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This new collaboration will launch in January 2016 as a large “portfolio” of six to eight district-to-district collaborations across California, each sub-collaboration consisting of five to eight district teams. Each sub-collaboration will be focused on a specific problem of practice, derived from shared, high priority needs. At least three of the new collaborations will be regional; the others can be more regionally dispersed, relying more heavily on technology, including various forms of dynamic virtual learning. Through in person and virtual work, teams will go on an exciting, authentic, transformational journey of capacity-building and change. Over the course of two years, individuals and teams will engage in a dynamic learning and systems-change process that will allow them to learn new skills, refine tools and approaches, share best practices, implement dynamic new strategies, and to more effectively address the key challenges and opportunities of transitioning to the new California Standards, and, ultimately, inspiring and equipping all of our students for a successful transition to college and career.



Like the majority of states in the nation, California has adopted new Common Core State Standards in key content areas which place higher language demands on all students, especially English language learners. Districts are now in the midst of adapting to new curricula and assessments, while simultaneously adjusting to a new local accountability framework and funding model (LCAP and LCFF).  This is a critical time for all of California’s education communities, yet the smaller, more remote districts of California face even more challenging circumstances than the rest.

The California Learning and Language Innovation collaboration (CALLI) will address this gap and help district leaders take action to improve their work by establishing a new set of highly effective, capacity-building collaboration opportunities for up to 36 small-to-mid-sized districts across California. Modeled after the teacher-level Professional Learning Communities (PLCs), Ed Partners facilitates collaborations in order to build educators’ capacity for change. Just as effective classroom level PLCs have proven to increase the efficacy of those teachers who work together to reflect on and revise their performance based on their ongoing study of student performance and their own instruction by a significant factor, so too can our district and systems leaders collaborate around shared problems of practice and engage in cycles of inquiry that improve practice and build individual and team capacity. Through our work to date, we’ve seen that working together in such a way creates momentum that will allow participants to learn and innovate together in order to support the students, teachers, and communities they serve. Ed Partners provides the facilitative support for educators to engage in and, ultimately, to replicate these processes over time in their own systems.


This collaboration of California Education Partners is in partnership with Kenji Hakuta and the Understanding Language/SCALE Team at Stanford University. All participants will have access to the resources and opportunities they develop to support this work, and will meet once a year to reflect on collaboration-wide learning on the Stanford Campus in Palo Alto, California.

To learn more about California Education Partners, click here.