January 2011 Archives

StudentsFirst Puts Teacher Learning Last

StudentsFirst's policy agenda fails to recommend policies that promote effective professional learning.


Intentional and Deliberate Adult Learning

How do we maintain, increase, enhance, or improve teaching quality? Through continuous professional learning.


Improving Adequacy: Where to Invest First

A recent report cites ongoing professional learning for educators as a priority investment for improving student performance.


Answers to Common PD Questions

From finding time for professional learning to evaluating the effectiveness of professional development programs, here are some answers to frequently asked PD-related questions.


How State Policy Can Drive Quality PD

The final phase of Learning Forward's study of professional learning in the U.S. looks at four states that have taken an active role in professional learning, with positive results.


Implementing PLCs Means Asking the Right Questions

Getting professional learning communities off the ground can create lots of excitement, but it also means an increased workload for everyone involved.


States Hold the Key to Core Standards Implementation

State education agencies can do four things to ensure that the Common Core State Standards have an impact on student learning.


Professional Learning Resolutions for the New Year

Ten ways that 2011 can become the year we move closer to every educator engaging in effective professional learning every day so every student achieves.


NCSL Foundation Launches Teacher Effectiveness Project

As a partner in a new initiative promoting education reform at the state level, Learning Forward will continue to advocate for high-quality professional development for all educators.


Debating PD's Role in Teacher Evaluation

Much of the language we hear about professional development in relation to teacher evaluation reveals a profound lack of understanding about what PD actually is.


The opinions expressed in Learning Forward's PD Watch are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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