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Teachers desire high-impact professional learning that involves peer collaboration, problem solving and knowledge sharing. However, this type of professional learning isn’t always possible to maintain, especially for teachers who are isolated by geography or content area.

This CenterView issue highlights blended professional learning, a promising and robust strategy for engaging teachers in professional learning that is relevant, interactive, and sustainable.

Through blended professional learning, teachers:

• Build collegial relationships in face-to-face sessions
• Deepen their instructional practice with online activities that support continued learning and collaboration
• Receive support as they change their practice to implement today’s rigorous college- and career-readiness standards

Education organizations across the nation, such as those in the Teacher Practice Networks, are using blended professional learning to reach teachers in isolation and foster professional communities for tackling instructional challenges.