Bradley Ermeling

Brad Ermeling, Ed.D. has supported schoolwide systems for collaborative inquiry and instructional improvement across 15 states and over 30 school districts, including three state departments of education. He was corecipient of the 2010 Best Research Award from Learning Forward for his contributions to research on instructional improvement through inquiry teams. He is coauthor of Teaching Better: Igniting and Sustaining Instructional Improvement. He was also coauthor of an autoethnography titled “Learning to Learn from Teaching: A Firsthand Account of Lesson Study in Japan,” which was named 2015 Outstanding Paper of the Year by Emerald Publishing and the World Association of Lesson Studies. Brad spent seven years as an educator in Japan, developing firsthand knowledge and expertise with Japanese lesson study. He taught high school English, special education, and directed professional learning programs in both the US and Japan before shifting his attention to educational research and consulting. After completing his doctoral studies at UCLA, he served as Executive Director, Director of Business Development, and Principal Research Scientist at Pearson Education where he led nationwide programs for school leadership development and professional learning teams. Brad has served as principal investigator for multiple case study and mixed method research projects on virtual assistance models for school leaders, collaborative teacher research, and STEM learning studios. His 40+ published articles cover topics such as lesson study and collaborative inquiry, facilitation practices that promote productive struggle, virtual learning communities, and digital technologies that support reflective practice. He is committed to addressing and interrogating systemic inequities and using research to address disparities for historically marginalized groups.