Issue link: http://educator.cta.org/i/1103796
A successful ILC project has taken root at Conejo Valley USD: The NGSS Mentor Program, which supports science instruction and science teachers, is described on a display board at the ILC conference — one of several presentations of ILC projects. Fo r i t s r e p o r t , " T h e I n s t r u c t i o n a l L e a d e r s h i p C o r p s : E n t r u s t i n g P r o f e s s i o n a l L e a r n i n g i n t h e Hand s of th e P rofe ssion ," L PI studi ed th e w ork of ILC teams at four sites: • Madera Unified School District in rural San Joa- quin Valley, which serves largely Latino students and those from low-income families. ILC focused on language development across the curriculum. • Conejo Valley Unified School District in Ventura County, a high-achieving and well-resourced district. ILC focused on building science competencies and aligning K-12 instruction. • The East Side Alliance, a par tn ership b etween East Side Union High School District and its seven K-8 feeder districts in East San Jose, which range f r o m m o d e ra t e t o e x tre m e ly l o w - i n c o m e . I L C focused on new approaches to standards-based math instruction. • A partnership between the ILC leaders' network in North Orange County and CSU Fullerton's College of Education, which worked across a wide range of districts through a series of " Teachers Teaching Teachers" conferences focused on instruc- tional shifts in the standards. LPI found that the ILC project resulted in changes in instructional practice and greater student engagement in learning. Specifically, it noted these lessons: 1. Teachers value professional learning led by their colleagues. 2. ILC membership enhances teacher leaders' pro- fessionalism and sense of efficacy. 3. Suppor tive str uctural arran gem ent s fost er instr uctional change. A d o p t i o n of C o m m o n C o re a n d th e Ne x t Ge n e ra t i o n S c i e n c e S t a n - dards (NGSS) requires ambitious, profound and demanding curricular and p edagogical shifts. School and district administrators must support these sustained instructional changes, including giving educators more time and opportunities for professional collaboration. 4. Systematic follow-up contributes to implemen- tation of instructional shifts. 5. Strategic relationships support deeper, more widespread professional learning. ILC instruc- tional leaders gained the greatest traction when they were able to build relationships with district admini strators, teach ers associations, county offices of education, universities, and philanthropic organizations. e partnerships supported content alignment and leveraged resources at the local level. 52 cta.org Teaching & Learning