CURRENT ISSUE: Personalizing Learning

August 2019
Vol. 40 No. 4

The movement to personalize learning is growing. What does this mean for students and educators, and how is it changing professional learning? This issue tackles how to build educators’ capacity for personalizing to students’ needs and how teachers can benefit from experiencing personalization themselves.

The Learning Professional

Published Date

Recent Issues

June 2019

Collaboration is at the heart of effective professional learning. But collaborative learning isn’t as straightforward as getting people together in a room. This issue highlights what makes true collaborative learning work and why we learn better when we learn together.

April 2019

Nearly five million students come to U.S. schools speaking over 400 home languages. Are educators prepared to help them succeed? In this issue, experts share professional learning strategies for working more intentionally and inclusively to meet English learners’ needs.

February 2019

Transitions are a part of life in schools, sometimes planned but other times unexpected. In this issue, we celebrate transitions and turning points, examining the challenges and opportunities they create for professional learning and how to thrive in the midst of change.

December 2018

All students deserve access to great instructional materials, and all teachers deserve support to implement them well. Equity and excellence depend on it. This issue examines professional learning to help educators choose, use, and thrive with great materials.


Featured Articles

No counselor left behind
June 2019

Bringing school counselors into the fold of professional learning can support strategic goals.

Strong materials in the hands of great teachers
December 2018

During a year of school visits, four primary lessons emerged about what makes curriculum work.

Let's get specific about how leaders can build trust
December 2018

School leadership literature repeatedly identifies trust as essential for creating high-gain schools — schools where student gain scores are more than one year’s worth of achievement at a given grade level. These are schools that get results beyond what their demographics would have predicted (e.g. Bryk & Schneider, 2002; Bryk, Sebring, Allensworth, Luppescu, & Easton,...

Beyond random acts of equity
October 2018

To integrate a racial equity lens in professional learning, we must address the paucity of dialogue about race.