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The Relationship Centered Schools (RCS) campaign seeks to transform schools by creating opportunities for relationship-building, valuing student voice, and investing in staff. The experiences of two RCS sites in California shed light on factors that enable or hinder relationship-centered practices as well as implications for practice and policy.
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UCLA Community School (UCLA-CS), a public school in central Los Angeles, serves a large immigrant population, almost all of whom use a language other than English to communicate with their families. Six key practices contribute to UCLA-CS’s positive school-level outcomes, including above average graduation rates and teacher retention.
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Restorative practices are a set of approaches designed to build community in schools, teach interpersonal skills, repair harm when conflict occurs, and meet students’ needs to prevent misbehavior. Research shows restorative practices improve student outcomes and school climate.
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Today’s K–12 school leaders must have the skills to shift institutions toward deeper learning models built on collaboration, critical thinking, and project-based learning. Highlighting exemplary educational leadership preparation programs, this book describes how programs can prepare principals to guide their schools, teachers, and students toward deeper learning and equity.
Linda Darling-HammondMarjorie WechslerStephanie LevinMelanie Leung-GagnéSteve TozerAyana Campoli
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Strong school leadership is critical for shaping engaging learning environments, supporting teachers, and influencing student outcomes. This book examines examples of high-quality leadership programs, the extent to which principals have access to them, and the policies that drive program development and accessibility.
Linda Darling-HammondMarjorie WechslerStephanie LevinMelanie Leung-GagnéSteve Tozer
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High-quality learning opportunities for principals can improve their effectiveness, teacher retention, and student achievement—and state and district policies can influence principals’ access to these opportunities. Key policy levers include standards for leadership practices, preparation programs, and licensure as well as investments in induction programs, leadership pipeline programs, and professional development.
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There is widespread agreement that addressing physical safety threats students may encounter at school should be a priority. But how this can best be accomplished is hotly debated. A new study reveals that some popular approaches can have unintended consequences.
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At Oakland International High School, all students are newcomers, meaning they have been in the United States for fewer than 3 years. Most students are English learners, and many have experienced interruptions in their schooling. Oakland International leverages community school structures and partnerships to support students’ success.
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During the pandemic, many students suffered steep learning loss, disengagement, and burnout. But some students came out thriving: Experiencing little learning loss, engaged in their education, and continuously supported by wraparound services providing meals and health services. What was different about these schools and what can others learn from them?
Emma GarcíaMelanie Leung-GagnéSusan Kemper PatrickLinda Darling-Hammond
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Public school teachers earn, on average, only 76% of the salary of similarly college-educated professionals. In addition to being underpaid, a stunning 95% of teachers still pay out of pocket to supply their classrooms, averaging $470 a year in unreimbursed purchases.
