Curriculum-Based Professional Learning: The State of the Field
In recent years, open-source, high-quality instructional materials (HQIM) have presented exciting opportunities to enhance students’ engagement and agency in their learning, expand access to grade-level content, and narrow the boundaries between home and school. However, research suggests that curricula, on their own, can only do so much to advance student learning; curriculum-based professional learning is an essential ingredient. Yet, to build the field of curriculum-based professional learning, a field of diverse, interdisciplinary actors from across the education sector must work together to collectively co-produce improved professional learning that strengthens educational experiences and outcomes for students.
With support from the Carnegie Corporation of New York, Columbia University's Center for Public Research and Leadership (CPRL) researched the state of the field of curriculum-based professional learning, identifying its areas of strength and opportunities to grow, scale, and strengthen the effort. Building on an analysis of information provided by 146 people over the course of 122 interviews, as well as an extensive review of secondary sources, the research reveals that the field of curriculum-based professional learning is emerging. While its impact is not yet consistently felt across the education ecosystem, its infrastructure and field-level agenda are fairly well-developed. Its actors, knowledge base, and resources are still in more nascent stages and require focused attention for the field to reach its potential for impact.
Read the report to learn more.