Pulse of Professional Learning 2026 Survey

MAKE SURE YOUR OPINION IS REPRESENTED
Corwin is administering this survey to thousands of educators nationwide to better understand which professional learning (PL) topics educators feel are most important when creating a robust learning environment. Renowned researcher John Hattie will be reviewing the data and preparing an analysis to share with the education community.

The professional learning (PL) topics are divided into 14 categories. Please respond to every row for all 14 categories. This is a chance to make your voice heard on a wide variety of topics.

This page includes categories 1–3.

	Very Low Priority	Low Priority	High Priority	Very High Priority
Evidence-based teaching strategies	Evidence-based teaching strategies Very Low Priority	Evidence-based teaching strategies Low Priority	Evidence-based teaching strategies High Priority	Evidence-based teaching strategies Very High Priority
Differentiated Instruction	Differentiated Instruction Very Low Priority	Differentiated Instruction Low Priority	Differentiated Instruction High Priority	Differentiated Instruction Very High Priority
Culturally responsive teaching	Culturally responsive teaching Very Low Priority	Culturally responsive teaching Low Priority	Culturally responsive teaching High Priority	Culturally responsive teaching Very High Priority
Inquiry-based learning	Inquiry-based learning Very Low Priority	Inquiry-based learning Low Priority	Inquiry-based learning High Priority	Inquiry-based learning Very High Priority
Competency-based education	Competency-based education Very Low Priority	Competency-based education Low Priority	Competency-based education High Priority	Competency-based education Very High Priority
Personalized learning	Personalized learning Very Low Priority	Personalized learning Low Priority	Personalized learning High Priority	Personalized learning Very High Priority
Effective classroom management	Effective classroom management Very Low Priority	Effective classroom management Low Priority	Effective classroom management High Priority	Effective classroom management Very High Priority
Scaffolding/gradual release of responsibility	Scaffolding/gradual release of responsibility Very Low Priority	Scaffolding/gradual release of responsibility Low Priority	Scaffolding/gradual release of responsibility High Priority	Scaffolding/gradual release of responsibility Very High Priority

