RESEARCH

Study pinpoints success factors when teachers learn from peers

By Learning Forward
December 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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Authors

Elizabeth Foster

Elizabeth Foster (elizabeth.foster@learningforward.org) is vice president, research & standards at Learning Forward.

In each issue of The Learning Professional, Foster explores recent research to help practitioners understand the impact of particular professional learning practices on student outcomes.

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.


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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.


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