Page Chapter at a Glance
971 Implementing the ELA/ELD Framework Within a Collaborative and Learning Culture
974 Professional Learning
975 Initial Preparation and Induction
975 Ongoing Professional Learning
977 Components of Effective Professional Learning
979 Sources of Professional Learning
979 Critical Content for Professional Learning in ELA/Literacy and ELD
981 Leadership
984 Shared Leadership and Responsibility
985 Professional Collaborations
991 Monitoring ELD Progress–A Shared Responsibility
994 Program Supports
994 Specialists and Other Staff
996 Libraries and Teacher Librarians
997 Expanded Learning Programs
997 Parents and Families
1002 Partnerships
1002 Conclusion
1003 Works CitedI
n schools and districts across California, conversations among teachers and school leaders
about the CA CCSS for ELA/Literacy and the CA ELD Standards are undergoing a shift. The
questions heard early on around the state—“What are these standards?” “How do I teach
them?” and “When will I be held accountable for them?”—have gradually given way to more informed
questions—“What promise do these standards hold for our students?” “How can we best implement
them?” and “How do we ensure that all our students succeed?” Implementing change can be difficult;
it is a journey with some predictable passages and numerous challenges. Implementing change
can also be renewing and invigorating, leading to improved teaching and learning and deepened
commitment to common goals and resulting, ultimately, in powerful transformations in classrooms
across California and in the lives of students.
The CA CCSS for ELA/Literacy and the CA ELD Standards represent significant changes for
California educators and school systems, and they are accompanied by changes in standards for
mathematics and science and in statewide assessment as well. As described throughout this
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