCs with district-level strategies fosters growth in student achievement.
- [Rethinking evaluation to amplify teacher voice](https://learningforward.org/journal/teacher-voice/rethinking-evaluation-to-amplify-teacher-voice/): Incorporating leadership indicators into educator evaluation protocols ensures teacher expertise is consistently recognized rather than left to chance.
- [When teachers find their voices, students do too](https://learningforward.org/journal/teacher-voice/when-teachers-find-their-voices-students-do-too/): Empowering ELA teachers through coaching about writing instruction benefits teachers and students alike.
- [Design thinking puts teacher perspectives at the center (ONLINE EXCLUSIVE)](https://learningforward.org/journal/teacher-voice/design-thinking-puts-teacher-perspectives-at-the-center-online-exclusive/): A process for deep listening can help leaders shift away from data collection that feels symbolic and stay in understanding mode longer so teachers feel truly heard.
- [What teachers want from professional learning](https://learningforward.org/journal/teacher-voice/what-teachers-want-from-professional-learning-this-is-at-a-glance/): Infographic shows what teachers in the U.S. and around the world say they need and want in professional learning.
- [How to have hard conversations](https://learningforward.org/journal/teacher-voice/how-to-have-hard-conversations/): This tool outlines practical strategies for reframing difficult dialogues as learning-focused opportunities by building trust, safety, and self-efficacy.
- [Through the lens (ONLINE EXCLUSIVE)](https://learningforward.org/journal/teacher-voice/through-the-lens-online-exclusive/): This reflection tool helps you think about the issue’s articles as they relate to the Standards for Professional Learning.
- [The power of coming together: Q&A with George Couros](https://learningforward.org/journal/teacher-voice/the-power-of-coming-together-qa-with-george-couros/): Conference keynote speaker George Couros discusses how school leaders can build community and foster innovation during divisive times.
- [Leading beyond your expertise](https://learningforward.org/journal/teacher-voice/leading-beyond-your-expertise/): How to navigate instructional mismatch as a new leader by learning with and from teachers.
- [Building a professional learning system in Maryland](https://learningforward.org/journal/teacher-voice/building-a-professional-learning-system-in-maryland/): Learning Forward partnered with the Maryland State Department of Education to improve professional learning and student outcomes.
- [Member spotlight: Anna Branham](https://learningforward.org/journal/teacher-voice/member-spotlight-anna-branham/): Instructional coordinator and lifelong resident of Orangeburg County, SC builds systemic professional learning.
- [What should you measure in professional learning evaluation?](https://learningforward.org/journal/teacher-voice/what-should-you-measure-in-professional-learning-evaluation/): What you measure should be directly connected to the intended outcomes of the professional learning. Examples from Learning Forward can provide inspiration.
- [Data points](https://learningforward.org/journal/teacher-voice/data-points/): The latest on aspiring principals, curriculum implementation, working conditions, and more.
- [Teacher Voice](https://learningforward.org/journal/teacher-voice/): This issue shares strategies and structures for ensuring teacher perspectives are at the center of professional learning.
- [Coaching for all](https://learningforward.org/journal/coaching-for-all/coaching-for-all-full-pdf/): window.option_df_98451 = {"outline":,"autoEnableOutline":"false","autoEnableThumbnail":"false","overwritePDFOutline":"false","direction":"1","pageSize":"0","source":"https:\/\/learningforward.org\/wp-content\/uploads\/2026\/06\/June-2026-full-issue.pdf","wpOptions":"true"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}
- [Coaching for All](https://learningforward.org/journal/coaching-for-all/): Coaching benefits all educators, not just teachers. This issue illustrates the power of systemwide coaching and strategies to build it.
- [Building a culture of coaching](https://learningforward.org/journal/coaching-for-all/building-a-culture-of-coaching/): This issue addresses the “why” and “how” of coaching for educators with a variety of roles and needs.
- [When everyone coaches, everyone grows](https://learningforward.org/journal/coaching-for-all/when-everyone-coaches-everyone-grows/): Meaningful coaching should be a shared professional skillset that is not limited to formal specialist positions.
- [How unspoken agreements can undermine coaching](https://learningforward.org/journal/coaching-for-all/how-unspoken-agreements-can-undermine-coaching/): Addressing hidden assumptions about classroom support helps educators shift their coaching relationships from compliance to learning.
- [Coaching in the moment: Real-time practices that accelerate learning](https://learningforward.org/journal/coaching-for-all/coaching-in-the-moment-real-time-practices-that-accelerate-learning/): Active coaching strategies bring intentional support directly into the classroom to bridge the gap between knowing and doing.
- [Coaching strategies that bring writing lessons to life (ONLINE EXCLUSIVE)](https://learningforward.org/journal/coaching-for-all/coaching-strategies-that-bring-writing-lessons-to-life-online-exclusive/): The Coach.Teach.Write project is transforming middle school teachers’ writing instruction and student engagement.
- [Wraparound coaching support](https://learningforward.org/journal/coaching-for-all/wraparound-coaching-support/): Infographic shows the nested nature of support in the Coach.Teach.Write project.
- [Coaches learn from other coaches at lab sites](https://learningforward.org/journal/coaching-for-all/coaches-learn-from-other-coaches-at-lab-sites/): Creating structured opportunities for coaches to observe one another and reflect together helps them overcome professional isolation and improve their practice.
- [Setting coaches up for success](https://learningforward.org/journal/coaching-for-all/setting-coaches-up-for-success/): Leaders can help coaches thrive by creating clear role expectations, protecting time, and providing leadership-focused professional learning.
- [When coaching meets leadership, learning cultures grow](https://learningforward.org/journal/coaching-for-all/when-coaching-meets-leadership-learning-cultures-grow/): Integrating coaching and leadership roles allows school leaders to set a strong vision while supporting teachers to improve student outcomes.
- [Blended coaching puts educator growth at the center of leadership (ONLINE EXCLUSIVE)](https://learningforward.org/journal/coaching-for-all/blended-coaching-puts-educator-growth-at-the-center-of-leadership-online-exclusive/): Supervisors who work from a coaching stance can play a significant role in nurturing professional growth.
- [Leading with three coaching mindsets: Champion, mentor, guide (ONLINE EXCLUSIVE)](https://learningforward.org/journal/coaching-for-all/leading-with-three-coaching-mindsets-champion-mentor-guide-online-exclusive/): Expert coaches seamlessly shift between three coaching archetypes to maximize the coachee’s ownership over their learning.
- [A scalable approach to literacy coaching (ONLINE EXCLUSIVE)](https://learningforward.org/journal/coaching-for-all/a-scalable-approach-to-literacy-coaching-online-exclusive/): A research-based virtual coaching model helps bridge knowledge and practice in graduate-level courses.
- [A coach’s guide to supporting every new teacher](https://learningforward.org/journal/coaching-for-all/a-coachs-guide-to-supporting-every-new-teacher/): New teachers need different things based on their experiences and roles. This tool can help coaches identify and meet those varied needs.
- [Align your coaching with Standards for Professional Learning (ONLINE EXCLUSIVE)](https://learningforward.org/journal/coaching-for-all/align-your-coaching-with-standards-for-professional-learning-online-exclusive/): Read and reflect on this issue’s articles through the lens of the standards.
- [How to have better coaching conversations: Q & A with Haesun Moon](https://learningforward.org/journal/coaching-for-all/how-to-have-better-coaching-conversations-q-a-with-haesun-moon/): Coaching expert and conference keynote speaker Haesun Moon explains how dialogue patterns shape meaningful, supportive coaching conversations.
- [Keys to great math coaching (ONLINE EXCLUSIVE)](https://learningforward.org/journal/coaching-for-all/keys-to-great-math-coaching-online-exclusive/): Coaching conferences can lead to more dialogic math instruction when they follow four key practices.
- [The missing piece of principal professional learning](https://learningforward.org/journal/coaching-for-all/the-missing-piece-of-principal-professional-learning/): A balanced system connects formal and informal experiences to each other and to district goals.
- [Member spotlight: Conference connection leads to lasting partnership](https://learningforward.org/journal/coaching-for-all/member-spotlight-conference-connection-leads-to-lasting-partnership/): Networking at the Learning Forward Annual Conference helped members Alissa Riecherter and Ildi Laczko-Kerr build a lasting connection and collaboration.
- [Study finds coaching improves teachers’ literacy instruction](https://learningforward.org/journal/coaching-for-all/study-finds-coaching-improves-teachers-literacy-instruction/): In Michigan’s statewide reading initiative, literacy coaching helped teachers improve their instruction to be more aligned with evidence based practice.
- [Data points](https://learningforward.org/journal/coaching-for-all/data-points/): The latest on math coaching, science of reading, pedagogical knowledge, and teacher satisfaction.
- [Applying the science of learning](https://learningforward.org/journal/applying-the-science-of-learning/applying-the-science-of-learning-full-pdf/): window.option_df_97975 = {"outline":,"autoEnableOutline":"false","autoEnableThumbnail":"false","overwritePDFOutline":"false","direction":"1","pageSize":"0","source":"https:\/\/learningforward.org\/wp-content\/uploads\/2026\/04\/Apr-2026-full-web.pdf","wpOptions":"true"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}
- [The science of learning is not a fad](https://learningforward.org/journal/applying-the-science-of-learning/the-science-of-learning-is-not-a-fad/): This issue shows how to close the gap between what we know and what we do by building educators’ knowledge of cognitive science principles.
- [Applying the science of learning](https://learningforward.org/journal/applying-the-science-of-learning/): Cognitive science illuminates how people learn. This issue shows how professional learning can integrate its key principles to make the most of educators’ and students’ learning opportunities.
- [Mixed-method report examines professional learning in the U.S.](https://learningforward.org/journal/applying-the-science-of-learning/mixed-method-report-examines-professional-learning-in-the-u-s/): A recent GAO report evaluates the implementation and impact of professional learning initiatives, including the federal Title II-A program.
- [The science of learning: A blueprint for instructional improvement](https://learningforward.org/journal/applying-the-science-of-learning/the-science-of-learning-a-blueprint-for-instructional-improvement/): Embedding cognitive science and educational psychology into professional learning, classroom practices, and leadership decisions can transform schools and systems.
- [Are we teaching educators how learning works?](https://learningforward.org/journal/applying-the-science-of-learning/are-we-teaching-educators-how-learning-works/): When we understand what teachers know about the learning sciences, we can tailor professional learning to their needs to make it more effective.
- [4 ways to integrate the science of learning into practice](https://learningforward.org/journal/applying-the-science-of-learning/4-ways-to-integrate-the-science-of-learning-into-practice/): A teacher leader shares four strategic ways to cultivate educators’ learning science lens and close the research-practice gap. 
