How Learning Forward’s Professional Learning Standards Are Associated with Teacher Instruction and Student Achievement: A Meta-Analysis

AIR conducted a systematic review and meta-analysis to examine the effects of professional development programs on teacher instruction and student outcomes. AIR worked closely with Learning Forward (LF) to understand the ways in which teacher professional development research demonstrates LF's 2011 Professional Learning Standards and their revised 2022 Standards. AIR’s study helped contextualize these standards within randomized field studies of professional learning published between 2010 and 2020. The study also contributed to the understanding of how changes in teacher instruction are associated with changes in student achievement (i.e., the mediating effect of teacher instruction on student outcomes).