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April 13, 2017

Bring Your Best Evidence Forward to Show Professional Learning's Worth

Let stakeholders and policymakers know how Title II funds have made a positive difference for students.

February 13, 2017

Secretary DeVos: Here Are Learning Forward's Priorities

Learning Forward believes that creating effective systems of learning and support for teachers and leaders stands as one of our nation's top priorities.

May 31, 2016

Professional Learning in ESSA: 3 Next Steps

Now is the time for educators to offer their input on the U.S. Department of Education's draft regulations for implementation of the Every Student Succeeds Act (ESSA).

April 12, 2016

Use ESSA to Achieve Your Vision for Professional Learning

The Agents for Learning Competition gives practitioners an opportunity to help policymakers shape how the education law translates to what happens at the state and local level.

February 02, 2016

The Evidence for Elevating Teachers

A TeachStrong campaign is drawing attention to the national imperative to invest in teaching and teachers.

December 04, 2015

New Bill Offers a Good Start on Defining PD

The bill's definition of professional development lays the groundwork, but effective professional learning requires more.

September 28, 2015

How Policy Can Strengthen the Principalship

A report from The Wallace Foundation highlights ways that policymakers can ensure that schools have excellent principals.

July 23, 2015

Senate's Version of ESEA Affirms Professional Learning Principles

The bill makes clear that educators' professional learning must be collaborative, job-embedded, sustained, classroom-focused, and data-driven.

March 04, 2015

Choosing Between What Matters and What Counts

Let's find ways to connect relicensure policies to meaningful professional learning for all educators.

January 30, 2015

Looking for a Five-Cent Solution

A trip to the grocery store raises questions about what motivates people to change their behavior.

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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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