CAP-Ed Programs
Superintendent Executive Leadership Forum
A program of the Center for Applied Policy (CAP-Ed) at UC Davis
The SELF program at UC Davis’ Center for Applied Policy in Education (CAP-Ed) was conceived and created to support superintendents in their efforts to transform the central office to one whose primary focus is improvement of teaching and learning to eliminate inequities in schooling.
SELF Districts
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Acalanes Union High School District |
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Alameda County Office of Education |
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Alameda Unified School District |
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Albany City Unified |
California Superintendents’ Collaborative Network
A program of the Center for Applied Policy (CAP-Ed) at UC Davis
California Superintendents Collaborative Network’s primary objective is to form an ongoing network of practicing superintendents who are deeply committed to creating coherent and effective systems of instruction in their districts; a network of superintendents who have a genuine willingness to collaboratively explore a variety of implementation strategies that support teaching and learning of all students using a “problems of practice and theories of action” model of collective inquiry.
Systems Transformation Collaborative
The three-year Systems Transformation Collaborative lead by Dr. Michael Fullan accelerates the ability of 75 schools in California districts to substantially improve student achievement for all students. This program deepens leadership skills at all levels to mobilize commitment and energy to achieve shared goals with a laser-like focus on improved instruction.
Instructional Rounds
Instructional Rounds can help education leaders and practitioners develop a shared vision of high-quality instruction across classrooms, schools and districts.
Derived from the model of medical-rounds used by physicians, this approach to professional learning creates instructional rounds networks.
Problems of Practice: The Necessary Steps
What is a problem of practice? A problem of practice is an area that a school or school district identifies that focuses on the instructional core, is directly observable, is actionable, and connects to a broader strategy of improvement. Identifying a problem of practice is the first step and element of instructional rounds. After the problem of practice is identified, the theory of action, or the tentative solution to the issue, can be applied to begin addressing the problem.
