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

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's fifth lesson is that ILC teacher leaders gained the greatest traction when they built relationships with district administrators, teachers associations, county offices of education, universities, and philanthropic organizations. "Partnerships with these institutions supported content alignment and leveraged financial and logistical resources at the local level." As mutual trust developed, districts and associations contributed resources, and maintaining these connections was described as necessary for project continuation and institutionalization.

Design Implications¶

Context¶

Requirements¶

• Partner institutions that recognize the value of the work and can provide financial, logistical, and content-alignment support

Constraints¶

• The report states maintaining connections and establishing productive relationships are necessary for project continuation and institutionalization

Target Learners¶

• Teacher leaders
• School and district administrators

Target Learning Goals¶

• Sustaining and spreading teacher-led professional learning across districts and regions

Related Strategies¶

• Build strategic relationships with district administrators, unions, county offices, universities, and funders to sustain teacher-led professional learning
• Attach micro-credentials to district initiatives, incentives, and job-embedded structures to strengthen professional learning systems

Examples¶

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Key Sources¶

• Lotan, R. A., Burns, D., & Darling-Hammond, L. (2019). The Instructional Leadership Corps: Entrusting professional learning in the hands of the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-professional-learning