Holding Schools Accountable
October 9, 2019 | CalMatters

Educational accountability is attracting a lot of political attention—or perhaps lip service—these days in California. Governor Gavin Newsom has signed two bills touted as bringing more accountability to education. Better tracking of how individual students are faring could, and perhaps...

Can Social-Emotional Skills Drive Continuous Improvement? PDF

Can Social-Emotional Skills Drive Continuous Improvement?

Commentary author
Daisy Gonzales
Published

California has embraced Social Emotional Learning (SEL) as a crucial aspect of education, integrating emotional management, positive goal setting, empathy, and relationship skills into academic success. This commitment is evident in the state's adoption of SEL components in its educational standards and accountability systems. However, while the state is implementing surveys to gauge school climate, it's yet to fully understand how these relate to academic progress or link social-emotional learning to overall school improvement. The CORE districts have taken strides by measuring specific competencies like self-management and growth mindset, finding that these skills predict student performance at different academic levels. Yet, educators need guidance on using this data for improvement. PACE is studying the CORE districts' innovative accountability system to pinpoint successful policies and practices regarding SEL, aiming to reduce disparities among student sub-groups. Understanding how learning environments foster SEL can inform efforts to improve education across California and potentially nationally. Moving forward, California needs to focus on developing educators' capacity to utilize SEL data effectively and invest in integrating SEL in both school-day and expanded learning environments for continuous improvement.

A Culture of Continuous Improvement for Improved Educational Leadership Development and Training PDF

A Culture of Continuous Improvement for Improved Educational Leadership Development and Training

Commentary authors
Antonia Issa Lahera
Anthony H. Normore
Published

The Urban School Leaders (USL) program at California State University Dominguez Hills, backed by a five-year federal grant, embodies a partnership between LAUSD districts and the university. Its goal is to prepare leaders for high-needs schools, enhance staff development, and foster student achievement. Adapting to students' needs and the evolving demands on schools has prompted ongoing reflections and changes within the program. Continual adjustments maintain curriculum rigor while integrating theoretical knowledge with practical experiences. The program's evolution is a collaborative effort involving curriculum review, aligning with standards, and emphasizing research-based practices. Forming and nurturing partnerships with school districts necessitates time, flexibility, and creativity, ensuring meaningful dialogues among stakeholders to address LAUSD's student needs. This ongoing learning process emphasizes the importance of active experiences and reflective learning for educational leaders. The success of the program holds promise for policy implications, establishing a new paradigm in leader development, emphasizing ongoing university-district partnerships, transforming urban communities, and embedding research as a regular practice within educational settings. This model foresees universities becoming hubs for continual development, fostering a transformed educational landscape by nurturing stable communities and promoting ongoing research-driven improvements.