- [Scaling up the science of learning across a district](https://learningforward.org/journal/applying-the-science-of-learning/scaling-up-the-science-of-learning-across-a-district/): A large district utilizes a cascade model for change to embed the science of learning at all levels.
- [How school leaders can introduce the science of learning](https://learningforward.org/journal/applying-the-science-of-learning/how-school-leaders-can-introduce-the-science-of-learning/): A school principal identifies three supportive entry points for leaders to introduce the science of learning to faculty through collaborative inquiry and shared learning.
- [A solid foundation for new teachers starts with the science of learning](https://learningforward.org/journal/applying-the-science-of-learning/a-solid-foundation-for-new-teachers-starts-with-the-science-of-learning/): A district redesigns its new-teacher induction to explain and model science of learning principles.

## Research and Reports
- [Defining Curriculum-Based Professional Learning: Building a Common Language](https://learningforward.org/report/defining-curriculum-based-professional-learning-building-a-common-language/): Learning Forward and other leading professional learning organizations and researchers collaborated to develop this position paper on curriculum-based professional learning (CBPL). It presents a shared understanding of key professional learning terms and concepts, and can be used when designing, implementing, and assessing CBPL.
- [Maryland students make math gains, powered by curriculum-based professional learning](https://learningforward.org/report/maryland-students-make-math-gains-powered-by-educator-professional-learning/): In Montgomery County, Maryland, students have reaped the benefits of a small team of educators collaborating to refine their approach to the district’s math curriculum. Students whose teachers participated in Learning Forward’s Curriculum-Based Professional Learning Network increased their proficiency scores on district tests from an average of 9% to 52% in just one marking period. The network reinforces the principles of high-quality professional learning that participants can also apply in other areas of their work.
- [Establishing Time for Professional Learning, second edition](https://learningforward.org/report/establishing-time-for-professional-learning-second-edition/): Finding and prioritizing time for professional learning is a persistent challenge for schools and educators. To address that challenge, this workbook guides districts and schools as they develop, vet, implement, and evaluate a plan to increase collaborative learning time for educators. The tools in the workbook can be used to identify and analyze current allocations of time, examine the results of current efforts, and increase the effectiveness of the existing time before seeking additional time. Sample schedules from schools across the U.S. are included.
- [Focusing the Conversation: How Video Improves Teaching and Learning](https://learningforward.org/report/focusing-the-conversation-how-video-improves-teaching-and-learning/): The MyTeaching Partner-Secondary (MTP-S) coaching program for middle and high school teachers builds on research studies about effective coaching that have shown positive effects on teacher and student outcomes. For more detailed information about MTP-S, please see the “Resources” section at the end of the white paper.
- [Seeing Teaching Through a Different Lens: The MyTeachingPartner-Secondary Coaching Model](https://learningforward.org/report/myteachingpartner-secondary-coaching-model/): This paper highlights the voices of coaches and teachers to provide information about an instructional coaching program with a strong evidence base that is helping educators improve interactions with students in ways that increase student engagement and achievement.
- [The Elements: Transforming Teaching through Curriculum-Based Professional Learning](https://learningforward.org/report/the-elements-transforming-teaching-through-curriculum-based-professional-learning/): The Elements: Transforming Teaching through Curriculum-Based Professional Learning is a challenge paper from Carnegie Corporation of New York that explores how professional learning anchored in high-quality curriculum materials allows teachers to experience the instruction their students will receive and change their instructional practices, leading to better student outcomes. Download the full Elements report.
- [The Path to Instructional Excellence and Equitable Outcomes](https://learningforward.org/report/the-path-to-instructional-excellence-and-equitable-outcomes/): The Path to Instructional Excellence and Equitable Outcomes explores District of Columbia Public Schools’ innovative approach to supporting teaching instruction, called Learning Together to Advance our Practice, or LEAP. Based on research that has found the most effective professional learning is school-based and content-specific, LEAP is grounded in the instructional materials and strategies that teachers will use with their students.
- [4 Cornerstones of Professional Learning: Fundamental Principles Pave the Way for Educators’ Actions](https://learningforward.org/report/4-cornerstones/): What are a leading authority’s key takeaways for the field of education after a career-long focus on professional learning? This white paper highlights four critical elements for educators to emphasize to ensure professional learning achieves its high aspirations to improve results for all students.
- [High-Quality Curricula and Team-Based Professional Learning](https://learningforward.org/report/high-quality-curricula-and-team-based-professional-learning-a-perfect-partnership-for-equity/): When all students experience high-quality teaching, they are more likely to learn. When all classrooms are filled with high-quality instructional materials, students are more likely to learn. Establishing these conditions for all learners will help close achievement gaps.
- [Beyond Barriers: Encouraging Teacher Use of Feedback Resources](https://learningforward.org/report/beyond-barriers-encouraging-teacher-use-of-feedback-resources/): What leads teachers to use new technology products or services to improve their practice? Learning Forward recently concluded a study that investigated factors that drive teachers to embrace or challenge the use of products and services designed to support improvements in practice.
- [Meet the Promise of Content Standards: The Role of Comprehensive Induction](https://learningforward.org/report/meet-promise-content-standards-role-comprehensive-induction-2/): Improve mentoring and induction to develop capacity of novice teachers to share collective responsibility with their peers to increase student achievement.
- [Meet the Promise of Content Standards: The Role of Technology for Teacher and Student Learning](https://learningforward.org/report/meet-promise-content-standards-role-technology-teacher-student-learning/): Understand how teachers use technology to implement Common Core, increase their instructional effectiveness, and support student learning. This brief describes the experiences of a small group of Kentucky teachers who participated in a study in which they applied technology solutions to support their own learning and that of their students. The brief includes several general observations about technology use based on the study, as well as recommendations for action for those in various roles.
- [Meet the Promise of Content Standards: Professional Learning Required](https://learningforward.org/report/meet-promise-content-standards-professional-learning-required/): An informative brief on the critical role that professional learning plays in implementing content standards. Outlining a vision for educators supported through high-quality professional learning, the brief describes elements of effective professional learning as well as recommendations for action for educators at the federal, state, system, school, and individual level.
- [Meet the Promise of Content Standards: Investing in Professional Learning](https://learningforward.org/report/meet-promise-content-standards-investing-professional-learning/): This brief details the critical attributes of professional learning necessary to achieve the vision of Common Core standards, and addresses the need for long-term commitment and resource investments from the nation and each state to achieve that vision. The brief explores calls attention to the urgent need for schools, districts, states, regional and national education agencies, and education vendors to change the allocation and application of professional learning resources. It also recommends new investments for states, districts, and school leaders to make in professional learning.
- [Meet the Promise of Content Standards: Tapping Technology to Enhance Professional Learning](https://learningforward.org/report/meet-promise-content-standards-tapping-technology-enhance-professional-learning/): More stakeholders are turning to technology to advance the professional learning required to support new standards and evaluation systems. Yet how technology is used will determine its potential to influence educator practice and results for students. This brief outlines how technology can enhance professional learning, offers examples of how technology is being used to meet the demand generated by Common Core standards, provides guidelines for selecting and using technology as a resource for professional learning, and identifies common challenges and ways to avoid them.
- [Seizing the Moment: State Lessons for Transforming Professional Learning](https://learningforward.org/report/seizing-moment-state-lessons-transforming-professional-learning/): Explore this first look at lessons learned through Learning Forward's ongoing initiative to develop a comprehensive system of professional learning that spans the distance from the statehouse to the classroom. This policy brief underscores the importance of a coordinated state professional learning strategy, the adoption of professional learning standards, the value of assessing the quality of professional development being used, and strategies for leveraging state leadership to drive improvements at the regional and district level.
- [Professional Learning Policy Review: A Workbook for States and Districts](https://learningforward.org/report/professional-learning-policy-review-workbook-states-districts/): Designed to assist states and districts in conducting a self-guided review of current professional learning policies, this workbook presents a six-phase process for the review and includes 29 tools to facilitate the entire process as well as links to resources for accessing and studying professional learning policies. The tools include recommendations for leadership team members, meeting agendas, protocols, analysis guides, report outlines, and follow-up timelines.
- [Guiding District Implementation of Common Core State Standards: Innovation Configuration Maps](https://learningforward.org/report/guiding-district-implementation-common-core-state-standards-innovation-configuration-maps/): These Innovation Configuration maps were developed by a task force of Kentucky educators with support from Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward to align with the four pillars of Kentucky’s Leadership Networks. They are offered as a model for other states and districts to use to develop their own Innovation Configuration maps to support district implementation of Common Core State Standards, educator effectiveness, and student assessment.
- [Meet the Promise of Content Standards: The Principal](https://learningforward.org/report/meet-promise-content-standards-principal/): Explore the critical role the principal plays in implementing the Common Core standards. In addition to outlining five key priorities principals address in any transformational change, the brief describes the specific actions principals take in standards implementation and the district support they require. The brief concludes with the challenges principals face and highlights recommendations for actions at the state, system, and school levels to ensure relevant policies, resources, and cultures are in place.
- [Meet the Promise of Content Standards: The Role of Third-Party Providers](https://learningforward.org/report/meet-promise-content-standards-role-third-party-providers/): At a time when resource- and service-providers are proliferating and educators are challenged to identify appropriate instructional resources, this brief explores how district and state leaders can engage with third-party providers as partners. In particular, it describes how educators and developers can work together to find or create resources aimed at educating every student to meet rigorous content standards and supporting every educator to achieve high performance through continuous professional learning.
- [School-based Professional Learning for Implementing the Common Core](https://learningforward.org/report/school-based-professional-learning-implementing-common-core/): Explore four units created to help principals and teacher leaders develop their capacity to facilitate school-based collaborative professional learning. Complete with background information, tools, slides, and handouts, the four modules cover key topics in leading professional learning tied to implementing content standards: Managing change, Facilitating learning teams, and Learning designs, and Standards for Professional Learning.
- [Professional Learning Initiative Analysis: A Workbook for States and Districts](https://learningforward.org/report/professional-learning-initiative-analysis-workbook-states-districts/): Given what system leaders must accomplish with limited resources, they must make bold decisions about their current investments to achieve high-priority goals related to implementing college- and career-ready standards. This workbook is designed to guide users through a five-step process of understanding what professional learning is available in their system; what is known about it; how it contributes to achieving the system's goals; and what actions leaders might consider to increase the overall effectiveness, efficiency, and equity of professional learning.
- [Comprehensive Professional Learning System: A Workbook for States and Districts](https://learningforward.org/report/comprehensive-professional-learning-system-workbook-states-districts/): This workbook guides a team in reviewing, revising, or replacing an existing professional learning system. The process outlined and the tools included support the team in conducting all aspects of its work, usually done over several months, with continuous progress monitoring and input from research, experts, and constituents. The workbook is designed to be used by leaders in education agencies, including state departments or ministries of education, local school systems, and other governing agencies or organizations that provide professional learning.
