Build strategic relationships with district administrators, unions, county offices, universities, and funders to sustain teacher-led professional learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The casebook's fifth lesson is that ILC teacher leaders gain the greatest traction by building relationships with district administrators, teachers associations, county offices of education, universities, and philanthropic organizations. The report states that "ILC teacher leaders get greatest traction when they are able to build relationships with district administrators, teachers associations, county offices of education, universities, and philanthropic organizations." As mutually trusting relationships developed, districts and associations contributed stipends, meals, and release time, and partnerships supported content alignment and leveraged local financial and logistical resources.

Design Implications¶

Context¶

Requirements¶

• Maintaining connections and establishing productive relationships, which the report calls necessary for project continuation and institutionalization

Constraints¶

• Teams are more successful when partner organizations recognize the value of the work and are willing and able to provide support and resources

Target Learners¶

• Teacher leaders and the educators they serve across districts and regions

Target Learning Goals¶

• Institutionalizing and sustaining teacher-led professional learning systems

Related Strategies¶

• Build strategic relationships with districts, associations, county offices, and universities to support and institutionalize teacher-led professional learning

Examples¶

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Key Sources¶

• 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