Learning Forward
Equity and excellence in teaching and learning.
RESEARCH
Study pinpoints success factors when teachers learn from peers
By Elizabeth Foster
Categories: Career pathways, Coaching, Collaboration, Implementation, Learning communities, Learning designs, Standards for Professional Learning, Teacher leadershipDecember 2019
Vol. 40, No. 6
California’s Instructional Leadership Corps (ILC), a peer-led, ongoing professional learning initiative operating since 2014, has served more than 32,000 educators in 2,000 schools and 495 districts across California. An additional 30,000 educators participated in ILC-related conferences and presentations, and 38,000 more trained as instructional coaches. ILC is focused on developing the collective capacity and knowledge of teachers, principals, and superintendents to lead ongoing professional learning to implement effectively the Common Core State Standards and the Next Generation Science Standards. ILC’s peer-to-peer design and large scale make it unique and an important area for study. Researchers Rachel Lotan and Dion Burns from the Learning Policy Institute recently published a study about ILC’s impact and the factors that have contributed to it. This study, which focused on
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The Study
Lotan, R.A. & Burns, D. (2019). The Instructional Leadership Corps: Teachers leading sustainable professional learning in their communities. Palo Alto, CA: Learning Policy Institute. Available at learningpolicyinstitute.org/product/instructional-leadership-corps-teachers-leading.
Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.
Categories: Career pathways, Coaching, Collaboration, Implementation, Learning communities, Learning designs, Standards for Professional Learning, Teacher leadership
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