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Clovis Unified School District (USD) serves about 43,000 California students, with sizeable groups of Latino/a and Hmong students and 40% of all students being eligible for free or reduced-price lunch. Clovis USD’s unique culture and its specific approaches to supporting student learning have made it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.
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Chula Vista Elementary School District (CVESD) is California’s largest elementary school system with over 30,000 students, 90% of whom are students of color and over one third of whom are English learners. CVESD has made significant investments in capacity building and focused on continuous improvement, making it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.
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Supporting the achievement of all students requires a strong commitment to equity, ensuring a stable high-quality educator workforce, providing access to professional development, and a focus on deeper learning and social and emotional learning. Seven California school districts provide examples of successful approaches to this work.
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A recent LPI study identified more than a hundred California school districts in which students across racial/ethnic groups are outperforming similar students in other districts on new math and reading assessments that measure higher order thinking and performance skills. Many of these districts also are closing the gap on a range of other outcomes, including graduation rates. The critical question is: How did they do it?”
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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.