Very Low Priority

Low Priority

High Priority

Very High Priority

Evidence-based teaching strategies

Evidence-based teaching strategies Very Low Priority

Evidence-based teaching strategies Low Priority

Evidence-based teaching strategies High Priority

Evidence-based teaching strategies Very High Priority

Differentiated Instruction

Differentiated Instruction Very Low Priority

Differentiated Instruction Low Priority

Differentiated Instruction High Priority

Differentiated Instruction Very High Priority

Culturally responsive teaching

Culturally responsive teaching Very Low Priority

Culturally responsive teaching Low Priority

Culturally responsive teaching High Priority

Culturally responsive teaching Very High Priority

Inquiry-based learning

Inquiry-based learning Very Low Priority

Inquiry-based learning Low Priority

Inquiry-based learning High Priority

Inquiry-based learning Very High Priority

Competency-based education

Competency-based education Very Low Priority

Competency-based education Low Priority

Competency-based education High Priority

Competency-based education Very High Priority

Personalized learning

Personalized learning Very Low Priority

Personalized learning Low Priority

Personalized learning High Priority

Personalized learning Very High Priority

Effective classroom management

Effective classroom management Very Low Priority

Effective classroom management Low Priority

Effective classroom management High Priority

Effective classroom management Very High Priority

Scaffolding/gradual release of responsibility

Scaffolding/gradual release of responsibility Very Low Priority

Scaffolding/gradual release of responsibility Low Priority

Scaffolding/gradual release of responsibility High Priority

Scaffolding/gradual release of responsibility Very High Priority

	Very Low Priority	Low Priority	High Priority	Very High Priority
Social-emotional learning (SEL)	Social-emotional learning (SEL) Very Low Priority	Social-emotional learning (SEL) Low Priority	Social-emotional learning (SEL) High Priority	Social-emotional learning (SEL) Very High Priority
Trauma-informed teaching practices	Trauma-informed teaching practices Very Low Priority	Trauma-informed teaching practices Low Priority	Trauma-informed teaching practices High Priority	Trauma-informed teaching practices Very High Priority
Growth mindset and fostering resilience	Growth mindset and fostering resilience Very Low Priority	Growth mindset and fostering resilience Low Priority	Growth mindset and fostering resilience High Priority	Growth mindset and fostering resilience Very High Priority
Building student agency and voice	Building student agency and voice Very Low Priority	Building student agency and voice Low Priority	Building student agency and voice High Priority	Building student agency and voice Very High Priority
Supporting multilingual learners	Supporting multilingual learners Very Low Priority	Supporting multilingual learners Low Priority	Supporting multilingual learners High Priority	Supporting multilingual learners Very High Priority
Developing assessment-capable learners	Developing assessment-capable learners Very Low Priority	Developing assessment-capable learners Low Priority	Developing assessment-capable learners High Priority	Developing assessment-capable learners Very High Priority
Inclusive education for students w/disabilities	Inclusive education for students w/disabilities Very Low Priority	Inclusive education for students w/disabilities Low Priority	Inclusive education for students w/disabilities High Priority	Inclusive education for students w/disabilities Very High Priority
Addressing needs of gifted/talented students	Addressing needs of gifted/talented students Very Low Priority	Addressing needs of gifted/talented students Low Priority	Addressing needs of gifted/talented students High Priority	Addressing needs of gifted/talented students Very High Priority
Equity and access in education	Equity and access in education Very Low Priority	Equity and access in education Low Priority	Equity and access in education High Priority	Equity and access in education Very High Priority
Culturally sustaining pedagogy	Culturally sustaining pedagogy Very Low Priority	Culturally sustaining pedagogy Low Priority	Culturally sustaining pedagogy High Priority	Culturally sustaining pedagogy Very High Priority

Very Low Priority

Low Priority

High Priority

Very High Priority

Social-emotional learning (SEL)

