Most ILC workshop participants report that the experience influenced their curriculum, instruction, assessments, engagement, and student learning to a great extent¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Large majorities of educators consistently report that ILC experiences influenced their curriculum, instructional strategies, assessments, student engagement, and student learning to a great extent (well above 4 on a 5-point scale). → Lotan 2019

q2 i? In post-workshop surveys of thousands of participants, large majorities consistently report that ILC experiences influenced their curriculum, instructional strategies, assessments, student engagement, and student learning to a great extent. → Lotan 2019

Evidence¶

Lotan 2019¶

Lotan, R. A., & Burns, D. (2019). The Instructional Leadership Corps: Teachers leading sustainable professional learning in their communities. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-teachers-leading

q2 · i? · design · r2

Post-workshop survey evidence from thousands of participants across the ILC project; ratings were "well above 4 on a 5-point scale" and participants also called sessions very or extremely helpful. Self-report data, not independent observation of practice.

"Post-workshop surveys of thousands of participants show that large majorities of educators consistently report that their ILC experiences have influenced their curriculum, instructional strategies, assessments, student engagement, and student learning to a “great extent”"

Discussion¶

Related Claims¶

• Teachers commonly attribute increased student engagement to ILC-influenced instruction — related
• Teachers commonly attribute increased student engagement—active involvement, multiple solution approaches, perseverance, and confidence—to ILC-influenced instruction — related
• Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — related
• Over four years, more than 250 ILC leaders provided multi-session professional learning to more than 32,000 California educators across more than 2,000 schools and at least 495 districts — related
• Teachers prefer professional learning led by their colleagues over training from outside consultants — related
• Teachers reported providing deep-engagement opportunities at levels similar to or greater than student reports, and about 8 in 10 attributed instruction changes to the network — related