As a hub for the Linked Learning movement, the Alliance offers research, stories, and tools that help people understand the impact of Linked Learning and implement this approach at high levels of quality.
Developing principals’ knowledge and capacity to lead high-quality programs is critical to the long-term success of Linked Learning. However, it can be a challenge for district leaders to determine how to provide resources to support principal learning.
This brief identifies five lessons for district leaders that are drawn from a series of Linked Learning principal meetings that occurred within one district. The authors show how particular features of the meetings contributed to principals’ learning and afforded opportunities for the district to act strategically to better assist their principals.
This brief is part of SCOPE's Professional Learning for Linked Learning Series.
This cross-case analysis draws upon case studies that examine how the California Linked Learning District Initiative (CLLDI) has played out in the Pasadena, Porterville, and Sacramento City Unified School Districts. It draws lessons from the experiences of leaders in these districts regarding the importance of reform coherence, distributed leadership, strategic planning and communication to the successful implementation of Linked Learning. Leaders in each district found in Linked Learning an answer to an important problem facing their district that also allowed them to bring greater coherence, relevance, and rigor to the daily work of both staff and students. The highly collaborative nature of Linked Learning required these districts to change and expand leadership responsibilities throughout the districts and the communities they serve. The degree of success of Linked Learning so far can be attributed in part to the ways in which leaders planned the introduction and expansion of the initiative. District leaders have identified clear, consistent, and constant communication about Linked Learning to be a critical component of their success to date.
This case study tells the story of how Sacramento City Unified School District (SCUSD) has managed to integrate Linked Learning into its own district reform through staffing, reorganizing, and building capacity within the district. The study notes some early indicators of improvement including increases in API scores and decreases in dropout rates at some SCUSD high schools.
This is the story of how Pasadena Unified School District (PUSD) is creating sustainable high school reform. PUSD, through a set of district leadership practices, thoughtfully built the capacity of and sense of ownership among essential stakeholders to design, implement, and support a system of Linked Learning pathways. Though firmly anchored by the visionary leadership of a superintendent, the PUSD Linked Learning story extends to school sites, civic and industry partners, and the broader community. This story also highlights the impact that a change in leadership can have on reform efforts, the ways that ownership of an initiative can be expanded to a wider pool of key stakeholders, and how those stakeholders can increase capacity to sustain the vision and implementation of reform beyond one leader.
This case study describes how Porterville Unified School District (PUSD), a rural school district in California’s Central Valley, began to fulfill its vision to transform high school and career education through the implementation of Linked Learning. The case explains how Porterville’s district leadership team made Linked Learning the centerpiece of its district-wide reform effort and describes the key strategies the leadership team developed in collaboration with stakeholders to implement a system of pathways across five high schools.