Engage educators and classified staff districtwide in shared professional learning on welcoming, inclusive practices¶

Strategy · All strategies
Evidence · no claims cited

Description¶

LAUSD's CSI drove adoption of welcoming and inclusive classroom practices through professional development sessions reaching staff from nearly all district community schools, deliberately including classified (out-of-classroom) staff. The report states the sessions "have intentionally targeted educators as well as classified staff," and that its Positive Behavior Interventions and Support/Restorative Practices team provided de-escalation training specifically for out-of-classroom staff to ensure consistent practices across all school areas. Case-study schools attributed changes in classroom space arrangement, inclusive curricula and events, and restorative practices to this professional learning.

Design Implications¶

Context¶

Requirements¶

• Professional learning must reach both educators and classified staff to ensure consistent practices across all areas of the school

Constraints¶

Target Learners¶

• K–12 students in high-need community schools

Target Learning Goals¶

• Welcoming, inclusive classroom environments and restorative school climate

Related Strategies¶

• Support community-connected project-based learning through PBL champions, collaboration time, and experience-tiered professional learning
• Integrate the community schools initiative with Linked Learning and CTE through joint planning, cofunded positions, and instructional-department placement

Examples¶

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Key Sources¶

• Klevan, S., Spitzer, N., Hernández, L., Rubinstein, C., & Swain, W. (2026). Community schools in Los Angeles Unified: Transforming teaching and learning. Learning Policy Institute. https://doi.org/10.54300/677.130