Given the increased demand for professional learning, state education agency and school system leaders must make bold decisions about current investments in professional learning and how to repurpose resources to achieve their high-priority goals.


Investing resources in policy advocacy helps ensure that all teachers and education leaders have the support and resources needed to operate with the best practices possible.


Technology is increasingly used to enhance learning experiences, but it hasn't changed the nature of learning. Instead, it gives learners something they haven't had before.


Explore the need to learn with colleagues around the world and extend our reach as we influence the future of professional learning and understand its evolution and impact.


In That Used to Be Us, Thomas Friedman and Michael Mandelbaum (2011) wrote, "In the span of a decade, people in Boston, Bangkok, and Bangalore, Mumbai, Manhattan, and Moscow, all became virtual next-door neighbors." This influence of technology and globalization is something we are all experiencing, even though we may not realize it. For example, the iPhone was released in 2007, the iPad in 2010. In less than a decade, the expansion of these and similar technologies has significantly changed how we work and interact with people we can now "see" around the world. What does this mean for education? ...


Michelle King explains the "unconference" learning model, which allows conference session participants to shape and direct learning.


Consider why it is essential for school system leadership to judiciously use the words "Stop" and "No" at the right times and in the right ways in order to improve professional learning.


Six essential components for statewide professional learning policies establish the parameters and conditions that ensure effective professional learning.


Three types of learning networks have the power to support educator learning, individual and collective growth, and shared responsibility.


Chris Crouch advocates a culture that creates a framework for educators while giving them the flexibility to control their own learning.


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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