It its first year of partnership, Alameda Unified site leaders and coaches are coming together to prioritize instructional leadership, leaning on adult learning practices to improve collaboration and instruction at sites.

In their ninth year of partnership, the BUSD Music teachers are using collaborative inquiry to engage all students in joyful music learning, focusing on the process of learning to play an instrument in order to develop their creative potential.

In its fourth year of partnership with the OUSD Expanded Learning Dept, district, site, and agency leaders are working together to identify clear, locally-defined quality standards and processes that nurture the whole child across the school day, emphasizing agency, connection, belonging, and liberation.

In its first year of partnership, the Library Lead Team members are working together to build an adult learning culture amongst Oakland Unified School District Library staff.

In its first year of partnership with secondary English Language Development teachers, this cross site partnership is supporting designated ELD teachers of Long Term English Learners.

In its third year of partnership, this group of elementary principals from six focal schools are in collaboration with SEL Lead Learners and the OUSD SEL Department.

In its ninth year of partnership, the SEL Lead Learner Inquiry Group is a supported, structured space for the OUSD SEL Lead Learners to understand and refine their leadership of school-wide SEL integration at their school sites.

In their first year of partnership, SLUSD site managers, including all principals and assistant principals, are partnering with Lead by Learning to support inquiry into transforming their adult learning spaces in order to improve teachers' instructional practices.

We are excited to be partnering with The Chicago Public Education Fund to help school leaders capitalize on recovery momentum and build a new and better normal.

In their first year of partnership, site coordinators, along with their district program coordinator, are working together to define quality programming, set goals, and engage in the practice of Public Learning in order to make progress towards their goals.

In their first year of partnership, the leadership teams of the six Walnut Creek elementary schools are collaborating to build teacher leadership of grade-level collaboration at their sites.

In its second year of partnership, all elementary principals, in collaboration with teachers and district leaders, are are deepening site-based collaboration, teacher leadership, and student instruction by engaging in routine cycles of inquiry that ask leaders to pause and reflect, ground plans in data, and work collaboratively to understand impact.

In its third year of partnership, all secondary principals, in partnership with teachers leaders and district leaders, are deepening site-based collaboration, teacher leadership, and student instruction by engaging in routine cycles of inquiry that ask leaders to pause and reflect, plan, and understand impact.