Instructional Leadership Corps Takes Root in Yuba City
As California began implementing its Local Control Funding Formula, it also began shifting to the Common Core State Standards and the Next-Generation Science Standards. A network is tapping into teacher expertise to help California’s educators teach to these new standards, which focus on developing higher-order thinking skills through student inquiry and problem-solving.
Tweet it: Teachers teaching teachers is a professional development model that has taken root in Yuba City, CA out of a collaboration between @WeAreCTA @scope_stanford & @NBRCStanford.#Teachers #CAWay Watch and share:https://edpolicy.stanford.edu/ilc
Over four years, more than 100,000 educators have participated in professional development opportunities through the Instructional Leadership Corps, a collaboration of the California Teachers Association, the Stanford Center for Opportunity Policy in Education, and the National Board Resource Center at Stanford University.
Resources:
- In the past 5 years, California has defined a new era in its educational history. New policies have made progress on providing equitable funding and practices, advancing deeper learning, improving school climate, and deepening community engagement, and there is more work to come, too. Learn more in the Learning Policy Institute’s report.
- In the Los Angeles Unified School District (LAUSD), the Advancement Project California, Community Coalition, and InnerCity Struggle have joined together to form the Equity Alliance for LA’s Kids. Together, they are leveraging the equitable funding and community engagement requirements of California’s Local Control Funding Formula to advance a Student Equity Need Index. This new tool, endorsed by the LAUSD school board, uses academic, in-school, and community need indicators—including neighborhood asthma severity rates and incidents of nonfatal gunshot injuries—to prioritize schools with greatest need for additional resources.
- Throughout the state, student leaders, often in partnership with families and community groups, are playing an active role in advocating for services and influencing district budgeting to reflect their priorities, according to a 2016 study, Youth Voice In School Finance, published jointly by UCLA’s Institute for Democracy, Education, and Access and USC’s Program for Environmental and Regional Equity. Local demands have included additional funding for restorative justice programs, additional resources and academic supports for high-need students, and support for parent engagement. A statewide student voice campaign led to the State Board of Education passing guidance for districts affirming an explicit role for students in the local district planning process.