- [Professional Learning Plans: A Workbook for States, Districts, and Schools](https://learningforward.org/report/professional-learning-plans-workbook-states-districts-schools/): Professional learning plans establish short- and long-term guidance for professional learning and its implementation. This workbook offers information and tools to walk educators through seven planning steps, from data analysis to setting goals to identifying learning designs to monitoring impact. Effective plans help individuals, schools, districts, and states to coordinate learning experiences designed to achieve outcomes for educators and students.
- [Meet the Promise of Content Standards: Developing a Comprehensive Learning System](https://learningforward.org/report/meet-promise-content-standards-developing-comprehensive-learning-system-2/): Introduce stakeholders at any level to the concept of a comprehensive professional learning system with our latest brief, created with the support of the Sandler Foundation in collaboration with the Council of Chief State School Officers. Meet the Promise of Content Standards: Developing a Comprehensive Professional Learning System provides an introduction to an infrastructure for developing individual, school, team, and school system capacities needed to ensure success for all educators and their students. This resource is drawn from the complete workbook Comprehensive Professional Learning System: A Workbook for States and Districts.
- [The State of Teacher Professional Learning](https://learningforward.org/report/state-of-teacher-professional-learning/): In the interest of starting a national conversation about the type and quality of professional learning teachers experience, Corwin, the National Education Association, and Learning Forward invited teachers nationwide to voice their opinions about their professional learning. More than 6,300 teachers from across the United States responded.
- [Micro-credentials for Impact: Holding Professional Learning to High Standards](https://learningforward.org/report/micro-credentials-impact-holding-professional-learning-high-standards/): Co-published by Learning Forward and Digital Promise, this paper seeks to chart a course for leveraging a micro-credentialing system to enable more educators to achieve the potential of professional learning. The paper uses the Standards for Professional Learning as a frame to provide guidance to everyone involved in micro-credentials to ensure that learners experience the research-based elements of professional learning essential to achieving ambitious outcomes for students.
- [The State of Educators’ Professional Learning in Canada: Executive Summary](https://learningforward.org/report/professional-learning-canada/state-educators-professional-learning-canada-executive-summary/): This executive summary showcases the research questions addressed in the study, summarizes findings and conditions for professional learning in Canada, and concludes with implications for next steps. Examples of professional learning practices from various provinces highlight learning in action across the nation.
- [L’état de l’apprentissage professionnel des éducateurs au Canada: Sommaire exécutif](https://learningforward.org/report/professional-learning-canada/letat-de-lapprentissage-professionnel-des-educateurs-au-canada-sommaire-executif/): The executive summary is also available in French.
- [The State of Educators’ Professional Learning in Canada: Final Research Report](https://learningforward.org/report/professional-learning-canada/state-educators-professional-learning-canada-final-research-report/): This research report summarizes the evidence, experiences, and examples of educators’ professional learning in Canada, with details from the provinces and territories. The report also showcases the research questions addressed in the study, summarizes findings and conditions for professional learning in Canada, and concludes with implications for next steps. Examples of professional learning practices from various provinces highlight learning in action across the nation.
- [Bringing the Profession Back In](https://learningforward.org/report/professional-learning-canada/bringing-profession-back/): 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.
- [The State of Educators’ Professional Learning in British Columbia: Executive Summary](https://learningforward.org/report/professional-learning-canada/state-educators-professional-learning-british-columbia-executive-summary/): 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.
- [The State of Educators’ Professional Learning in British Columbia: Case Study](https://learningforward.org/report/professional-learning-canada/state-educators-professional-learning-british-columbia-case-study/): 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.
- [The State of Educators’ Professional Learning in Alberta: Case Study](https://learningforward.org/report/professional-learning-canada/state-educators-professional-learning-alberta-case-study/): 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.
- [Professional Learning in Canada](https://learningforward.org/report/professional-learning-canada/): 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.
- [A Systemic Approach to Elevating Teacher Leadership](https://learningforward.org/report/systemic-approach-elevating-teacher-leadership/): 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.
- [Coaching for Impact: Six Pillars to Create Coaching Roles That Achieve Their Potential to Improve Teaching and Learning](https://learningforward.org/report/coaching-impact-six-pillars-create-coaching-roles-achieve-potential-improve-teaching-learning/): Despite decades of efforts to support teachers with coaching, most teachers still do not get the support they need in their own classrooms. Yet most teachers, including experienced ones, need support to continue to evolve professionally, hone their practice, and use new tools. This support is most powerful when offered routinely and on the job by skilled professionals.
- [Moving from Compliance to Agency: What Teachers Need to Make Professional Learning Work](https://learningforward.org/report/moving-compliance-agency-teachers-need-make-professional-learning-work/): Learning Forward and the National Commission on Teaching & America’s Future interviewed teachers and school administrators to understand the disconnect between the professional learning that teachers need and want and what they actually experience on the job.
- [Facilitator Guide for Beyond PD: Teacher Professional Learning in High-Performing Systems](https://learningforward.org/report/facilitator-guide-beyond-pd-teacher-professional-learning-high-performing-systems/): This resource suggests ways for unpacking and applying findings from the study to assist education leaders, policy makers, and decision makers in improving the quality of professional learning in schools. With more than 35 tools, the guide offers multiple entry points into the latest knowledge from the field, focusing stakeholders on practical implications and next steps.
- [Evidence of Effectiveness](https://learningforward.org/report/evidence-of-effectiveness-2/): Explore the impact of Learning Forward's work. The organization has accumulated a body of evidence that its programs and services are linked to improved professional development policy and practice at state, district, and school levels. The organization also has found evidence that implementing these policies and practices can lead to improved school climate, curriculum, assessment, instruction, and student achievement. Read about Learning Forward's theory of action and products and services, and understand the organization's in-depth work through case studies at the state and district levels.
- [Building Professional Development to Support New Student Assessment Systems](https://learningforward.org/report/building-professional-development-support-new-student-assessment-systems-2/): Authored by Stephanie Hirsh, this white paper for Arabella Philanthropic Advisors is one of several on school reform topics by noted authors. New assessment systems will provide teachers with significant new opportunities to guide all students toward college and career readiness. To benefit from such assessments, states will need to be more thoughtful than they have been in the past about conceiving, organizing, managing, implementing, and evaluating effective professional development. The paper offers eight recommendations to help rebuild professional development infrastructure to support these systems.
- [Phase IV: Building a Learning Community: A Tale of Two Schools](https://learningforward.org/report/status-professional-learning-2/phase-iv-building-learning-community-tale-two-schools/): In an effort to understand and document the elements that make professional learning communities effective, a new report presents case studies of two schools drawn from survey data of 33 New Jersey public schools involved in a state-sponsored professional learning community training program. The report, Building a Learning Community: A Tale of Two Schools, is authored by Dan Mindich and Ann Lieberman and produced through Learning Forward and the Stanford Center for Opportunity Policy in Education (SCOPE). Among the key findings: sustaining focus is vital, collegiality is not enough, and leadership is key. This is the final report from the multiphase research initiative, Status of Professional Learning.
- [Phase III: Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies](https://learningforward.org/report/status-professional-learning-2/phase-iii-teacher-professional-learning-united-states-case-studies-state-policies-strategies/): Policy shapes practices, and the increasingly important realm of professional development is no exception. To identify effective professional development policies and strategies, the Stanford University research team examined the policy frameworks supporting high levels of professional development activity in four states in Phase III of the multiyear research study. The states—Colorado, Missouri, New Jersey, and Vermont—were identified as "professionally active" based on evidence of high levels of teacher participation in professional development in the 2008 Schools and Staffing Survey (SASS), administered by the National Center for Education Statistics, and the teacher surveys associated with the 2009 National Assessment of Educational Progress (NAEP); a reputation in the literature for enacting reforms that are consistent with the research based on "effective" professional development; and improvements in student achievement as measured in the 2009 NAEP.
- [Phase II: Professional Development in the United States: Trends and Challenges](https://learningforward.org/report/status-professional-learning-2/phase-ii-professional-development-united-states-trends-challenges/): The report from Phase II of this multiyear research initiative examines the status of professional learning in the United States. The findings indicate that the nation is making some progress in providing increased support and mentoring for new teachers. However, the study also reveals that teachers’ opportunities for the kind of ongoing, intensive professional learning that research shows has a substantial impact on student learning are decreasing. Researchers examined 2008 data from the federal government’s Schools and Staffing Survey (SASS) and other sources. The report also includes assessments of each state on the quality of their professional development across 11 indicators that comprise a newly developed Professional Development Access Index.
- [Phase I: Professional Learning in the Learning Profession](https://learningforward.org/report/status-professional-learning-2/phase-professional-learning-learning-profession/): In 2009, NSDC released Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. This report examines what research has revealed about professional learning that improves teachers’ practice and student learning. The report describes the availability of such opportunities in the United States and high-achieving nations around the world, which have been making substantial and sustained investments in professional learning for teachers over the last two decades. Funding for the multiyear research effort comes from the Bill and Melinda Gates Foundation, MetLife Foundation, NSDC, and The Wallace Foundation.
- [Status of Professional Learning](https://learningforward.org/report/status-professional-learning-2/): Launched in 2008 by NSDC and a team of researchers from the Stanford Center for Opportunity Policy in Education (SCOPE), the three-part Status of Professional Learning research study aims to measure the effectiveness of professional learning in the United States. Funding for the multiyear research effort comes from the Bill & Melinda Gates Foundation.
- [Why Professional Development Matters](https://learningforward.org/report/professional-development-matters/): Written for parents, community members, and policy makers by Learning Forward's senior distinguished fellow, this booklet explains in fundamental terms what professional development is and why it is an important school improvement strategy. This series of Q-and-As is useful for helping audiences outside of education to understand this critical topic. Download the publication to share at board meetings or community gatherings. Share copies with local, state, and federal policy makers in your advocacy work.
- [Advancing High-Quality Professional Learning through Collective Bargaining and State Policy](https://learningforward.org/report/advancing-high-quality-professional-learning-collective-bargaining-state-policy/): Through collective bargaining agreements and state policies, local school districts and states establish the conditions, resources, and processes for professional learning that strengthen teaching and student learning. Learning Forward, the American Federation of Teachers (AFT), the Council of Chief State School Officers (CCSSO), and the National Education Association (NEA) formed a national partnership to share collective bargaining agreements and state policies that support high-quality professional learning for every teacher. Read this report to explore specific policies and recommendations for future actions.
