Dr. Brad Ermeling is an education author and member of a research team from UCLA and Stanford. He spent seven years working as an educator in Japan, developing firsthand knowledge and expertise with Japanese lesson study. He is coauthor of “Teaching Better: Igniting and Sustaining Instructional Improvement” and has published numerous articles on developing and supporting systems for collaborative inquiry and continuous learning. In the United States, he taught high school English, special education, and directed professional learning programs before shifting his attention to educational research. He was a corecipient of the 2010 Best Research Award from Learning Forward for his contributions to research on instructional improvement through inquiry teams. He was also coauthor for the article 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’s current research interests include lesson study and collaborative inquiry, facilitation practices that promote productive struggle, and digital resources that support the study of teaching and learning.