History and Milestones

In May 1990, a group of senior human resource executives met to discuss the outlook for the 21st century workforce, acutely aware of the critical role that primary and secondary education plays in preparing individuals for productive citizenship and careers.
These discussions by the Human Resources Round Table (HARRT), a network of human resources executives and academics affiliated with The Anderson School at UCLA, led to a formal study that explored ways in which HARRT members and UCLA could work together to support K-12 public schools.
Recognizing the critical role of leadership in creating and sustaining organizational change, and using their expertise in business and management training, HARRT joined with UCLA to design a management training program for school principals in the Los Angeles Unified School District (LAUSD).
As an outcome of these collaborative efforts, former UCLA Chancellor Charles Young launched the UCLA School Management Program on November 16, 1992, as a university-based, public service initiative for Los Angeles, with the goal of becoming a national center for K-12 educators.
Since 1992, UCLA SMP has worked with over 800 schools and districts throughout California. With offices in Los Angeles and New England, UCLA SMP continues to provide leadership training and coaching programs to schools and districts looking to implement and sustain a school culture of consistent, universal, standards-based student learning and achievement.
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 A three-day CWT Institute for supervisors working in the underperforming schools of the greater Santiago area
 Four interactive presentations in two graduate level-classes that are part of the University’s Master’s in Educational Leadership program
 Two workshops – “Strategic Leadership and the process of Change” and “Linking Classroom Observation and Improved Student Results”
 Individual meetings with doctoral candidates in the area of Educational Leadership to help them focus their dissertation research
 A region-wide symposium for school leaders (the equivalent of principals, superintendents, and government liaisons) on making change through collaboration processes.
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 Maximizing Instructional Leadership Through Coaching (Nadine Barreto, Jeanie Riddell, Ayele Nii Ayree and Barry Tamabara)
 Windows on the Mind: Writing to Learn Across the Curriculum (Jenée Gossard)
 Socratic Seminars Make Sense (Jenée Gossard)
 Intro to Critical Friends Groups:  Professional Development Around Student Work (Barbara Linsley and Janet Howard)
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 Faculty member, John Otterness, presented research showing how factors other than the organization of the curriculum and teaching techniques effect the results obtained for students.
 Staff member, Ofelia Huidor, and UCLA graduate student, Monica Sanchez, presented a paper that examined the impact of Critical Friends Groups (CFGs) on teacher collaboration and its association with student learning.
 Executive Director, Dan Chernow, served on a panel with Richard Elmore (Harvard University) and others to discuss support for educators in developing disciplined approaches to collaborative work around instructional improvement. Dr. Chernow’s piece focused on the teacher voice.
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