Lasting pedagogical change is more likely when teachers try out strategies, receive feedback, and iteratively improve across multiple workshops¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Lasting changes in pedagogy are more likely when teachers have opportunities to try out new strategies, receive feedback, address implementation challenges, and iteratively improve over multiple workshops with advisors and coaches at hand. → Lotan 2019

Evidence¶

Lotan 2019¶

Lotan, R. A., & Burns, D. (2019). The Instructional Leadership Corps: Teachers leading sustainable professional learning in their communities. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-teachers-leading

q2 · i? · qualitative · r?

Cross-case observational finding from the Lessons Learned chapter (Lesson 4); the authors report this from observing ILC teams across four sites. Follow-up frequency and quality were described as "variable yet indispensable."

"We observed that lasting changes in pedagogy are more likely when teachers have the opportunity to try out new strategies, receive feedback, address challenges in implementation, and iteratively improve over the course of multiple workshops, with advisors and coaches at hand."

Discussion¶

Related Claims¶

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