Again and again we hear that teachers value learning side-by-side with other teachers above other forms of professional learning. Educators cite the impact such learning has on their practice and treasure that they can safely try new practices and reflect with trusted colleagues. Yet at the same time, educators report that the time they have for such learning is decreasing.

How much teachers continue to value collaborative learning is just one finding in a report released this week from the newly formed National Center for Literacy Education (NCLE). A coalition of several education organizations, including Learning Forward, NCLE will identify and share the practices educator teams use to improve literacy learning.

Remodeling Literacy Learning: Making Room for What Works was based upon survey responses drawn from more than 2,400 educators across all grade levels and subject areas. It investigated the connection between professional learning, teacher collaboration, and student learning.

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