A report published by the Institute of Education Sciences reviewed the research literature on online and hybrid professional learning communities (PLCs). The author found that, although they present some unique challenges, online communities of educators can achieve the goals of traditional PLCs.

Teachers around the world are joining a rapidly growing movement: observing each other to provide constructive feedback.

In this guest blog from Owen Carter, Content Lead for Training and CPD at Optimus Education in the UK, he argues that action research is a great way to make the links between research evidence and the reality of the classroom.

In the fifth of our five-part interview series with Jim Knight, Jim talks about how video can help to overcome the distances that often separate instructional coaches from the teachers they support.

In the fourth of our five-part interview series with Jim Knight, Jim lists the key components that every teacher development program must include in order to succeed. He describes importance of giving teachers a truly authentic voice in their own learning.

In the third of our five-part interview series with Jim Knight, Jim discusses how schools can build a video library of effective teaching practices to transform teaching and learning. He also describes how video can address common misperceptions teachers have about their practice.

In the first of our five-part interview series with Jim Knight, Jim talks about how video is transforming instructional coaching. He outlines the key reasons why video is such a disruptive technology for teacher professional development and argues that it’s the biggest innovation for PD since the internet.

This month, Washington State passed a new law defining standards for educator professional learning. The professional development law ensures that educators are given PD opportunities that are personalized, data-driven, and sustained.