Localized Professional Learning

21CSLA’s Localized Professional Learning (LPL) programs are designed to develop leaders who actively work toward the creation of equitable practices, policies, and structures. 21CSLA LPLs provide leaders with the opportunity to engage in conversations around equity-centered content in order to develop their critical pedagogical capacity. Through 21CSLA’s professional learning programs, leaders can take action to disrupt historical systems of injustice, acknowledge and heal the impact of daily implicit bias, and create counter-narratives that challenge and reframe erroneous beliefs and perceived truths about people of color and marginalized populations.

21CSLA LPL programs vary by location, context, and local interest. Some LPLs broadly address educators’ leadership capacity. Other programs focus on particular topics, such as supporting specific student groups, the development and support of Universal Transitional Kindergarten programs in local schools, the use of data to inform decision-making, or social-emotional learning.

To find out about 21CSLA professional learning opportunities in your area, check out the current offerings from the Regional Academy in your area.

For more information about 21CSLA’s professional learning programs, including its research base, see Area 7 (pages 34–36) in our most recent Guidance Document.

Area 7: Localized Professional Learning

Provide additional professional learning, informed by regional needs and local input, that complements and is aligned to the offerings developed by 21CSLA.


Participant Testimonials

“This professional learning opportunity is helping me bring together two things I hold dear to my heart: equity and inquiry. I often feel isolated in this work, so I am excited to be in this group to help me move forward.”

“The level of leadership, expertise, engagement and trust established in a short time is phenomenal. Reinvigorated by each session.”

“I am extremely grateful for this opportunity! This is an absolutely necessary part of working in educational leadership.”