Building a common language for stakeholders working in teacher professional learning
School systems nationwide are adopting new curricular materials in response to state standards and legislation shifts, aiming to improve student learning and support teachers. However, evidence shows that without high-quality, curriculum-based professional learning (CBPL), the adoption of high-quality instructional materials alone is not enough to enhance classroom teaching.
Despite growing momentum around Curriculum-Based Professional Learning (CBPL) as a critical focus in education, the concept remains unclear and difficult to define in practice. The lack of a shared understanding and common vocabulary around CBPL complicates efforts to implement it effectively, making it challenging for districts and professional learning (PL) providers to develop coherent programs for teachers and school leaders.
Co-authored by RPPL, Learning Forward, the National Implementation Research Network (NIRN), the Learning Policy Institute, Rivet Education, and the Annenberg Institute at Brown University, this paper establishes a common vocabulary and clear description of the core features of instructionally focused teacher professional learning for the field. This resource is for PL designers, facilitators, researchers, and leaders seeking coherence and impact in their work.
The paper offers ten core qualities specific to CBPL that our organizations view as critical to creating the learning opportunities teachers and students deserve.
NOTE: The paper will be released to the broader public on April 21, so please do not share this with others yet!
Authors:
- Stacey Alicea, Research Partnership for Professional Learning
- Camea Davis, Research Partnership for Professional Learning
- Elizabeth Foster, Learning Forward
- Rebekah Hornak, National Implementation Research Network
- Maria Hyler, Learning Policy Institute
- Annie Morrison, Rivet Education
- John Papay, Annenberg Institute at Brown University, Research Partnership for Professional Learning
- Joslyn Richardson, Rivet Education
- Nate Schwartz, Annenberg Institute at Brown University, Research Partnership for Professional Learning
- Marjorie Wechsler, Learning Policy Institute
