A new paper explores how professional learning anchored in high-quality curriculum materials allows teachers to experience the instruction their students will receive and change their instructional practices, leading to better student outcomes.
A new journal article explores attempts to measure instructional quality within DC Public Schools’ LEAP program, launched in partnership with Leading Educators.
Achieve the Core collaborated with educators, school system leaders, and support providers to clarify the considerations for game-changing professional learning.
Early findings from Leading Educators’ partnerships in Michigan and Louisiana show promising results for student learning as a result of content-based professional learning for teachers.
Experts in the science of learning collaborated with educators in six schools to adapt effective strategies for the classroom.
The Center for American Progress features LE’s work in Tulsa in a set of cases studies about successful, curriculum-based professional learning.
A report from Learning Forward profiles DC Public Schools’ efforts to establish a first-of-its-kind professional learning system.
Tulsa Public Schools is one of several school systems that is changing the way we think about professional learning for teachers.
This brief case study details essential practices DC Public Schools used to improve students’ experiences in the classroom.
An update on Leading Educators’ successes and programmatic evolution from the 2018-2019 academic year.
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