Ambassador School of Global Education

3201 West 8th Street - Los Angeles CA - 90005
Type of autonomy arrangement: Pilot Schools
Basic Profile

Opened In







District - Pilot


Determine learning program
Set school-level policy
Determine professional development
Determine authorizer assessments
Determine state assessments


Select colleagues
Evaluate colleagues
Transfer or terminate colleagues
Determine tenure policy
Select leaders


Determine school budget
Set staff pattern
Determine compensation
Determine teacher workday
Set schedule
Teacher Authority Is...
De Jure and De Facto

De jure authority is granted to the school governing board via the pilot agreement, which is in the form of a Memorandum of Understanding (MOU) between LAUSD and UTLA. The MOU gives the board authority to make decisions in some areas. De facto, the governing board transfers this authority to the teachers, who collectively make decisions in areas indicated. In addition to the MOU, teachers collectively write an Elect to Work Agreement (EWA) for their site on an annual basis that outlines the working conditions at the school that are different from those outlined in the collective bargaining agreement between the district and union. For example, they can expand their own work hours, require participation in school events, and expand professional development requirements. This is a means to exercise more autonomy at the school level, at the will of the teachers. Teachers at the site vote on the terms they outline in the EWA, and anyone who does not agree to work under the conditions will enter the district’s hiring pool and default to the working conditions outlined in the existing collective bargaining agreement.

About the Learning Program

Our Mission: The Ambassador School of Global Education nurtures children, helping them experience success in academic and social settings with an appreciation of the various cultures, languages, and communities around the world.

Our Vision: Regardless of a child’s background, cultural experiences, and family history, all children have access to educational experiences that present opportunities to excel in academic, social, and cross-cultural settings. All students will be taught in a culture that supports preparation for college. Coursework in school will engage the community on issues that are relevant and personal. Students will be able to compete and participate on a global scale.

Leadership Development Program
When ALC opened, the teachers created their signature Leadership Development Program. All students are required to complete 40 hours of leadership activities per semester adding up to 320 hours of service by the time they graduate from school. ALC partners with over 20 local organizations (such as CARECEN, YMCA, and STOKED) to provide students a wide range of leadership experiences. Students create their own leadership plan based on their passions and interests; teachers support and mentor each student on their journey.

The Impact of ACL on Students
At the end of their senior year, students stand in front of their family, teachers, and community members to reflect on their journey including how the school opened them up to people and experiences that they would not have otherwise. The Leadership Development Program prepares students for life after high school with 93% being accepted to a 2 or 4-year college; 58% were accepted to a 4-year college.

How can my school start a similar program?
If your school wants to start a program that partners with many community organizations, here are three tips:

  1. Exercise staffing autonomy and find teachers who enjoy partnering with other organizations.
  2. Exercise scheduling autonomy to create time for students to leave the classroom and learn in the community.
  3. Exercise budget autonomy to support the program. Teachers at ALC are compensated for running clubs and supporting students.