- [Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well](https://learningforward.org/report/job-embedded-professional-development-responsible-get-done-well/): Prepared collaboratively by the National Comprehensive Center for Teacher Quality, the Mid-Atlantic Comprehensive Center, and NSDC, this issue brief strives to define job-embedded professional development, identify who is responsible for it, and describe how to implement it. The brief includes research base, practical examples, and recommendations for districts, schools, and other education agencies either implementing or advocating for this powerful form of professional learning.
- [Teacher Professional Development Evaluation Guide](https://learningforward.org/report/teacher-professional-development-evaluation-guide-2/): This guide offers succinct recommendations for more frequent and more rigorous evaluation of teacher professional development to improve both the quality of professional learning and its results. Developed originally under contracts with Harford County Public Schools and the Maryland State Department of Education, this report assists schools and districts to evaluate the impact of teacher professional development on teaching practice and student learning. Learning Forward supported modifications to the resource guide to make it useful for schools and districts in all states and beyond.

## LF Testimonies
- [Joe](https://learningforward.org/testimonies/joe/): Having multiple staff members at all levels across the district be active members of Learning Forward has helped us set a vision and foundation for high-quality, evidence-based, job-embedded and on-going professional learning that is built upon the Standards for Professional Learning.  From the Board level to administration and faculty, all operate, understand and embrace the Standards. We have seen a huge growth in our teacher leadership which has made positive impacts on student achievement and school culture.
- [Steven Ebell](https://learningforward.org/testimonies/steven-ebell/): Learning Forward provides outstanding resources to support teacher and principal professional learning.  The consistent use of Learning Forward resources in our school district has resulted in a unified direction of our professional learning that has led to positive changes in teacher practice and improvements in student performance.
- [Melissa Heller](https://learningforward.org/testimonies/melissa-heller/): The value of having multiple staff as members of Learning Forward is the opportunity to develop common language and expectations about what valuable professional development is and means in our district.  The resources, publications and learning opportunities that Learning Forward provides also supports our goals for developing our district culture of growth for all, including the adults who serve our students.
- [Sharonda Eley](https://learningforward.org/testimonies/sharonda-eley/): Having multiple teams of educators join Learning Forward stimulated excitement and allowed us to work more cohesively as learning teams. It provided us a platform to norm practices and create common language around professional learning. The membership gave us access to powerful tools and resources that guided our thinking around transforming professional learning, increasing educator capacity and improving student achievement.
- [Learning Forward subscriber](https://learningforward.org/testimonies/learning-forward-subscriber/): The policy updates are, for me, one of the most valuable assets of Learning Forward.
- [Rhonda](https://learningforward.org/testimonies/rhonda/): I love the emphasis on advocacy for our field – the sample templates Learning Forward shares to communicate with state reps regarding policy, the up-to-date info about policy and legislation that could impact our field. I also really appreciate that Learning Forward is the standard-bearer for professional learning standards and provides a framework that supports calibrated understanding of quality and how to strive for it.
- [Learning Forward member](https://learningforward.org/testimonies/learning-forward-member/): Your organization has given me the tools and opportunities to grow as a professional and impact the work I do in my district and with other organizations! Thank you!
- [Robert Kennedy](https://learningforward.org/testimonies/robert-kennedy/): Elections remind us not only of the rights but the responsibilities of citizenship in a democracy.
- [Max DePree](https://learningforward.org/testimonies/max-depree/): The first responsibility of a leader is to define reality. The last is to say thank you. In between, the leader is a servant.
- [Warren G. Bennis](https://learningforward.org/testimonies/warren-g-bennis/): Leadership is the capacity to translate vision into reality.
- [Lesley Rosenthal](https://learningforward.org/testimonies/lesley-rosenthal/): In organizations of all kinds, good governance starts with the board of directors. The board’s role and legal obligation is to oversee the administration (management) of the organization and ensure that the organization fulfills its mission. Good board members monitor, guide, and enable good management; they do not do themselves.
- [John F. Kennedy](https://learningforward.org/testimonies/john-f-kennedy/): Leadership and learning are indispensable to each other.
- [Dawn Wilson](https://learningforward.org/testimonies/dawn-wilson/): The Academy afforded the opportunity to solve an authentic problem of practice in my workplace. Collaborating with coaches and Academy colleagues, I designed a customized learning plan connected with my daily work, learned how to use evaluation tools to measure educator and student outcomes and became a staunch advocate for professional learning. Most importantly, the relationships developed within the Academy, a deliberately diverse group, fostered a knowledge and idea exchange that built our social capital.
- [DeNelle West](https://learningforward.org/testimonies/denelle-west/): The Learning Forward Academy is "access." The Academy created opportunities to learn from research, practitioners, and organizations across the globe. The Academy provided the tools and "know how" to become architects of learning for adults and students and advocates for the quality of support needed to change practice. The Academy is part of a larger organization that works to empower educators to use that access to launch movements driven to improve student learning. Most importantly, that access never goes away. It's always there.
- [Anna Mary Smith](https://learningforward.org/testimonies/anna-mary-smith/): The Learning Forward Academy is a 2.5 year experience which supported me in implementing a highly effective teacher development program and held me accountable to measuring and improving the impact of the professional learning implemented. The learning I received transferred to other teacher development programs I now lead and emphasized the importance of monitoring and measuring impact to ensure professional learning is effective.
- [Barbara Patterson Oden](https://learningforward.org/testimonies/barbara-patterson-oden/): The Learning Forward Academy redefined what learning as an adult is suppose to be. This dynamic professional and personal learning experience provided the space that me to grapple with my own understandings and values around the work I do through self-reflection, processing and discussion with like minded peers from all over the world. As Supervisor of Professional Development for a mid-size school district, I now model much of the adult learning I facilitate using the principles I experienced in the Academy.
- [Nikki Mouton](https://learningforward.org/testimonies/nikki-mouton/): The Learning Forward Academy provides a forum for educators to analyze their practices and engage in dedicated, uninterrupted think tank-type experiences with individuals from all facets of the education.
- [Susan Milliones](https://learningforward.org/testimonies/susan-milliones/): If you are someone who truly believes in evidence of everyone learning every day, if you are inspired by AHA moments and lead with a learning stance, if you crave the comaraderie of people who are bravely making a difference, the Academy is the experience for you. The Academy gave me ideas that greatly improved my practice. It gave me life long friends. Most of all, the Academy gave me hope.
- [Joe McFarland](https://learningforward.org/testimonies/joe-mcfarland/): Learning Forward Academy has been a transformational, system-changing professional learning opportunity for my colleagues and me and is truly changing the culture and focus in our district. The depth of job-embedded learning, networking with professionals across the world and spending quality time immersed in problem solving around real issues within our systems is something unique and rarely found in any other form.
- [Carlos Leal](https://learningforward.org/testimonies/carlos-leal/): The Learning Forward Academy is a safe learning community where we can challenge thinking, test hypothesis and grow in our own understanding of adult learning.
- [Juliet Correll](https://learningforward.org/testimonies/juliet-correll/): For me, the Learning Forward Academy was a profound multi-layered learning experience. I generated shared knowledge and language while forming collegial partnerships and friendships that exist to this day and have continued to grow. I developed a more relevant understanding of the Standards for PL and related tools, and benefited from seeing effective PL modeled throughout the process. Looking back, Academy was really the jumping off point for me to engage more deeply with Learning Forward across the board. I also laughed - a lot!
- [Ramona Coleman](https://learningforward.org/testimonies/ramona-coleman/): Why invest in the Learning Forward Academy? It is an opportunity of a lifetime to deepen dispositions and collaborate with peers. The Learning Forward Academy is an engaging learning community of professionals from around the world that commit to exploring effective practices for their organizations. As an Academy member, I had the opportunity to deepen my understanding of professional learning as it relates to teaching and learning. The Academy provided a collaborative space for me to deepen my knowledge, attitude, skills, aspirations, and behaviors by engaging in inquiry around a Problem of Practice.
- [Lisa Casto](https://learningforward.org/testimonies/lisa-casto/): Learning Forward Academy is one of those life changing educator experiences. Using my problem of practice and working with experts and colleagues greatly supported, impacted and ensured student success in my district.
- [Leann Myers](https://learningforward.org/testimonies/leann-myers/): These are all things that I can very easily share with my district as well as with members of our state department of education as I work to become a more influential advocate for professional learning as the best path for improving education.
- [Leann Myers](https://learningforward.org/testimonies/leann-myers-3/): Finally, when I began this process, I had a very limited understanding of how to formatively assess professional learning. Not only have I developed skills that can allow me to assess the structures and content of professional learning, but also the teacher concern and level of use around their professional learning and what to do with the results to move teachers into a place where their professional learning is positively impacting the students in their classrooms.
- [Leann Myers](https://learningforward.org/testimonies/leann-myers-6/): As a leader, I have developed confidence in my ability to lead professional learning and advocate for professional learning, not only with my faculty, but also within our district and state. I have become much more intentional with my communication and my actions around professional learning. I also believe that I have developed skills as a strategic planner for professional learning and understand how to examine the change we hope to accomplish and plan for steps to move toward the desired change.
- [Andrew Maoury](https://learningforward.org/testimonies/andrew-maoury/): We have been able to idea share, be critical listeners, and work off of each other’s successes and failures. It has been this networking that has been the most valuable and has increased my proverbial “toolbox” of resources in my day to day job and overall growth and development.
- [Andrew Maoury](https://learningforward.org/testimonies/andrew-maoury-2/): Due to my LFA teammates, as well as other academy members and conference attendees, I have made connections and communicated with folks with whom I would have otherwise never made association. I have had phone calls, emails, and Skype sessions with others who have made an immediate impact on my day to day operations. Being able to work with a curriculum director from New York, professional developers from Arizona and Illinois, as well as well as an Asst. Super from Oregon has provided me both a depth and breadth of perspective that has been unparalleled.
- [Leann Myers](https://learningforward.org/testimonies/leann-myers-2/): Over the past two and a half years, I believe that I have grown as an individual and as a leader. The work with the Academy has helped to develop a level of knowledge about professional learning that I can only hope to continue to develop long after the Academy experience is finished.
- [Leann Myers](https://learningforward.org/testimonies/leann-myers-4/): Effective professional learning is about ongoing opportunities within the work that focuses on student outcomes. As a school leader, I continue to work with teachers to develop individual professional learning plans to address areas of need. I believe that the difference following the work in the Academy is that I have been very intentional with teachers to paint a picture of professional learning as everything from book studies, to classroom observations, to collaborative planning, to evaluation post conferences as opportunities for professional learning.
- [Leann Myers](https://learningforward.org/testimonies/leann-myers-5/): Through the work of the Academy, I have developed a strong belief that professional learning is central to any type of improvement plan for a school or district. Everything from the time spent on purposeful, student results-driven, job-embedded professional learning to the importance of funding for professional learning has come from my work with the Learning Forward Academy. Prior to my work in the Academy, I saw good professional learning as multiple offerings with topics that would meet the needs of those in many different subject areas. Now I realize that the best professional learning is not just about one-time offerings, no matter how many diverse topics are offered.
