California Educator

April / May 2019

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SHIFT classroom, help colleagues develop lesson plans, and support them in implementation. Groups reconvene to analyze results and student work samples, and refine their approaches. " When teacher leaders connect and build relation- ships with each other, with administrators, teachers in their districts and across districts, in the county, at the university, you see this dissemination of the practice really ignite," said Darling-Hammond. "It becomes more than a simple workshop in a school, but a way of doing education in a region." "We also found that the shifts in practice in science, math and English language arts were very significant," she added. "Districts are moving from scripted curric- ulum under the old era to critical thinking, problem solving, and a collaborative, engaged classroom with kids doing inquiry. We have so many wonderful examples and A breakout session at the ILC conference discusses collaboration vs. cooperation in partnerships. " The California Instructional Leadership Corps has changed the paradigm for teaching and learning." — Linda Darling-Hammond, Learning Policy Institute president and CEO stories of kids catching fire and feeling exciting about learning, and teachers catching fire and being excited about teaching and learning." C TA P re si d e n t E r i c He i n s p ra i s e d I L C a c c o m - plishments, telling educators at the conference that because of their work, "CTA is at the forefront of quality, educator- driven professional development that bene- fits all schools and all students. Developing professional capital among colleagues and at your schools — that is union work." by the Numbers B E T W E E N N O V E M B E R 2 0 14 and September 2018, Instructional Leadership Corps teacher leaders provided workshops to support state standards implementation to more than: More than 85 percent of these educators felt their participation in ILC had influenced student learn- ing to a "great extent" or "some extent." During this same period: • Close to 30,000 educators par- ticipated in ILC conferences and presentations. • An additional 38,000 educators were indirectly impacted as ILC members trained instructional coaches in the trainer-of- trainers model. 32,000 educators 2,000 schools 495 districts ILC 51 A P R I L / M AY 2 019

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