Learning Forward Ontario (LFO) is an incorporated, non-profit professional educational organization established in 1991. Members include consultants, co-ordinators, principals, vice-principals, teachers, superintendents, directors of education, business and support workers, and faculty of education personnel. LFO is an affiliate of Learning Forward-The Professional Learning Organization whose vision, mission and beliefs follow below:

 

Vision

Equity and excellence in teaching and learning.

Mission
Learning Forward Ontario builds the capacity of educators and educational leaders to establish and sustain highly effective professional learning in support of improved and equitable outcomes for students.

Beliefs

The intentions and activities of Learning Forward Ontario are based on the belief that: 

 

• the most effective route to school improvement is through the growth and development of all staff who influence student learning;

• the outcomes of professional learning contribute to the conditions required for the improvement of student learning;

• professional learning is a developmental process for positive change;

• professional learning provides opportunities for learning and growth within the context of an individual's life-long learning process;

• professional learning is the responsibility of all instructional and supervisory leaders and the individual educator as a life-long learner or lead learner;

• effective professional learning is designed to affirm and support positive change where it occurs - at the site/school;

• school boards must make an investment in the ongoing development of their most valuable resource - their employees;

• a complete professional learning program meets the diverse needs of all school and board personnel;

• successful professional learning operates in the context of a board plan;

• collaboration enhances professional learning practices by promoting ownership and  acceptance;

• effective professional learning provides a variety of methodologies, formats and settings to address the    diversity of individual needs and learning styles;

• a supportive network enhances the achievement of professional learning goals; 

• effective professional learning is based on theory and research and is proven in practice.