Learning Resources: Round-ups
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Education Week: 6 Myths About Teacher Professional Development
RPPL’s brief on common myths surrounding professional learning outlines how these beliefs often perpetuate the idea that professional development is a problem that needs fixing instead of the solution to education challenges that it could be. The piece, from RPPL Senior Researchers Heather Hill, John Papay, and Nate Schwartz, was published on Rick Hess’ blog,…
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The National Science Foundation Awards RPPL $2.9 Million
The four-year grant will be used to conduct research that identifies the features of teacher professional learning experiences that lead to better mathematics outcomes for both teachers and students. RPPL Senior Researchers John Papay and Heather Hill will lead the work.
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Hechinger Report: Debunking the myth that teachers stop improving after five years
The Hechinger Report’s “Proof Points” column takes a deep dive into the myth that veteran teachers don’t benefit from professional learning. RPPL Senior Researcher John Papay of the Annenberg Institute lays out the research.
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District Administration: PD Isn’t a Waste of Time, Plus 5 Other Myths About Teacher Development
RPPL’s research brief, “Dispelling the Myths”, was covered by District Administrator. RPPL Senior Researcher Heather C. Hill, a professor at the Harvard Graduate School of Education and the Annenberg Institute, is cited.
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The 74: Teacher Professional Development Is In a Rut. Better Research Can Help.
RPPL’s efforts to move the education research field beyond a “thumbs up or thumbs down” approach to program evaluation is featured in The74. Vice Chair Sarah Johnson writes it is vital that we better understand how ineffective our current research model is and that we get real about how we’re going to address it.
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TeachThought: What Makes Professional Development Effective?
Sarah Johnson, CEO of The Teaching Lab and RPPL Vice Chair, joined The TeachThought Podcast to discuss the RPPL’s work, the ways in which teacher professional learning is being implemented well (and how it is lacking), as well as the tension between truth, evidence, and research.
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THE Journal: To Accelerate Student Learning, We Must First Understand How to Improve Teaching
In a new column published in THE Journal, RPPL Vice Chair Sarah Johnson argues that before we can accelerate student learning, we must first understand how to improve teaching. Johnson writes that only by thoroughly researching and understanding what works in teacher development — and why — will the field be able to create the…
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National Partnership to Generate New Knowledge on Teacher Learning for Equitable Student Outcomes
Today, the Research Partnership for Professional Learning (RPPL) launches a learning agenda and call to action to transform professional learning (PL) research and practice.
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K-12 Education Organizations and Leaders Invite Incoming ED Secretary to Prioritize Teacher Learning
In January 2021, RPPL members wrote to Secretary of Education Dr. Miguel Cardona about the importance of teacher learning. We highlighted six recommended actions and invited partnership with the Biden administration to address educational equity through professional learning.