- [Matt Schiebel](https://learningforward.org/testimonies/matt-schiebel/): Professional learning and coaching can result in discomfort. For years, teachers and principals have expected supervisors to simply tell them the ‘correct’ method or strategy; consequently, the amount of learning that has taken place has been inconsequential, as educators have expected a "one size fits all" professional development to address. I have often believed that the first sign of lasting change is when the vocabulary of the district changes. Administrators and teachers no longer talk of professional development. For me personally, I knew I was actively embracing the change when I changed the name of my "professional development" folder to "professional learning".
- [Matt Schiebel](https://learningforward.org/testimonies/matt-schiebel-2/): Fort Wayne Community Schools has embraced the concept of professional learning and has a very active partnership with Learning Forward. I have witnessed the transformation over the past several years. Our leadership meetings are no longer a lengthy “sit and get” PowerPoint presentation. During leadership meetings, administrators are now regularly provided time to collaborate around a common problem of practice. Administrators and instructional coaches are encouraged to coach teachers as they implement the school improvement plan. By helping principals and teachers clarify and reflect upon their practices, genuine strategies that can improve student learning are beginning to show.
- [Matt Schiebel](https://learningforward.org/testimonies/matt-schiebel-3/): In addition, we now use norms, protocols, and a professional learning plan to monitor our progress toward our student and adult learning goals. More importantly, our professional learning takes place over time so that genuine adult learning can take place….no more ‘one and done’ professional development. By ‘going slow to go fast’, our faculty is beginning to embrace the concept of professional learning; they are beginning to envision the process as ongoing and not simply a checklist.
- [Matt Schiebel](https://learningforward.org/testimonies/matt-schiebel-4/): The concepts of professional learning and problems of practice align closely to my own beliefs as a former science teacher and current principal. Unlike professional development, professional learning is not an “event”. Professional learning is an ongoing process of learning by practice, observation, and refinement....much like addressing a scientific hypothesis over time. No longer do I advocate sending my staff to professional development conferences to find a “one size fits all” approach to an instructional dilemma: been there, done that, it doesn’t work. I now tell my staff that the answers to improving student achievement exist right within the walls of our own school. While we may research techniques available online or in educational journals, the solutions only begin to take place when we learn and experiment together as colleagues.
- [Kathryn Meyers](https://learningforward.org/testimonies/kathryn-meyers/): My problem of practice was largely revolving around creating vertically aligned assessment for my Physical Welfare Division. The challenge was to gather data, evidence, and research change in order to build and implement a vertically aligned curriculum. The evolution of my problem of practice was heavily influenced by the learning I took part of in the Academy. Marcia Tate’s Principles of Adult Learning and the theories of change and implementation were areas of great influence to my problem of practice. Eventually my work evolved from something vague to a clear and established purpose for change.
- [Our first task](https://learningforward.org/testimonies/our-first-task/): Our first task within LF Academy was to articulate a problem of practice within my educational community. As a high school teacher, I knew that the impact I could have on this problem was in a different capacity than most Learning Forward Academy members due to the fact that I was the only teacher in this graduating class. This was entirely daunting in the early sessions of the experience. However through learning about institutional change and professional learning practices, I realized that my position as a ‘teacher-leader’ truly placed me in the ‘front-line’ of implementing change.
- [Michelle Bowman](https://learningforward.org/testimonies/michelle-bowman/): I grew in my knowledge, skill and application in three areas. First, I have increased my capability to facilitate others leaders’ capacity to understand the Standards for Professional Learning and move the Standards into practice. Second, I have revisited my notes and used the content from our sessions on change management and implementation of change in a many learning activities. Third, my greatest growth has been in the area of assessing the impact of professional learning. Revisiting this topic in multiple sessions during the Academy allowed me to sharpen my skills and deepen understanding. The inquiry-based learning model served me well.
- [Deborah Childs-Bowen, Past President, 2005](https://learningforward.org/testimonies/deborah-childs-bowen-past-president-2005/): My time as a Learning Forward board member has been personally transformational. It had an exponential impact on my work in the field with numerous educators and organizations. Being a board member required me to examine my beliefs and assumptions about professional learning and document evidence of ongoing impact as well as a commitment to transformative facilitation practices.
- [Steve Cardwell](https://learningforward.org/testimonies/steve-cardwell/): I have been fortunate and privileged to serve on the Learning Forward Board for the past three years. During this time, I have engaged in deep professional learning and transformative leadership with my board colleagues, Learning Forward staff and many other educators within the organization and beyond. Through the relationships, dialogue and collegial support fostered by Learning Forward, I have gained the wisdom of practice and capacity as a collaborative professional to ensure that all students enjoy high quality learning.
- [Shawn Joseph](https://learningforward.org/testimonies/shawn-joseph/): Learning Forward provides my school district a forum to participate in a community of learners focused on providing high-quality professional development for all staff. Partnering with Learning Forward has increased our capacity to increase student achievement for our students.
- [Sharon Contreras](https://learningforward.org/testimonies/sharon-contreras/): As superintendent of one of the nation’s largest school systems, I have found that serving on the Learning Forward Board of Trustees has been incredibly valuable for me as a leader and for the more than 73,000 students I serve. The access to cutting-edge research and discussions with our profession’s leading thinkers and practitioners expands my vision, broadens my knowledge base and is accelerating our local district transformation initiatives.
- [Monica Martinez](https://learningforward.org/testimonies/monica-martinez/): My time as a Learning Forward board member helps me stay up to date with effective practices and policies that strengthen professional learning opportunities for educators while at the same time exposing me to amazing teachers and leaders in the field who make it happen every day.
- [Leigh Wall](https://learningforward.org/testimonies/leigh-wall/): The opportunity to serve as a trustee and to be a part of the Learning Forward team is an honor and professionally rewarding in so many ways. The mission of Learning Forward is directly aligned with school leadership and as a public school Superintendent, building the capacity of leaders through highly effective professional learning is key to school improvement and student achievement. Serving on the board of this prestigious organization allows for collaboration and learning that is significant to me professionally in improving my practice as an educator, and in strengthening our learning system. As a trustee, the opportunity to work alongside national and international leaders allows us to develop our passion for improving student achievement through professional learning in order to impact the future of children.
- [Alan Ingram](https://learningforward.org/testimonies/alan-ingram/): My introduction to Learning Forward came more than 20 years ago while using its exceptional consultation services. The organizations I’ve served and the educators with whom I’ve served have benefited immensely by participation in Learning Forward’s annual conferences, summer institutes, immersion in the standards of professional learning, and access to other continuous improvement resources and publications. But, most importantly, by concerted efforts to improve the practice of all educators, students have been the direct beneficiaries. I am honored to serve on the Board of Trustees.
- [Valeria Brown](https://learningforward.org/testimonies/valeria-brown/): My time on the Board has allowed me to learn from, and with, likeminded leaders committed to advocating high quality educator professional learning to provide all students an equitable education. Even though our full-time responsibilities keep us busy, when we have the opportunity to work on a common goal, it feels as if we’ve worked together every day for years.
- [Scott Laurence](https://learningforward.org/testimonies/scott-laurence/): I value Learning Forward for the professional relationships I have developed over the years. The quality of the people with whom I have interacted has been outstanding. It motivates me every day to stay current and to continually try to improve.
- [Wendy Robinson](https://learningforward.org/testimonies/wendy-robinson/): As a superintendent, I value the diversity of thought our employees bring to the district. Because our leaders were hired at different times and have varying levels of experience, we need a common set of standards that allows us to use our diverse backgrounds to strengthen the district capacity for change in order to provide the highest quality education to our students. Learning Forward has helped us develop the talent of our staff, defined the work that needs to be done, provided the tools to get us there, and surrounded us with a network of peers from around the world to ensure we get the results we need. Additionally, my position as a member of the board allows me to use my talents to strengthen the Learning Forward organization which is known as the premier advocate for the value of professional learning.

## Board of Trustees
- [Zipporah Miller](https://learningforward.org/board-of-trustees-members/zipporah-miller/): Dr. Zipporah Milleris a distinguished leader in education with over 30 years of experience in K–12 education, higher education, nonprofit leadership, and school board governance. She currently serves as Director of Organizational Learning for Anne Arundel County Public Schools, where she designs and leads innovative professional learning initiatives, including the district’s pioneering micro-credential program. Dr. Miller manages federal Title II-A funding, supporting more than 15 programs focused on educator development, teacher induction, and leadership growth.
- [Jaime R. Aquino](https://learningforward.org/board-of-trustees-members/jaime-r-aquino/): Dr. Aquino was born in the Dominican Republic, where he pursued a bachelor’s degree in psychology at the Instituto Tecnológico de Santo Domingo. Upon completing his degree, Dr. Aquino was recruited by the New York City Board of Education as a bilingual teacher. His contributions to the teaching profession were acknowledged in 1990 when he was selected as New York State Bilingual Teacher of the Year.  He received both his Master of Science and Doctor of Philosophy degrees from Fordham University. His master’s degree is in bilingual education and his doctoral degree is in curriculum and teaching with a specialty in language, learning, and literacy.
- [Nader I. Twal](https://learningforward.org/board-of-trustees-members/nader-twal/): Nader I. Twal serves as Assistant to the Superintendent in the Office of the Superintendent in Long Beach Unified School District — the fourth largest in CA. An experienced and published Liberatory Designer, Design Thinker, Milken National Educator, and CA Association of Teachers of English in Teaching Awardee, Nader bridges the gap between theory and action, with a body of work that demonstrates the power of listening first and designing second.
- [Vivian Mihalakis](https://learningforward.org/board-of-trustees-members/ash-vasudeva/): Vivian Mihalakis, Deputy Director of K-12 Education, supports the foundation’s place-based strategy that centers on the adoption and use of high-quality math instruction materials with aligned professional learning to increase the number of students who complete Algebra 1 with positive experiences.
- [Linda Chen – Board Chair (2025)](https://learningforward.org/board-of-trustees-members/linda-chen/): Linda Chen serves Boston Public Schools (BPS) as Senior Deputy Superintendent of Academics. Prior to joining BPS, Chen served as Chief Academic Officer for New York City Department of Education overseeing instructional supports for all learners and manages Curriculum and Instruction, Professional Learning, Teacher and Leadership Development, Postsecondary Readiness, Special Education, English/Multilingual Learners, and Academic Policy and Evaluation.  Before returning to New York City, Linda served as Vice President for Engagement and Implementation at the Network for Teaching Entrepreneurship. Before that, Linda served as Chief Academic Officer of Baltimore City Public Schools, Deputy Chief Academic Officer of Boston Public Schools, and Assistant Superintendent and Deputy Chief of Teaching and Learning in the School District of Philadelphia. Prior to her leadership roles in Philadelphia, Linda served as principal, literacy supervisor, staff developer and teacher in New York City. She began her career as a teacher in Seattle Public Schools. She holds a B.S. in Psychology and Teacher Certification from the University of Washington, and M.A. in Curriculum and Teaching, M.S. in Educational Leadership, and Ed.D. in Urban Education Leadership from Columbia University, Teachers College.
