Learn about RPPL’s innovative approach to teacher PL, research grounded in collaboration and a commitment to conducting equitable, relevant, and accessible research.
One of RPPL’s founding premises was that the bulk of research being published on teacher professional learning (PL) wasn’t doing enough to benefit designers of PL. So, RPPL asked the question: What if the organizations delivering PL could turn themselves into laboratories to study design features of PL? If we collaborate across expertise, what could we learn about how to make PL more effective? How can we design PL that is more equitable to understand what specific groups of teachers and students it works for and within what contexts?
Several years later, we are continuing to learn what it takes to conduct rigorous research across multiple partners – including academic researchers, PL organizations, and districts. This session overviews our learnings about collaborative research – and the kinds of tools we’re creating to make this research equitable, relevant, and accessible over time.
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