Co-authored by RPPL’s leadership team, this paper reflects on three years of RPPL’s efforts to build a practical evidence base on teacher learning and explores how our theory of action has evolved to advance equitable teaching and learning.
Co-authored by RPPL’s leadership team, this paper reflects on three years of RPPL’s efforts to build a practical evidence base on teacher learning and explores how our theory of action has evolved to advance equitable teaching and learning. It includes RPPL’s key findings on what we’ve learned about effective professional learning (PL) strategies and emerging questions across the field. It also identifies challenges, such as tailoring PL to meet individual teacher needs and the lack of clear resource allocation models for districts. The paper emphasizes the importance of strengthening research infrastructure, addressing the complexities of large-scale PL research partnerships, and building tools such as standardized measurement models and consistent data collection processes to advance the field.
Looking ahead, the paper outlines RPPL’s priorities for the future. These include a focus on teacher personalization, place-based research, curriculum-focused studies, and equity-driven practices—all aimed at better supporting educators and students. Together, these efforts represent RPPL’s commitment to advancing impactful PL and driving positive change in classrooms nationwide.
RPPL is unique in the education research space in that it is deeply grounded in the value of practical measurement and measurement tools. In true partnership, Instruction Partners, peer organizations in the professional learning space, and RPPL team members are co-creators of our collective learning agenda centered on the experience of instructional leaders and educators in many different contexts around the country. Our studies are not theoretical; our shared learning is not just academic – it is rigorous, collaborative, and above all else, it is relevant and responsive to the needs of our partners. In particular, we appreciate RPPL’s thought partnership on the design of Instruction Partners’ research studies, connection to possible principal investigators and lead researchers, and mutual accountability to center equity of perspectives and voice in everything that we do.”
Malika Anderson
CHIEF PROGRAM OFFICER, Instruction Partners
Authors
Stacey Alicea, PhD, Executive Director
John Papay, EdD, Associate Professor of Education and Economics and Director
Nathaniel Schwartz, PhD, Director of Applied Research
Chong-Hao Fu, CEO
Sarah Johnson, PhD, CEO
Collaborators
Malika Anderson, Chief Program Officer
Laura Meili, Chief Impact Officer
Shaye Worthman, PhD, Senior Director, Learning & Research
Bailey Cato Czupryk, Senior Vice President of Transformation
Aliza Husain, PhD, Vice President, Research & Evaluation
