March 7, 2022 – 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. Read the article.
March 1, 2022 – RPPL’s research brief, “Dispelling the Myths” earned coverage on the website District Administrator. RPPL Senior Researcher Heather C. Hill, a professor at the Harvard Graduate School of Education and the Annenberg Institute, is cited. Read the article.
Feb. 15, 2022 – More than 110 people attended an online event to hear researchers dispel some myths about the research on effective teacher development, and to learn details on becoming a RPPL affiliate organization. You can watch a recording of the event here, and download the slides here.
Dec. 15, 2021 – 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. Read the column >
Nov. 26, 2021 – 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. Listen to the podcast.
Oct. 21, 2021 – 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 kind of professional learning opportunities that truly push all students further. Read Johnson’s column >
PROVIDENCE, R.I. (August 31, 2021) – Today the Research Partnership for Professional Learning (RPPL) launches a learning agenda and call to action to transform professional learning (PL) research and practice. The collaborative of researchers and PL organizations will generate new knowledge on how teacher learning improves classroom experiences and academic growth, especially for students from historically marginalized groups. Read more >