Skip to main content

Tennessee's Professional Learning Challenge: Aspirations, Assumptions, and Knowledge Gaps 

Professional learning has emerged as a critical component in the Tennessee Department of Education's strategy in meeting its ambitious educational goals. This brief serves as a precursor to a convening where participants will set a research agenda for professional learning. Part I summarizes current assumptions about state involvement in professional learning. Part II of this brief summarizes existing research on this topic. 


Full Brief   |  Snapshot

Current Assumptions About Professional Learning:
Teacher improvement   
  • Continuous improvement at scale requires a systematic approach
  • How people work needs to change
  • Professional learning must support subject based student learning goals
  • Conditions are a key factor in effectiveness
  • Contextual differences call for a flexible approach 
  • Informal professional learning plays an important role 
Related Content