- [Segun Eubanks](https://learningforward.org/board-of-trustees-members/segun-eubanks/): Segun Eubanks is professor of practice and director of the Center for Education Innovation and Improvement at the University of Maryland, College Park (UMD). He also served as the chair of the board of education for Prince George’s County Public Schools (PGCPS). Eubanks has served in various leadership roles at the National Education Agency (NEA) including as director of professional educator support and as director of Teacher Quality. He has led major policy initiatives and programs such as the Teacher Leadership Initiative, the Teacher Residency Taskforce, the National Commission on Effective Teachers and Teaching, and the NEA’s Committee on Professional Standards and Practice. He is known nationally as an advocate for the teaching profession, for teacher diversity, and for equitable access to quality education.  Eubanks earned a B.A. in educational advocacy from the University of Massachusetts at Amherst, a M.S. in human services administration from Springfield College, and a Ph.D. in teaching and learning policy from the University of Maryland, College Park. He is the father of four and lives in Mitchellville, MD with his wife, Shyrelle Eubanks.
- [Mark Elgart](https://learningforward.org/board-of-trustees-members/mark-elgart/): Mark Elgart is president and CEO of Cognia (formerly AdvancED), a non-profit serving nearly 40,000 public and private institutions in over 70 countries delivering a range of services including accreditation, student assessments, consulting, and professional learning offerings. Elgart is responsible for executive leadership of the organization and has successfully facilitated six non-profit mergers and acquisitions since 2003. His prior experience includes executive director of the Commission on Secondary and Middle Schools (SACS); administration positions at both the high school and middle school level in New Hampshire; and teaching middle and high school mathematics and physics in Massachusetts. A previous national advisor to Learning Forward, Elgart also serves on the board of Knowledge Alliance and is president of The Standard Club.  He is author of numerous papers and keynote presentations. Elgart received a B.S. in mathematics from Springfield College; an M.Ed. in educational administration and supervision from Westfield State College; and an Ed.D. in leadership in schooling from the University of Massachusetts at Lowell.
- [Sue Sarber – Board Past Chair (2024)](https://learningforward.org/board-of-trustees-members/sue-sarber/): Sue Sarber retired in January 2023 from Arlington Public Schools in Arlington, VA, where she held the position of director of professional learning in the department of human resources. She began her career in education as an elementary school teacher for Prince William County Schools before moving to the position of instructional technology specialist. She continued as an instructional technology coordinator with Arlington Public Schools in 1999 and has moved within that district from media integration coordinator to professional development specialist to the last 14 years as its professional learning supervisor. She credits Learning Forward and the network of colleagues she has developed with encouraging and inspiring her throughout her career. She is an active member of Learning Forward Virginia Affiliate where she has served as a member, region representative, and president.  Sarber has presented at annual conferences, served on the host committee, and contributes to and supports the Learning Forward Foundation. Sarber received her B.A. in education from Virginia Tech, her M.Ed. in education leadership and science and her Ph.D. in instructional technology from George Mason University.
- [Denise Swee’alt Augustine – Board Chair-elect (2026)](https://learningforward.org/board-of-trustees-members/denise-sweealt-augustine/): Denise Augustine, M.Ed, a First Nations woman of mixed ancestry, lives in the Cowichan Valley on Vancouver Island, the unceded lands of the hul’q’umi’num people. Denise just retired from a secondment with the Ministry of Education where she serves as the Superintendent of Indigenous Education. With over 30 years as an educator and a recipient of the Indspire Indigenous Educator Award for leadership, Denise is a passionate champion for systemic changes that support Equity for Indigenous learners. She and her husband, Greg, are proud parents of two grown daughters and a granddaughter. Grateful for easy access to the wilderness, Denise makes time to enjoy the many hiking trails on Vancouver Island with her canine buddy, Dexter.

## Webinars
- [So You’ve Heard of Curriculum-Based Professional Learning — Now What?](https://learningforward.org/webinar/so-youve-heard-of-curriculum-based-professional-learning-now-what/): Curious about curriculum-based professional learning but not sure what it really looks like in practice? This free, 90-minute virtual workshop breaks it down by showing how professional learning can be tightly connected to the curriculum educators use every day and to widely recognized standards for effective adult learning. Participants will explore how this approach helps teachers make better use of strong instructional materials and expand students’ opportunities to learn.
- [Members-only: Tools & strategies with Jim Knight & Jessica Wise](https://learningforward.org/webinar/members-only-ic-toolkit-tools-strategies-with-jim-knight-jessica-wise/): Thursday, May 15, 3-4 p.m. ET Authors Jim Knight and Jessica Wise will share insights from the book, which is a collection of resources and practical tools intentionally designed so that coaches can refine the art and craft of being an instructional coach and leaders can set up meaningful learning activities for coaches.
- [Essential skills for giving great presentations](https://learningforward.org/webinar/essential-skills-for-giving-great-presentations/): Thursday, February 20, 2025 at 3:00 PM ET Level up your presentation skills with this interactive session led by professional learning expert Kendall Zoller.
- [Standards Assessment Inventory (SAI) Lunch & Learn](https://learningforward.org/webinar/standards-assessment-inventory-sai-info-session/): Feb 7, 2025, 12:00 PM ET The Standards Assessment Inventory (SAI) is a confidential, web-based survey that schools and districts have used to measure their alignment with the standards, identify strengths and areas of focus in their professional learning, and plan professional learning that gets results for teachers and students.
- [Book Club discussion: Meet the author of The Equity Expression: Six Entry Points for Nonnegotiable Academic Success](https://learningforward.org/webinar/book-club-discussion-meet-the-author-of-the-equity-expression-six-entry-points-for-nonnegotiable-academic-success/): - Open to Comprehensive Members Only -  Join us for an exclusive opportunity to talk with author Fenesha Hubbard about her latest book, The Equity Expression: Six Entry Points for Nonnegotiable Academic Success.
- [Shifting from searching for support to using evidence-based tools to advance high-quality professional learning](https://learningforward.org/webinar/shifting-from-searching-for-support-to-using-evidence-based-tools-to-advance-high-quality-professional-learning/): Standards Week featured a daily 30-minute high-impact dose of standards-based improvement insights.
- [Shifting from random acts of PD to a professional learning system](https://learningforward.org/webinar/shifting-from-random-acts-of-pd-to-a-professional-learning-system/): Join us during Standards Week for a daily 30-minute high-impact dose of standards-based improvement insights!
- [Shifting from misalignment to rigor with high-quality curriculum and instructional materials](https://learningforward.org/webinar/shifting-from-misalignment-to-rigor-with-high-quality-curriculum-and-instructional-materials/): Join us during Standards Week for a daily 30-minute high-impact dose of standards-based improvement insights!
- [Shifting from hoping for the best to measuring impact through standards-aligned professional learning](https://learningforward.org/webinar/shifting-from-hoping-for-the-best-to-measuring-impact-through-standards-aligned-professional-learning/): Join us during Standards Week for a daily 30-minute high-impact dose of standards-based improvement insights!
- [Title II: Opportunities and impact](https://learningforward.org/webinar/title-ii-opportunities-and-impact/): A webinar highlighting state and district successes and challenges in implementing Title IIA programs and collecting impact data.
- [Evaluating professional learning](https://learningforward.org/webinar/evaluating-professional-learning/): Join experts Thomas Guskey and Joellen Killion to discuss strategies and tools you can use to examine and improve your professional learning.
- [Leadership Team Institute – Information Session](https://learningforward.org/webinar/leadership-team-institute-information-session-2/): Tuesday, April 2, 4 - 5 PM ET This information session on our Leadership Team Institute will include a discussion of Institute outcomes, design components, benefits for participating schools, key dates, and pricing, plus a question and answer period.
- [Finding common ground to reach all students](https://learningforward.org/webinar/finding-common-ground-to-reach-all-students/): In this webinar, we will hear from leaders and practitioners who are strategically using language to reframe the conversation about ensuring equitable outcomes for all learners.
- [The power of coaching](https://learningforward.org/webinar/the-power-of-coaching-2/): This webinar features educators in a range of roles who use coaching skills to foster autonomy, efficacy, and growth for other educators.
- [Finding time for professional learning](https://learningforward.org/webinar/finding-time-for-professional-learning-3/): This webinar explores strategies for prioritizing and dedicating time to educator learning, making the most of the time you have, and ensuring learning time is well spent.
- [Professional learning IS stronger schools: Title II-A funding and the federal education budget](https://learningforward.org/webinar/professional-learning-is-stronger-schools-title-ii-a-funding-and-the-federal-education-budget/): This policy briefing is a special convening of education leaders representing superintendents, principals, teachers, and the U.S. Department of Education to talk about how professional learning is critical to retain teachers, intensify academic recovery, and meet the needs of all students.
- [Leading the celebration: Ending the year with excitement, accomplishment, and renewed energy](https://learningforward.org/webinar/leading-the-celebration-ending-the-year-with-excitement-accomplishment-and-renewed-energy/): This webinar focuses on educator wellness, maintaining motivation, and ending the school year as a celebration.
- [Instructional coaches and principals: An essential partnership for school success](https://learningforward.org/webinar/instructional-coaches-and-principals-an-essential-partnership-for-school-success/): Learn from schools that have developed true partnerships between leaders and coaches, how they’ve done it, and what it has meant for teaching and learning.
- [Teacher retention: The role of professional learning](https://learningforward.org/webinar/teacher-retention-the-role-of-professional-learning/): As schools grapple with teacher shortages and turnover, professional learning is a vital but underutilized investment in the workforce. This webinar explores how professional learning can improve retention and long-term career success.
- [Equity by design: Interrogating systems while supporting educators](https://learningforward.org/webinar/equity-by-design-interrogating-systems-while-supporting-educators/): This webinar focuses on different, systemic examples of innovative equity-based programs that have positively impacted schools and systems while providing support for educators to embed and advance equity.
- [Defining and growing your leadership style](https://learningforward.org/webinar/defining-and-growing-your-leadership-style/): Leaders often spend significant time supporting the growth of others at the expense of their own professional learning needs. This webinar provides tips and strategies for leaders to focus on their own growth.
