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ERIC Number: ED603437
Record Type: Non-Journal
Publication Date: 2019-Oct
Pages: 142
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
The Instructional Leadership Corps: Teachers Leading Sustainable Professional Learning in Their Communities
Lotan, Rachel A.; Burns, Dion
Learning Policy Institute
The teaching profession requires continuous learning, and in 2014, a new model of professional learning was introduced in California by the Instructional Leadership Corps (ILC), a group of expert teachers who organize local professional development to spark iterative changes in practice. In the four years following its launch, the ILC connected with more than 100,000 educators through an approach that supports school-based learning and develops teacher leaders as well as instructional leadership among administrators. It has begun to transform California's statewide capacity to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). These new standards are moving instruction away from a transmission curriculum that often featured scripted lessons and multiple choice tests toward higher-order critical thinking skills acquired through student engagement in inquiry and problem-solving--a shift that requires major transformations in how teachers teach and students learn. In this study, the authors sought to discover how ILC teams in different settings gained traction and began to transform professional learning opportunities in their communities and regions, often addressing long-standing problems of practice and inequities in children's access to high-quality instruction. Given that practitioner-led professional learning has often failed to gain a toehold in districts in which teacher leaders are appointed but not integrated into the work of the schools, they wanted to understand what has enabled the work of the ILC to grow and become rooted in various communities. They examined the strategies used by ILC leaders both in conducting professional development and in connecting their work to the broader efforts of their districts and counties. They also examined the perceived impacts on practice for teacher participants. The authors studied the work of ILC teams at four very different sites: (1) Madera Unified School District; (2) East Side Alliance; (3) Consejo Valley Unified School District; and (4) North Orange County.
Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: S.D. Bechtel, Jr. Foundation
Authoring Institution: Learning Policy Institute
Identifiers - Location: California
Grant or Contract Numbers: N/A