Issue link: http://educator.cta.org/i/882783
Above, a scene from a video about the collaboration between ILC teacher leaders Maria Laws, Acalanes Education Association, and Jan Robertson, Mt. Diablo Education Association. The pair worked together on an ILC presentation that looks at ways weather phenomena can engage students in meaningful scientific dialogue and discovery, and how art strategies can lead to deeper scientific understanding. View the video at youtu.be/pCwr0tYq-2o. See cta.org/ilc for other videos and information about ILC work and trainings. #CTAILC ILC Funders for 2017-2020 S.D. Bechtel, Jr. Foundation Stuart Foundation California Teachers Assocation National Education Association contract, or ILC members helping plan professional development days, seeking positions for teachers on special assignment to engage in ILC work, and helping local colleagues build capacity. Of the 235 ILC members funded for the next three academic years, 24 are peer support providers. PSPs are experienced ILC members who provide learning sup- port to their colleagues. Sixteen PSPs are assigned to continuing teams, and eight PSPs are tasked with reaching out to geographically isolated areas to identify and support newer teams. Beyond 2020 Yolanda Muñoz is one of the eight PSPs who will be working with ILC teams in rural areas, specifically in the High Desert. She is excited about this next phase of ILC work. "We're building on 21st century skills to become better learners," she says, noting that ILC work has also changed her as an educator. "It's deepened my learning, impacted my instruction, allowed me to be creative and dive deeper into the lesson." Michael Delaney thinks his students, especially, have benefited as a result of his work with ILC. "My science education is much richer," he says. Now an ILC PSP overseeing two teams, his goal over the next few years is for "teacher-led training be the norm." Eric Heins is hopeful that ILC work in the future will lead to educators' profes- sional development built into core state funding and operations. "ILC is creating models of effective professional development," he says. "Ideally a steady stream of funding would support these models — through legislation and through insti- tutions of higher education." Partnerships could be equally expansive. "A lot of ILC success has only been made possible with CTA's organizational factor, so can we build it into the water supply," says Snyder. "But it shouldn't be dependent on Stanford. ree years from now, it could be a coalition of higher education providers partnering with CTA and the NBRC." For more information, see cta.org/ilc. 58 cta.org Teaching & Learning L E A D E R S H I P