Powerful learning for educators. Every student succeeding. Equitable change for all.
What is the Institute for Learning?
The Institute for Learning (IFL) works to ensure that every student – especially those traditionally underserved due to income, race, and language – has access to high-level texts, tasks, and high-quality learning opportunities to build the critical thinking and deep reasoning skills that are required for success. We believe that the way to achieve equitable and sustainable change is to focus on coherent, evidence-based learning for all educators across an educational system.
Announcement
After a six-month national search, Angela Allie has been named executive director of the Institute for Learning (IFL) at the University of Pittsburgh. Part of Pitt’s Learning Research and Development Center, the IFL partners with school districts across the U.S. and internationally to develop programs and knowledge about school improvement, particularly for traditionally underserved students.
Allie brings more than 20 years’ experience in systemic school change, culturally relevant teaching, and professional learning for racial equity in K-12 settings to the position. At the IFL, she will oversee strategic priorities and leadership development.
Most recently, Allie was the Executive Director of Pittsburgh Public Schools’ Equity Office (PPS, 2016-2022) where she worked to ensure educational equity across all PPS schools as part of the district’s Equity Plan…
Bridges to Learning
Research. Practice. Results.
Bridges to Learning, IFL’s weekly blog, connects educators with knowledge and research that shows every student can learn when provided cognitively challenging instructional opportunities and learning environments can flourish when collaboration is valued, voice is honored, and agency is realized.
Latest Post
Making Space for Student Choice in the Writing Process
September 27, 2022
Students should have a voice in the writing process. Building students’ writing toolkits and then inviting them into the writing process by asking them to make decisions about how to approach a writing task is one way to do that. In this article, we discuss one way to use gradual release to build student agency in the writing process.
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Foundational Practices
Professional Learning
Principles of Learning
Continuous Improvement
Content Focused Coaching
Instructional Leadership
Dallas ISD Student + Teacher Design Collaborative on Race and Racism
This publication highlights the voices of Dallas Independent School District (ISD) middle and high school students and teachers who participated in the Dallas ISD Student + Teacher Design Collaborative on Race and Racism. Over a three-month period, teachers and students met to listen deeply to each others’ experiences with race and racism and develop classroom lessons about racial identity. The Collaborative was created as part of the Network for School Improvement, a partnership between Dallas ISD and the Institute for Learning.
