The evidence base around teacher professional learning (PL) has advanced significantly over the past decade. Robust research efforts and recent literature reviews offer new insights into how and how not—to design PL programs in ways that maximize their potential for improving teacher practice and student experiences. Yet many PL design features are not yet standard across the field. The Research Partnership for Professional Learning (RPPL) wrote an initial brief in this series focused on debunking some long-standing myths about effective teacher PL. Here, we turn to emerging evidence on the promising features of PL that support ongoing teacher learning and development.
Heather C. Hill | Harvard University & Annenberg Institute at Brown University
John P. Papay | Annenberg Institute at Brown University
