Professional learning partnerships (PLPs) are an increasingly popular policy approach for improving instruction. With data from 12 PLPs serving major urban districts, we leverage teacher surveys using structural equation modeling to examine the policy attributes and school context factors contributing to improved instruction. We found that teachers with higher buy-in to the partnership and who rated their PL as relevant and useful were more likely to use ambitious and culturally responsive instruction and less likely to use traditional approaches. We discuss implications for understanding the supports necessary to build successful partnerships as an effective policy mechanism for school improvement.
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