Issue link: http://educator.cta.org/i/1103796
As just one example, the ILC cohort in Conejo Valley experienced success with a mentoring program to sup- port science instruction, particularly at the elementary level. "e district office noticed that teachers from our pilot school were more advanced in their confidence and understanding of the NGSS framework and implementation, and other teachers districtwide wanted the opportunity to advance their knowledge of NGSS," says Ashley Cooper, an ILC teacher leader, high school science t each er and member of the Unified Association of Conejo Teachers. "It was decided that the program would be included in our district LCAP plan, where six high school science teachers would work one hour a day as a mentor at six feeder elementary schools. Converting the NGSS Mentor Program from ILC to district-based in the LCAP ensured that the support for science education would continue long after the ILC program sunsets in 2020." " W hat the ILC has planted is growing in lots of different and interesting ways to build and share expertise in the profession," Darling- Hammond said at the ILC confer- ence. "And that is what our profession is: sharing a body of knowledge in the best inter- ests of our students." ILC is currently deepening existing invest- ments in communities and expanding into r u ra l a n d ge o g ra p h i c a l ly i s o l a t e d sit e s to sustain partnerships that support its educator- led model of ongoing learning. For more information, see cta.org/ilc. 54 cta.org Advocacy Ashley Cooper Funding That Supports California Public Schools Last fiscal year, Lottery players contributed $1.7 billion in supplemental funding to public schools. That distribution includes K-12 schools, community colleges, the California State University, the University of California, and other school jurisdictions. For more information on the Lottery's contributions to California public schools, please visit: www.calottery.com/givingback E N H A N C I N G E D U C AT I O N