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A new Learning Policy Institute report looks at how California’s Instructional Leadership Corps (ILC) is changing the paradigm for teacher learning. Rather than using outside consultants, who often conduct one-time workshops that are less likely to provide meaningful, sustained learning, ILC taps the expertise and experience of local teachers, principals, and superintendents who are trained and supported to provide ongoing professional development to peers in their own districts—and, in many cases, to other schools and districts in their regions.
Linda Darling-HammondJeannie OakesSteve WojcikiewiczMaria E. HylerRoneeta GuhaAnne PodolskyTara KiniChanna Cook-HarveyCharmaine MercerAkeelah Harrell
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Preparing Teachers for Deeper Learning summarizes a recent book of the same name that describes the work of pioneering teacher education programs to prepare their graduates to create personalized, inquiry-based learning for all students. They provide examples for teachers, teacher educators, and policymakers interested in making preparation for deeper learning the standard for today's teachers. The programs are also profiled separately in individual briefs which provide more detail.
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EdPrepLab brings together 15 of the nation’s leading teacher and principal preparation programs to collaborate on further developing and documenting models for preparation that equip educators to advance deeper learning and equity, and that can inform other programs across the nation.
Linda Darling-HammondJeannie OakesSteve WojcikiewiczMaria E. HylerRoneeta GuhaAnne PodolskyTara KiniChanna Cook-HarveyCharmaine MercerAkeelah Harrell
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In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and developing interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. This has significant implications for teacher preparation programs. This book examines those implications and several programs that are preparing their graduates to provide students with the "deeper learning" that prepares them for college, career, and civic participation.
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Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and Lakewood Elementary School's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems.
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Social and emotional skills, habits, and mindsets—such as self-awareness, self-regulation, communication, compassion, and empathy—can set students up for academic and life success. A new case study by the Learning Policy Institute looks at a preservice and inservice programs preparing teachers to integrate social emotional learning into instruction.
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Four years into a project to support teacher instruction for deeper learning, research shows that an innovative professional development program is a decided success. Based on a model of teachers teaching teachers, California's Instructional Leadership Corps prepares teacher leaders to provide sustainable professional development aligned with new state standards. Participant feedback has been overwhelmingly positive and demonstrates how teacher-led learning can motivate shifts in practice, enhance teachers’ efficacy, and sustain change.
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Teacher leaders in California are collaborating to lead sustainable professional development for implementation of new student standards within their districts. This statewide effort, the Instructional Leadership Corps, has been in place for the last 4 years and participant feedback has been overwhelmingly positive about the experience. This study describes how teacher-led learning can motivate shifts in practice, enhance teachers’ professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change.
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More and more states and districts are recognizing that recruiting and retaining teachers of color can help meet their students' needs while also helping to curb critical teacher shortages. But prospective teachers of color encounter unique barriers to entering and staying in the profession. High-retention pathways—combining high-quality clinically rich preparation with financial support—can be especially effective at reversing those trends.
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Like the movie “Groundhog Day,” the President’s 2018 education budget proposal feels like déjà vu all over again. Last year, we published a blog post that addressed the President’s proposed cuts to the Every Student Succeeds Act. Fortunately, the Congress that developed the Act and passed it in a strongly bipartisan vote in 2015 protected its key features. This year, in the President’s new budget proposal, however, those cuts are back.