- [How professional learning improves teacher and student outcomes: Examining the evidence](https://learningforward.org/webinar/how-professional-learning-improves-teacher-and-student-outcomes-examining-the-evidence/): See examples of how states, districts, and schools document the ways in which their professional learning leads to improvement.
- [Trauma-informed practices: Building teachers’ and students’ resilience in stressful times](https://learningforward.org/webinar/trauma-informed-practices-building-teachers-and-students-resilience-in-stressful-times/): This webinar explores the impact of stress and adverse life experiences and explains how building educators’ use of trauma-informed practice can lead to benefits for all students and staff.
- [Advocacy and agency: Building your storytelling skills](https://learningforward.org/webinar/advocacy-and-agency-building-your-storytelling-skills/): Whether it is advocating for one of your students or winning a grant from the PTA or even convincing a decision-maker to make decisions that are necessary for your success, with some new tools and strategies and a little bit of practice, you can increase your impact through effective storytelling.
- [Educator health and wellbeing: Put on your own oxygen mask first](https://learningforward.org/webinar/educator-health-and-wellbeing-put-on-your-own-oxygen-mask-first/): Panelists will focus on tips and strategies to promote educator health and wellbeing, including how they strengthen and care for their own needs so that they are healthier and better able to help others.
- [Coaches inspiring change during difficult times](https://learningforward.org/webinar/coaches-inspiring-change-during-difficult-times/): Join us for this webinar to gain skills and strategies for building teacher efficacy during times of extreme stress and urgency.
- [Creating inclusive and safe spaces for students and educators: The power of standing up](https://learningforward.org/webinar/creating-inclusive-and-safe-spaces-for-students-and-educators-the-power-of-standing-up/): This webinar focuses on the key resources, strategies, and ideas at the school and system levels for creating and sustaining inclusive and safe spaces for LGBTQ students and educators so that all students are respected and experience success.
- [Building community in a divided world](https://learningforward.org/webinar/building-community-in-a-divided-world/): This webinar will examine strategies for building trust, shared purpose, and community among educators. It will draw on articles from the February 2022 issue of The Learning Professional on the theme of building community in a divided world.
- [Data storytelling for professional learning advocacy](https://learningforward.org/webinar/data-storytelling-for-professional-learning-advocacy/): This webinar will focus on strategies that will help you in planning, preparing, and sharing data that tell compelling stories and move people to action.
- [Coaching with impact: Enacting partnership principles through the Jim Knight coaching model](https://learningforward.org/webinar/coaching-with-impact-enacting-partnership-principles-through-the-jim-knight-coaching-model/): In this webinar, Jim Knight shares the partnership principles that form the foundation of his coaching model.
- [Supporting and encouraging student voice and agency: Experiences and resources](https://learningforward.org/webinar/supporting-and-encouraging-student-voice-and-agency-experiences-and-resources/): This webinar will explore how to build capacity amongst educators as they seek to encourage more student voice and agency in their work.
- [ESSER funds: Creating district impact](https://learningforward.org/webinar/esser-funds-creating-district-impact/): Join us for this webinar to hear from district leaders about how they are using their ESSER funding and how they will share the impact of these dollars in years to come.
- [Coaching during “other duties as assigned”](https://learningforward.org/webinar/coaching-during-other-duties-as-assigned/): Join us for this informative and practical webinar to hear from coaches who have found ways to cope, manage, and even thrive while coaching during “other duties as assigned.”
- [The Learning Principal: Living equity-centered leadership](https://learningforward.org/webinar/the-learning-principal-living-equity-centered-leadership/): During this discussion, The Learning Principal authors and practitioners will share research that clarifies the link between principal actions and results for students.
- [Focusing on social and emotional learning and student success: Experiences and resources](https://learningforward.org/webinar/focusing-on-social-and-emotional-learning-and-student-success-experiences-and-resources/): Thursday, November 4, 3 - 4 P.M. Eastern This webinar will explore new research as well as a variety of approaches and strategies related to social and emotional learning and supports.
- [Breaking down the school walls – tech in and tech out](https://learningforward.org/webinar/breaking-down-the-school-walls-tech-in-and-tech-out/): This webinar will highlight the next phase of learning that is possible, particularly with the technology supports and attitudes now in place. Panelists will share supports and strategies being utilized to create the conditions for student success.
- [The pursuit of racial equity: Moving past engagement to changes in educator practice](https://learningforward.org/webinar/the-pursuit-of-racial-equity-moving-past-engagement-to-changes-in-educator-practice/): This webinar will focus on the strategies, resources, and tangible ideas for embedding racial equity at the classroom, school, and system levels.
- [Partnerships for effective coaching series: My Teaching Partner-Secondary](https://learningforward.org/webinar/partnerships-for-effective-coaching-series-my-teaching-partner-secondary/): This webinar focuses on sharing information on the partnership with Learning Forward, American Institute for Research (AIR), and Teachstone to bring an evidence-based coaching model to districts across the country.
- [Igniting and accelerating learning: Supporting educators in creating engaging classrooms](https://learningforward.org/webinar/igniting-learning-supporting-educators-in-creating-engaging-classrooms/): Learning Forward and FHI 360 invite you to join this webinar as we hear from district and school educators about the supports and strategies they are putting into practice to create the conditions for student success. Join us as we explore lessons learned, favorite resources, and effective practices educators intend to sustain as schools resume and move into a COVID-recovery phase.
- [Where do we go from here?](https://learningforward.org/webinar/where-do-we-go-from-here/): Learning Forward kicks off this year’s webinar series with a conversation about how to leverage our best lessons from last year, continuing to transform schooling for the better while supporting educators to sustain their energy and creativity over the next several months.
- [Re-visioning and building capacity for literacy instruction in the 21st century](https://learningforward.org/webinar/re-visioning-and-building-capacity-for-literacy-instruction-in-the-21st-century/): Learn about a sustainable, replicable professional learning model that can support schools as they move from using traditional classroom approaches of literacy instruction to using blended learning models of literacy instruction.
- [Strategies for summer: How to support students and families](https://learningforward.org/webinar/planning-for-summer-and-fall/): After a year of isolation and trauma, we’re all placing a lot of expectations on this summer. How can educators support students’ needs in a balanced way over the summer? During this webinar, district leaders and youth development experts will share how they are approaching summer learning and enrichment this year.
- [Early learning and beyond: Connecting early childhood with K-12 so every student succeeds](https://learningforward.org/webinar/early-learning-and-beyond-connecting-early-childhood-with-k-12-so-every-student-succeeds/): Join us to explore articles from the April issue of The Learning Professional on early learning. We will discuss systems and strategies that set students up for long-term success. We'll talk about building bridges between early childhood and K-12, what teachers and leaders of all levels can learn from early childhood educators, and how to embed professional learning and capacity-building throughout the system and the community.
- [Celebrating educators: Acknowledge, honor, energize, and renew](https://learningforward.org/webinar/celebrating-educators-acknowledge-honor-energize-and-renew/): The 2020-21 school year has been like no other. Educators at every level have gone above and beyond to provide continuous learning and support student well-being. As this year comes to an end, how do we acknowledge and honor the accomplishments of this past year as we prepare to energize and renew for the next school year?
- [Coaching experienced educators: Critical support in changing contexts](https://learningforward.org/webinar/instructional-coaches-critical-support-in-a-virtual-world/): The webinar is intended to highlight instructional coaches working with experienced educators. Panelists will share strategies, tools, and resources to support experienced teachers to strengthen their practice and discuss the value of self-examination and a commitment to collective responsibility.
- [How principals affect students and schools: Leading learning in a virtual world](https://learningforward.org/webinar/how-principals-affect-students-and-schools-leading-learning-in-a-virtual-world/): This webinar will focus on the key leadership resources, strategies, and ideas at the school and system levels for developing and supporting principals in a virtual world so that all educators and students experience success.
- [How to learn from the pandemic: Name, nourish, connect, and grow!](https://learningforward.org/webinar/how-to-learn-from-the-pandemic-name-nourish-connect-and-grow/): This webinar focuses on how to process what we have learned from teaching and learning in the pandemic era and identify what to keep as we move forward into the next school year.
- [Virtual leading and learning in unique contexts](https://learningforward.org/webinar/virtual-leading-and-learning-in-unique-contexts/): This webinar highlights strategies, tools, and resources that are being used to ensure all students have access to high-quality teaching and learning - especially in schools and districts already challenged by poverty, lack of resources, and high rates of mobility.
- [(Members-Only) Going beyond the equity statement: A conversation with Angela Ward](https://learningforward.org/webinar/members-only-going-beyond-the-equity-statement-a-conversation-with-angela-ward/): Monday, March 29, 1 - 2 p.m. ET Doing the work to build equity takes reflection, raises questions, and is best done in collaboration and conversation with others. To support you in this work, Angela Ward, founder and CEO of 2ward Equity Consulting, will facilitate a live, online discussion for Learning Forward members only. This live discussion will not be recorded.
- [Assessing student work online](https://learningforward.org/webinar/assessing-student-work-online/): For this webinar, we will discuss resources and professional learning supports for educators who are engaged in virtual or hybrid teaching and adjusting assessment practices to online learning.

## LF Newsletters
- [Debrief And Provide Feedback](https://learningforward.org/lf-newsletter/tool-4-debrief-and-provide-feedback/): Tailor appropriate questions and record discusion notes.
- [Tool: Analyze Observation Data](https://learningforward.org/lf-newsletter/tool-3-analyze-observation-data/): Prepare for the debrief conversation, leveraging expertise and experience to reflect on observations
- [Tool: Observation Notes](https://learningforward.org/lf-newsletter/tool-2-observation-notes/): Record what happens during the lesson without judgment.
- [Tool: Plan The Observation](https://learningforward.org/lf-newsletter/tool-1-plan-the-observation/): Establish shared expectations well before the observation.
- [The Expert Next Door: Lesson Observations And Peer Feedback](https://learningforward.org/lf-newsletter/summer-2018-vol-21-no-3/): Lesson observations and peer feedback.
- [Chapter 6: The emperor has no clothes](https://learningforward.org/lf-newsletter/chapter-6-the-emperor-has-no-clothes/): Explore a full chapter from A Playbook for Professional Learning: Putting the Standards into Action by Stephanie Hirsh and Shirley Hord. Available for purchase in the Learning Forward bookstore.
- [Tool: Identifying Next Actions](https://learningforward.org/lf-newsletter/tool-2-identifying-next-actions/): Our professional development initiative.
- [Tool: Unpacking The Implementation Standard](https://learningforward.org/lf-newsletter/tool-1-unpacking-the-implementation-standard/): Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.
- [Tool: Creating An Administrator-Coach Partnership](https://learningforward.org/lf-newsletter/tool-4-creating-an-administrator-coach-partnership/): Purpose: Use this tool to provide a structure and tools for the partnership agreement conversations between coach and the administration.
