This Community of Practice brings together 6th - 12th grade educators with a shared goal: to build lifelong writing skills in all students. Together, we will explore strategies that promote student autonomy, confidence, and growth in writing. Our work will focus on creating strong, sustainable classroom writing systems that support diverse learners and empower writers to see themselves as capable, independent communicators. Participants are encouraged to bring both ideas and questions to fuel collaborative inquiry, deepen our collective understanding, and learn from one another. Whether you're refining your current approach or building something new, this CoP will provide a space to reflect, explore, and grow alongside passionate colleagues.

Build your leadership capacity and connect with a community of fellow PLC leaders through this FREE seven-session virtual series facilitated by Melissa Krull, Ph.D. Designed for teachers who lead PLC teams, this series provides practical leadership coaching and support around communication, accountability, courageous conversations, school culture, goal setting and data-informed leadership. Participants will reflect, collaborate, problem-solve, and strengthen their ability to lead effective PLC teams in support of student learning.

We are planning a COP that supports School Climate with a focus on Community School strategies to increase student engagement. We are planning to invite various district specialists, community partners, and caregivers to collaborate around best practices. We will be sharing ideas around how to best support students. Tentatively we are looking to have sessions that focus on the Behavior Intervention, Foster/Unstably Housed, IEP/SPED, Counseling Services, Attendance, Working with SEL Data, and a Community Partners Panel. We are also planning to also offer zoom options for some or all sessions.

GUIDING QUESTION: What should leaders see in inclusive, high quality, and culturally and linguistically relevant TK classrooms? LEARNING OUTCOME After exploring research and standards related to high-quality, developmentally appropriate instruction, leaders can identify specific “look fors” in TK classrooms to develop their instructional leadership for implementing California’s UTK

This community of practice is focused on those that would like to learn and grow in the area of professional leadership. If you are interested in moving in to administrative roles in the future, serving as a teacher leader, or leading district wide initiatives this is a chance to learn and grow together. Those that participate in this CoP may have the opportunity to access EvoPrep which is a test prep system for the CPACE exam which leads to a letter of eligibility in administration. They will also be eligible to have fees covered for the CPACE exam in the year in which they are attending.

Join us for an engaging in-person 6-part professional learning series with Dr. Jeff Zwiers, who has worked as a senior researcher at the Stanford Graduate School of Education and is currently consulting in the areas of improving language development and student interactions across disciplines. The focus of this comprehensive professional learning series is to help educators improve student writing by strengthening the oral language experiences that precede, accompany, and extend academic writing across a l content areas and grade levels. We wi l emphasize district- & school-wide implementation. This series is composed of two parts: Part 1 (the first two sessions) provides practical foundations for the work and will take place at the COE. The next four sessions wi l be hosted at different school sites with classroom observations in the morning and analysis and leadership discussions in the afternoon.

This Community of Practice will focus on strengthening foundational number sense in TK–5 classrooms by diving into Chapter 3 of the California Mathematics Framework and implementing daily Number Talks. Our goals are to: Build teacher understanding of how number sense develops over time. Support implementation of research-based routines that promote mental math and mathematical discourse. Explore the vision and guidance in Chapter 3 of the CA Math Framework and what it means for early math instruction. Share resources and practices to create inclusive, equitable math environments that empower young learners.