The work to date of the Instructional Leadership Corps (ILC), a program formed in a collaboration between the California Techers' Association, the Stanford Center for Opportunity Policy in Education and National Board Resource Center (NBRC) at Stanford University, was covered in the October/November issue of CTA's California Educator.
ILC started out by asking the question: How might educators work together to take charge of their own professional development and improve educational outcomes for students? The answer, and ILC’s goal: Grow the ability of local educators to enrich instruction and assessment practices in their schools, increase student learning, and create professional learning experiences for other educators. Specifically, ILC is building a network of accomplished teacher-leaders to support implementation of schoolwide professional learning around the California standards and the Next Generation Science Standards.
To date, ILC has grown hundreds of educator trainers and presenters, and served 77,000 educators. The program continues to scale, increasing local capacity for educators’ continuous instructional improvement so that all students in California can be well prepared for college, career and life.
“ILC establishes that teachers are not the problem but rather an essential part of the solution,” says Jon Snyder, Executive Director of the Stanford Center for Opportunity Policy in Education (SCOPE). “Teachers throughout the state said, ‘We know something, and we can make a difference.’ All it took was permission and a little support. The project documents the caliber of the teachers in this state. They’ve taken control of their own growth in leadership and professional development, and in kids’ education as well.” ILC’s success in its first three years resulted in funding for a second phase of work during the academic years 2017 to 2020.