This brief brings forth a call to action that proposes a more collective, collaborative, and distributive approach to sustaining instructional change by dispelling common myths about leadership and instructional improvement and sharing learnings from 21CSLA.
In the current political climate, California’s school leaders need explicit, localized, and sustained support to lead equity-centered improvement efforts in their communities.
The "superhero principal" narrative is leading to a crisis: national principal turnover hit a staggering 11% recently, with stress levels more than double that of the average working adult. It’s time to move toward a model of collective resistance and healing.
By 2025–26, California will be poised to realize Universal Transitional Kindergarten (UTK). Read key takeaways from our researcher and practitioner panelists in our March 22, 2023 webinar about UTK implementation.
Researcher: Dr. Tolani Britton, Assistant Professor, Berkeley School of Education Facilitator/Researcher: Dr. Jabari Mahiri, Professor, Berkeley School of Education; Chair, 21CSLA Leadership Board Practitioner: Dr. David Diehl, Coordinator of Student Support Services at Monterey Peninsula Unified School District Practitioner: Dr. Jennifer Izant Gonzales, Director of Alternative Education at Santa Cruz County Office of Education
In the fall of 2021, most California public schools returned to in-person learning after months of remote learning. This brought about additional challenges for our leaders, as their roles and responsibilities continued to evolve and expand over the course of the pandemic (Clifford & Coggshall, 2021). For example, principals found themselves in the position of bearing additional duties such as navigating public health mandates and implementing pandemic-related policies, exacerbating the job-related stress that they experience. In addition, recent research from The National Association...
The COVID-19 pandemic, in addition to the ongoing social and political movements in the United States,has dramatically impacted the work of school leaders. Over the past year and a half, school leaders have navigated unprecedented challenges of crisis leadership while finding ways to lead schools for equity (Grissom & Condon, 2021). Such immense pressures have put school leaders in jeopardy of burnout and work-related fatigue, which may further escalate the already high turnover of principals. The 21st Century California School Leadership Academy (21CSLA) and the University of...
