Community-Based Learning in the Time of COVID-19
This blog post is part of LPI’s Learning in the Time of COVID-19 blog series, which explores evidence-based and equity-focused strategies and investments to address the crisis and build long-term…
Teachers & Teaching
A Community-Based Approach to Studying Climate Change at Mann UCLA Community School
Published in UCLA ED&IS Magazine, this article describes the efforts of Mann UCLA Community School teacher, Darlene Tieu, to develop a science-based curriculum that relates to the lives of students and…
Translanguaging: A Look Inside a High School Geography Classroom
One approach to meeting the needs of multilingual learners is translanguaging, a practice rooted in social justice and culturally sustaining pedagogies (Cioè & Snell, 2015). Translanguaging allows students to draw flexibly…
Classroom Teachers in the Community School Movement
This article, written by Karen Hunter Quartz, Julia Daniel (University of Colorado, Boulder) and Anna Maier (Learning Policy Institute) shares the stories of community teachers in Los Angeles, San Francisco…
Teaching in Community Schools: Creating Conditions for Deeper Learning
Drawing on research from the learning sciences and from community school literature, this article explores how community school teachers and other community school staff can collaboratively build new systems to…
A Decade of Innovation
To commemorate the 10th anniversary of the movement, longstanding Pilot School partners from the Center for Powerful Public Schools and the UCLA Center for Community Schooling joined with the Pilot School Organization to take stock of the collective experience of 47 schools.
Supporting Assessment Autonomy: How One Small School Articulated the Infastructure Needed to Own and Use Student Data
This paper reports the results of an 18-month integrated, problem-solving research study of one new school’s efforts to create a K-12 system of student assessment data that reflects their innovative…
Multiple Measures of Good Teaching
In this report, we assemble a diverse set of perspectives to answer how to measure good teaching. We take the stand that there should be multiple measures of good teaching—including evidence about student learning—and that these measures should form the basis for both evaluating teachers and, most importantly, guiding teachers’ professional growth.
