Affeldt, J. T. (2015). New Accountability in California through Local Control Funding Reforms: The Promise and the Gaps. Education Policy Analysis Archives, 23(23), n23.
Berry, B. (2016). Transforming professional learning: Why teachers’ learning must be individualized — and how. Carrboro, NC: Center for Teaching Quality. Retrieved from https://www.teachingquality.org/wp-content/uploads/2018/04/Transforming_Professional_Learning.pdf
Berry, B. (2019). Teacher leadership: Prospects and promises. Phi Delta Kappan, 100(7), 49–55. Retrieved from https://www.kappanonline.org/teacher-leadership-prospects-promises-berry/
Bishop, J., Darling-Hammond, L., & Jaquith, A. (2015). Maximizing the use of new state professional learning investments to support student, educator, and school system growth. Palo Alto, CA: Learning Policy Institute and Stanford Center for Opportunity Policy in Education.
Bridwell-Mitchell, E.N., & Cooc, N. (2016). The ties that bind: How social capital is forged and forfeited in teacher communities. Educational Researcher, 45(1), 7–17.
Cohen, D., & Hill, H. (1998). Instructional policy and classroom performance: The mathematics reform in California. University of Pennsylvania: Consortium for Policy Research in Education. Retrieved from https://pdfs.semanticscholar.org/2848/9887da1499d69efbc83244d59802e9a7628e.pdf
Daly, A., Moolenaar, N.M., Der-Martirosian, C., & Yi-Hwa L. (2014). Assessing capital resources: Investigating the effects of teacher human and social capital on student achievement. Teachers College Record, 116 (7), 1 –42.
Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/teacher-prof-dev
Eckert, J., & Daughtrey, A. (2019). Teacher leadership development: Tracking one district’s progress over three years. Education Policy Analysis Archives, 27(42). Retrieved from http://dx.doi.org/10.14507/epaa.27.4130
Elmore, R. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press.
Fensterwald, J. (2019). Gov. Newsom proposes $90 million in scholarships for new teachers in revised budget. EdSource. Retrieved from https://edsource.org/2019/gov-newsom-proposes-90-million-in-scholarships-for-new-teachers-in-revised-budget/612198
Fullan, M. (2007). The new meaning of educational change, 4th edition. New York City, NY: Teachers College, Columbia University.
Fuller, B., & Tobben, L. (2014). Local Control Funding Formula in California: How to Monitor Progress and Learn from a Grand Experiment. Chief Justice Earl Warren Institute on Law and Social Policy. University of California, Berkeley School of Law.
Gallagher, A., Gong, A., Hough, H., Kennedy, K., Allbright, T., & Daramola, E.J. (2019). Engaging District and School Leaders in Continuous Improvement: Lessons from the 2nd Year of Implementing the CORE Improvement Community. Policy Analysis for California. Retrieved from https://edpolicyinca.org/sites/default/files/CORE_Gallagher_Jan-2019.pdf
Gates Foundation (2014). Teachers know best: Teachers’ views on professional development. Retrieved from http://k12education.gatesfoundation.org/wp-content/uploads/2015/04/Gates-PDMarketResearch-Dec5.pdf
Hill, L., & Ugo, I. (2015). Implementing California’s school funding formula: Will high-need students benefit?, San Francisco: Public Policy Institute of California. Retrieved from http://www.ppic.org/content/pubs/report/R_315LHR.pdf
Hough, H., Willis, J., Grunow, A., Krausen, K., Kwon, S., Mulfinger, L., & Park, S. (2017). Continuous Improvement in Practice. Policy Analysis for California Education and WestEd. Retrieved from https://edpolicyinca.org/sites/default/files/CI%20in%20Pratice.pdf
Jacob, A., & McGovern, K. (2015). The mirage: Confronting the hard truth about our quest for teacher development. Brooklyn, NY: TNTP. Retrieved from https://eric.ed.gov/?id=ED558206
Johnson, R., & Tanner, S. (2018). Money and freedom: The impact of California’s school finance reform. Palo Alto, CA: Learning Policy Institute.
Loeb, S., Edley, C., Imazeki, J., & Stipek, D. (2018). Getting down to facts II: Current conditions and paths forward. Policy Analysis for California Education. Retrieved from http://gettingdowntofacts.com/sites/default/files/2018-09/GDTFII%20Summary%20Report.pdf
Lotan, R.A., Burns, D., & Darling-Hammond, L. (2019). The Instructional Leadership Corps: Entrusting professional learning in the hands of the profession. Palo Alto, CA: Learning Policy Institute. Retrieved at https://learningpolicyinstitute.org/product/instructional-leadership-corps-professional-learning
Penuel, W.R., Sun, M., Frank, K.A., & Gallagher, H.A. (2012, November). Using social network analysis to study how collegial interactions can augment teacher learning from external professional development. American Journal of Education, 119 (1), 103 –136.
Podolsky, A., Darling-Hammond, L., Doss, C., & Reardon, S. (2019). California’s positive outliers: Districts beating the odds. Palo Alto, CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/positive-outliers-districts-beating-odds
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing.
Szczesiul, S.A., & Huizenga, J. L. (2015). Bridging structure and agency: Exploring the riddle of teacher leadership in teacher collaboration. Journal of School Leadership, 25(2), 404.
Wiliam, D. (2014). The formative evaluation of teaching performance. Centre for Strategic Education. Occassional Paper 137. Melbourne: Centre for Strategic Education.
Youngs, P. (2001). District and state policy influences on professional development and school capacity. Education Policy, 15(2). 278–301. Retrieved from https://doi.org/10.1177/0895904801015002003