California Educator

April / May 2019

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Page 51 of 73

T he California Instructional Leadership C o r p s h a s c h a n g e d t h e p a ra d i g m f o r teaching and learning," said Linda Darling- Ha m m o n d , p re si d e n t a n d C E O of t h e Learning Policy Institute. Darling-Hammond, a Stanford University professor emeritus and the newly named head of the California State Board of Education, spoke at February's ILC conference on sustaining its work in the field. A new Learning Policy Institute (LPI) study released in February finds that ILC, with its focus on "teachers teaching teachers," offers a solid template for providing professional d e v e l o p m e n t , l e a d e r s h i p a n d l e a r n i n g opportunities to California educators while strengthening schools' and districts' capacity to implement state standards. Since its inception in 2014 as a joint effort by CTA, the National Board Resource Center, and the Stanford Center for Opportunity Policy in Education, ILC — com- posed of 250-plus specially trained educators, or teacher leaders — has ser ved more than 100,000 teachers statewide. ILC's approach empow- ers teachers to lead sustainable professional development and advance instructional capacity within their districts. e hallmark of ILC is teacher leaders who bring to their districts multiple professional development workshops covering teacher- designed changes in classroom practice, followed by opportunities for workshop attendees to reconven e and refin e th eir efforts. At workshops, leaders demonstrate what instructional shifts look like in the SEISMIC New study lauds Instructional Leadership Corps' "teachers teaching teachers" approach At the February ILC conference, teacher leaders use Equity Cards (from the San Francisco Coalition of Essential Small Schools) to explore issues and spark conversation. 50 Teaching & Learning Linda Darling- Hammond

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