NIRN Collaborates on New Paper to Define Curriculum-Based Professional Learning

The field of teacher professional learning often relies on a wide range of frameworks and terminology, which can make coherence across organizations and settings a challenge. This foundational resource provides a clear definition of Curriculum-Based Professional Learning (CBPL) and its associated vocabulary, enabling professional learning organizations, facilitators, researchers, and designers to assess and refine their programs to align with the features of effective CBPL.

Improving classroom teaching and learning requires both high-quality instructional materials (HQIM) and high-quality professional learning (HQPL), with a strong emphasis on collaboration. The shared definitions and alignment outlined in this paper aim to streamline communication and research, foster ongoing learning, promote shared expertise, and strengthen the impact of CBPL on student outcomes.

In partnership with Learning Forward, the Learning Policy Institute, the Research Partnership for Professional Learning, and Rivet Education, NIRN contributed an implementation science perspective to this important work.

Defining Curriculum-Based Professional Learning: Building a Common Language