- [Tool: Weekly Lesson Planning Template](https://learningforward.org/lf-newsletter/tool-3-weekly-lesson-planning-template/): Purpose: Use this template with teachers to scaffold weekly lesson planning in any discipline.
- [Tool: Time Allocation For Coaches](https://learningforward.org/lf-newsletter/tool-2-time-allocation-for-coaches/): Purpose: Use this tool to examine the percentage of time coaches spend in different roles.
- [Tool: Overview Of Coach Roles](https://learningforward.org/lf-newsletter/tool-1-overview-of-coach-roles/): Purpose: Use this framework, which includes a description of each of the 10 roles with examples of responsibilities, to provide an overview of the roles.
- [Coaches’ Multiple Roles Support Teaching And Learning](https://learningforward.org/lf-newsletter/winter-2018-vol-21-no-1/): We look at an overview of coach roles, time allocation, weekly lesson planning, and administrator-coach partnerships.
- [Bonus: Free content for members only!](https://learningforward.org/lf-newsletter/spring-2017-vol-20-no-3/bonus-free-content-for-members-only/): Chapter 4 from Becoming a Learning Team. (For the tools associated with this and every chapter, buy the full book here.)
- [Tool 4: Data summary statement worksheet](https://learningforward.org/lf-newsletter/spring-2017-vol-20-no-3/tool-4-data-summary-statement-worksheet/): Use this worksheet to write a statement from the example given.
- [Tool 3: Data summary statement example](https://learningforward.org/lf-newsletter/spring-2017-vol-20-no-3/tool-3-data-summary-statement-example/): Use this sample of a data summary statement to offer a conclusion and supporting evidence, as well as to answer questions about the meaning of your findings.
- [Tool 2: Data analysis protocol (formal)](https://learningforward.org/lf-newsletter/spring-2017-vol-20-no-3/tool-2-data-analysis-protocol-formal/): Use these questions to ask questions like, "What areas of student performance are meeting or exceeding expectations?"
- [Tool 1: Data summary sheet](https://learningforward.org/lf-newsletter/spring-2017-vol-20-no-3/tool-1-data-summary-sheet/): Use the chart to log data type and source by student characteristics.
- [Spring 2017 Vol. 20 No. 3](https://learningforward.org/lf-newsletter/spring-2017-vol-20-no-3/): We look at the five-stage learning team cycle for collaborative learning discussed in Becoming a Learning Team, and go in-depth on the first stage: analyzing data.
- [Tool 4: Sustaining productive video club discussions](https://learningforward.org/lf-newsletter/winter-2017-vol-20-no-2/tool-4-sustaining-productive-video-club-discussions/): Using the CHAT framework described herein, use four elements to outline a potential sequence teaches can use to productively examine problems of practice shared by colleagues.
- [Tool 3: Selecting video club clips](https://learningforward.org/lf-newsletter/winter-2017-vol-20-no-2/tool-3-selecting-video-club-clips/): Using the FIND method described herein, use four frameworks to examine the videos for potentially fruitful moments that lead to better professional learning.
- [Tool 1 & 2: Setting up a teacher video club](https://learningforward.org/lf-newsletter/winter-2017-vol-20-no-2/tool-1-2-setting-up-a-teacher-video-club/): Use the questions and chart to set up the purpose and structure of your video club.
- [What to see, what to say: Tips for participating in teacher video clubs](https://learningforward.org/lf-newsletter/winter-2017-vol-20-no-2/): Practitioners share their video club design and insights and we provide tools teachers can use to engage productively in club sessions.
- [Tool: Activity plan example](https://learningforward.org/lf-newsletter/fall-2016-vol-20-no-1/tool-activity-plan-example/): As part of their overall planning, team members outline detailed tasks or activities necessary to achieve higher-level goals. In this part of the process, they identify stakeholders to inform aligned to the particular tasks or activities under a specific goal.
- [Tool: Map stakeholders to an activity plan](https://learningforward.org/lf-newsletter/fall-2016-vol-20-no-1/tool-map-stakeholders-to-an-activity-plan/): For the activity plan, begin by using a calendar template to lay out specific tasks necessary to reach a given milestone.
- [Tool: Assign responsibilities to key stakeholders](https://learningforward.org/lf-newsletter/fall-2016-vol-20-no-1/tool-assign-responsibilities-to-key-stakeholders/): In the template below, assign a letter, from R to I, to each stakeholder for each task that is part of the project plan.
- [Tool: Brainstorm key stakeholders](https://learningforward.org/lf-newsletter/fall-2016-vol-20-no-1/tool-brainstorm-key-stakeholders/): To begin the broader set of exercises associated with stakeholder management, it’s important to define who exactly these stakeholders are. Since team members may have very different perspectives, it’s a great idea to discuss this as a team.
- [Pull together: Engage all stakeholders for project success](https://learningforward.org/lf-newsletter/fall-2016-vol-20-no-1/): Pull together: Engage all stakeholders for project success.
- [Tool: Professional learning leader role assessment](https://learningforward.org/lf-newsletter/tool-professional-learning-leader-role-assessment-2/): Use this tool with teams of teacher leaders and school and district leadership teams to facilitate conversations about the responsibilities of learning leaders and how such leaders can focus more specifically on professional learning.
- [Tool: Team progress self-assessment](https://learningforward.org/lf-newsletter/fall-2015-vol-19-no-1/tool-team-progress-self-assessment/): Explore how teams use a learning cycle to improve practice.
- [Tool: Plan for team growth](https://learningforward.org/lf-newsletter/fall-2015-vol-19-no-1/tool-plan-for-team-growth/): Monitor how well your team practices several key habits of an effective learning team.
- [Tool: Applying the team learning cycle](https://learningforward.org/lf-newsletter/fall-2015-vol-19-no-1/tool-applying-the-team-learning-cycle/): Use or adapt this tool to map out a learning team schedule based on the cycle of continuous improvement.
- [Learning team cycle of continuous improvement](https://learningforward.org/lf-newsletter/fall-2015-vol-19-no-1/): Explore how teams use a learning cycle to improve practice.
- [Tool: Postobservation debrief](https://learningforward.org/lf-newsletter/winter-2015-vol-18-no-2/tool-postobservation-debrief/): When the facilitator leads the debrief, this protocol helps focus the discussion and records key implications and lessons.
- [Tool: Classroom observation](https://learningforward.org/lf-newsletter/winter-2015-vol-18-no-2/tool-classroom-observation/): This observation process is most successful when observers can highlight the specific actions and practices they see. Use this form to record details during the lesson.
- [Tool: Preobservation meeting](https://learningforward.org/lf-newsletter/winter-2015-vol-18-no-2/tool-preobservation-meeting/): This tool reminds participants of the norms for an observation and helps the group understand the context of the lesson and clarify their focus for observation.
- [Tool: Preobservation host meeting](https://learningforward.org/lf-newsletter/winter-2015-vol-18-no-2/tool-preobservation-host-meeting/): Use this form to guide a planning discussion with the host teacher to understand the focus of the observation.
- [Connected classrooms: Teacher teams use protocols to observe and improve practice](https://learningforward.org/lf-newsletter/winter-2015-vol-18-no-2/): Connected classrooms: Teacher teams use protocols to observe and improve practice.
- [Tool: Sample theory of change](https://learningforward.org/lf-newsletter/tool-sample-theory-of-change-2/): A theory of change helps educators articulate what specific actions lead to the achievement of a vision.
- [Tool: Clearly articulate a vision](https://learningforward.org/lf-newsletter/tool-clearly-articulate-a-vision-2/): Groups discuss their assumptions, ideas, needs, and images of how a successful innovation, program, intervention, or overall learning system will contribute to improved outcomes, leading to the development of a guiding vision.
- [Tool: Our vision work so far: Reflection questions](https://learningforward.org/lf-newsletter/tool-our-vision-work-so-far-reflection-questions/): Preliminary discussion helps a team establish the work they’ve already done towards developing or using a vision to guide professional learning.
- [Tool: Coach corner](https://learningforward.org/lf-newsletter/summer-2014-vol-17-no-4/tool-coach-corner/)
- [Tool: Staff survey](https://learningforward.org/lf-newsletter/summer-2014-vol-17-no-4/tool-staff-survey/)
- [Tool: Sample partnership agreement between instructional coach and teacher](https://learningforward.org/lf-newsletter/summer-2014-vol-17-no-4/tool-sample-partnership-agreement-between-instructional-coach-and-teacher/): Coaches can define the bounds of their professional relationships by establishing partnership agreements. Use this tool to create an agreement between a coach and a teacher that defines their working relationship and expectations for the coach’s work.
- [Teacher-coach relationships: An excerpt from Coaching Matters](https://learningforward.org/lf-newsletter/summer-2014-vol-17-no-4/): Teacher-coach relationships: An excerpt from Coaching Matters
- [Tool: Learning Forward resources for managing change](https://learningforward.org/lf-newsletter/spring-2014-vol-17-no-3/tool-learning-forward-resources-for-managing-change/): Use this tool to learn more about important resources for managing change, including data, Stages of Concern, and Innovation Configurations.
- [Tool: Professional learning as a creative process: Framing the conversations](https://learningforward.org/lf-newsletter/spring-2014-vol-17-no-3/tool-professional-learning-as-a-creative-process-framing-the-conversations/): Use this tool to shape a variety of conversations around professional growth opportunities for individuals, teams, or academic divisions and help build appropriate professional learning.
- [Professional learning as a creative process: A new learning map for differentiation](https://learningforward.org/lf-newsletter/spring-2014-vol-17-no-3/): Professional learning as a creative process: A new learning map for differentiation
- [Tool: Measure your team’s industrial synergy](https://learningforward.org/lf-newsletter/winter-2014-vol-17-no-2/tool-measure-your-teams-industrial-synergy/): Teams combine different people, ideas, and information into products and services in much the same way that machines transform raw materials into something greater than the sum of their individual parts. Give this tool to your team members to explore how well they work together to create results greater than the sum of their parts.
- [Tool: A magic trick to increase your credibility](https://learningforward.org/lf-newsletter/winter-2014-vol-17-no-2/tool-a-magic-trick-to-increase-your-credibility/): Is there someone who doesn’t believe you have much credibility, if any, no matter how brilliantly you make your case? Use this tool to master building credibility and strengthening relationships with others.

## Events
- [Early Registration Deadline: Annual Conference](https://learningforward.org/event/early-registration-deadline-annual-conference/)
- [Engaging Everyone: Building AI Integration Through Strategic Leading (virtual)](https://learningforward.org/event/engaging-everyone-building-ai-integration-through-strategic-leading-virtual/)
- [Learning Forward’s 2026 Annual Conference](https://learningforward.org/event/learning-forwards-2026-annual-conference/)