Social-emotional learning (SEL) Very Low Priority

Social-emotional learning (SEL) Low Priority

Social-emotional learning (SEL) High Priority

Social-emotional learning (SEL) Very High Priority

Trauma-informed teaching practices

Trauma-informed teaching practices Very Low Priority

Trauma-informed teaching practices Low Priority

Trauma-informed teaching practices High Priority

Trauma-informed teaching practices Very High Priority

Growth mindset and fostering resilience

Growth mindset and fostering resilience Very Low Priority

Growth mindset and fostering resilience Low Priority

Growth mindset and fostering resilience High Priority

Growth mindset and fostering resilience Very High Priority

Building student agency and voice

Building student agency and voice Very Low Priority

Building student agency and voice Low Priority

Building student agency and voice High Priority

Building student agency and voice Very High Priority

Supporting multilingual learners

Supporting multilingual learners Very Low Priority

Supporting multilingual learners Low Priority

Supporting multilingual learners High Priority

Supporting multilingual learners Very High Priority

Developing assessment-capable learners

Developing assessment-capable learners Very Low Priority

Developing assessment-capable learners Low Priority

Developing assessment-capable learners High Priority

Developing assessment-capable learners Very High Priority

Inclusive education for students w/disabilities

Inclusive education for students w/disabilities Very Low Priority

Inclusive education for students w/disabilities Low Priority

Inclusive education for students w/disabilities High Priority

Inclusive education for students w/disabilities Very High Priority

Addressing needs of gifted/talented students

Addressing needs of gifted/talented students Very Low Priority

Addressing needs of gifted/talented students Low Priority

Addressing needs of gifted/talented students High Priority

Addressing needs of gifted/talented students Very High Priority

Equity and access in education

Equity and access in education Very Low Priority

Equity and access in education Low Priority

Equity and access in education High Priority

Equity and access in education Very High Priority

Culturally sustaining pedagogy

Culturally sustaining pedagogy Very Low Priority

Culturally sustaining pedagogy Low Priority

Culturally sustaining pedagogy High Priority

Culturally sustaining pedagogy Very High Priority

	Very Low Priority	Low Priority	High Priority	Very High Priority
Formative/summative assessment strategies	Formative/summative assessment strategies Very Low Priority	Formative/summative assessment strategies Low Priority	Formative/summative assessment strategies High Priority	Formative/summative assessment strategies Very High Priority
Data-driven decision-making	Data-driven decision-making Very Low Priority	Data-driven decision-making Low Priority	Data-driven decision-making High Priority	Data-driven decision-making Very High Priority
Standards-based grading & rubric design	Standards-based grading & rubric design Very Low Priority	Standards-based grading & rubric design Low Priority	Standards-based grading & rubric design High Priority	Standards-based grading & rubric design Very High Priority
Self-& peer-assessment	Self-& peer-assessment Very Low Priority	Self-& peer-assessment Low Priority	Self-& peer-assessment High Priority	Self-& peer-assessment Very High Priority
Assessment literacy for students	Assessment literacy for students Very Low Priority	Assessment literacy for students Low Priority	Assessment literacy for students High Priority	Assessment literacy for students Very High Priority
Effective feedback practices	Effective feedback practices Very Low Priority	Effective feedback practices Low Priority	Effective feedback practices High Priority	Effective feedback practices Very High Priority
Assessment literacy for educators	Assessment literacy for educators Very Low Priority	Assessment literacy for educators Low Priority	Assessment literacy for educators High Priority	Assessment literacy for educators Very High Priority
Digital tools for assessment	Digital tools for assessment Very Low Priority	Digital tools for assessment Low Priority	Digital tools for assessment High Priority	Digital tools for assessment Very High Priority

Very Low Priority

Low Priority

High Priority

Very High Priority

Formative/summative assessment strategies

Formative/summative assessment strategies Very Low Priority

Formative/summative assessment strategies Low Priority

Formative/summative assessment strategies High Priority

Formative/summative assessment strategies Very High Priority

Data-driven decision-making

Data-driven decision-making Very Low Priority

Data-driven decision-making Low Priority

Data-driven decision-making High Priority

Data-driven decision-making Very High Priority

Standards-based grading & rubric design

Standards-based grading & rubric design Very Low Priority

Standards-based grading & rubric design Low Priority

Standards-based grading & rubric design High Priority

Standards-based grading & rubric design Very High Priority

Self-& peer-assessment

Self-& peer-assessment Very Low Priority

Self-& peer-assessment Low Priority

Self-& peer-assessment High Priority

Self-& peer-assessment Very High Priority

Assessment literacy for students

Assessment literacy for students Very Low Priority

Assessment literacy for students Low Priority

Assessment literacy for students High Priority

Assessment literacy for students Very High Priority

Effective feedback practices

Effective feedback practices Very Low Priority

Effective feedback practices Low Priority

Effective feedback practices High Priority

Effective feedback practices Very High Priority

Assessment literacy for educators

Assessment literacy for educators Very Low Priority

Assessment literacy for educators Low Priority

Assessment literacy for educators High Priority

Assessment literacy for educators Very High Priority

Digital tools for assessment

Digital tools for assessment Very Low Priority

Digital tools for assessment Low Priority

Digital tools for assessment High Priority

Digital tools for assessment Very High Priority

Pulse of Professional Learning 2026

Question Title

* 1. Please determine the priority for each Teaching & Learning topic.
Please check one box for each row.

Question Title

* 2. Please determine the priority for each Student-Centered Approach topic.
Please check one box for each row.

Question Title

* 3. Please determine the priority for each Assessment & Feedback topic.
Please check one box for each row.

Pulse of Professional Learning 2026

Question Title

* 1. Please determine the priority for each Teaching & Learning topic.Please check one box for each row.

Question Title

* 2. Please determine the priority for each Student-Centered Approach topic.Please check one box for each row.

Question Title

* 3. Please determine the priority for each Assessment & Feedback topic.Please check one box for each row.

* 1. Please determine the priority for each Teaching & Learning topic.
Please check one box for each row.

* 2. Please determine the priority for each Student-Centered Approach topic.
Please check one box for each row.

* 3. Please determine the priority for each Assessment & Feedback topic.
Please check one box for each row.