administrator tools and strategies
TRANSCRIPT
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@SupportEduc www.GetSupportEd.net @GetSupportEd.net
Administrator Tools and StrategiesFor Ensuring an Equitable Education for ELs
Diane Staehr Fenner, Ph.D.KY Coalition for English Learners
June 10, 2019
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Before We Begin…
#Advocacy4ELs #UnlockingELsPotential
Chat with meon Twitter!
@DStaehrFenner
Fill out an info card for a book raffle!
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My EL Advocacy Story
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1. Need for Advocacy2. Creating a Shared Sense of
Responsibility3. How Teachers Can Collaborate4. Advocacy Overview for
Administrators5. Increasing EL Families’
Involvement as Advocates6. Advocacy Through Effective
Instruction7. Advocating for ELs in Assessment8. Advocacy for ELs’ Success Beyond
Grade 12
Advocating for English Learners
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1. Why you need this book to support ELs
2. Using a culturally responsive framework
3. Scaffolding instruction for ELs4. Fostering ELs’ oral language
development5. Teaching academic language
to ELs6. Vocabulary instruction and
ELs7. Teaching ELs background
knowledge8. Scaffolded text-dependent
questions9. Formative assessment for
ELs
Staehr Fenner & Snyder, 2017
Unlocking ELs’ Potential
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Objectives
Apply strategies:
district culture for EL equity
Explorewalkthrough
tools
Plan professional development
Create an EL equity action
plan
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Signal to Come Together
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bit.ly/AdminKYCoalition
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Tab and label the following with sticky notes:1. The definition of shared responsibility for ELs2. An ESL / content teacher collaboration checklist3. EL Administrator Reflective Tool 4. Teacher Interview Look-For table
Advocacy Scavenger Hunt
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Sponge activity• Skim through the content for interesting things
you’d like to read more on.• Tab with a different color sticky note.
Advocacy Scavenger Hunt
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District Culture for EL Equity
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www.GetSupportEd.net 12Staehr Fenner, 2014, pp. 86 - 87
EL Administrative Reflective Tool (pp. 1–2)
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www.GetSupportEd.netStaehr Fenner & Snyder, 2017
Guiding Principles for Equitable and Excellent EL Education
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Sense of urgency
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• Read pages 81 – top half of page 83 (ending before Hiring Staff).
• Discuss your reaction to what you read on creating a school or district culture conducive to EL advocacy with a partner.
• Share with whole group.
Reading and Reflection
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• Principal’s role
• Hiring staff who share responsibility
• Teacher observation inclusive of ELs
• PD conducive to EL advocacy
• Focus groups
• Positive public relations
16Staehr Fenner, 2014
EL Advocacy for Schooland District Administrators
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Reflection Questions
• How would you describe the relationship between your district’s culture and EL equity?
• What is your sense of urgency around creating a district culture conducive to EL equity?
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Why Is Culturally Responsive Instruction Essential?
Public School Students
Minority Students White Students
51%
Public School Teachers
Minority Teachers White Teachers
80.1%
19.9%
18Ingersoll, Merrill, Stuckey, Collins, 2018
49%
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www.GetSupportEd.net 19Kentucky Department of Education, 2018
KY Student Growth, 1998-2017
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www.GetSupportEd.net 20NCELA, 2018 https://ncela.ed.gov/files/fast_facts/GraduationRatesFactSheet.pdf
EL High School Graduation Rates
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www.GetSupportEd.net 21U.S. Department of Education, 2018https://www2.ed.gov/datastory/el-outcomes/index.html#datanotes
Graduation Rates by State
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• Value diversity
• Assess cultural knowledge
• Appreciate dynamics of difference
• Seek and institutionalize cultural knowledge
• Adapt services
22Adapted from Cross, Bazron, Dennis, & Isaacs, 1989; National Center for Cultural Compentence; NEA, n.d., Quezada, Lindsey, & Lindsey, 2015
Cultural Competency of Institutions
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• What it is• Why it matters• What educators can do
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Home School Mismatch
Delpit, 2006; Heath, 1996; Ogbu, 2003
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3 Strategies for Creating an Equitable Culture1. Promoting Culturally Responsive Instruction
2. Honing and leveraging EL leadership skills
3. Moving others from deficit- to assets-based mindset
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Guideline #1: Uses an assets-based perspective
Guideline #2:Places students
at the centerof the learning
Guideline #3:Values students’ linguistic and cultural backgrounds
Guideline #4:Simultaneously challenges and
supports students
Culturally Responsive Instruction
Staehr Fenner & Snyder, 2017
1. Guidelines of Culturally Responsive Instruction
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www.GetSupportEd.net 26Adapted from Staehr Fenner & Snyder, 2017
Culturally Responsive School Checklist (pp. 3–5)
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2. What Does Advocacy and Leadership in Support of ELs Look Like to You?
#1 #2
#3 #4
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“The process of influencing…the behavior of others in order to reach a shared goal”
Northouse, 2007; Stogdill,1950 as cited in Darioly & Schmid Mast, 2014, p. 74
Leadership Definition
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www.GetSupportEd.net 29Adapted from Staehr Fenner & Breiseth, 2017 (Colorín Colorado)
EL Leadership Components
EL Leadership
EL Leadership Interpersonal
Skills
EL Leadership Actions
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Character
30Riggio & Tan, 2014
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Political Skills
31Riggio & Tan, 2014
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Nonverbal Communication
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Conflict Resolution
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Relational Skills
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• Give an example of how you or a colleague already leverage(s) one of these leadership skills in support of ELs:
– Character– Political skills– Nonverbal communication– Conflict resolution– Relational skills
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Discussion
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Taking Initiative
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Serving as a Resource
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Communicating Effectively
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Continuing Professional Development
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Discuss a time when you took one of these leadership actions to support ELs:
– Taking initiative to make changes and advocate for ELs and yourself
– Proactively serving as a resource– Communicating effectively– Continuing your own professional development
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EL Leadership Actions Discussion
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EL Leadership Reflection
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www.GetSupportEd.net 42Adapted from NEA, 2016
3. Moving From a Deficit to an Assets-Based Perspective, Part 1 (p. 6)
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• Part 2: What might you say to help change the perspective?
• Part 3: Consider your own context. What might you say to help change the perspective?
Moving to an Assets-Based Perspective in Your Context, Parts 2 & 3 (p. 7)
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Walkthrough Tools for EL Equity
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• Grade-level course content
• Effective practices used with English-proficient students
• ELs’ academic language• Peer-to-peer learning
opportunities• Students’ home
language, knowledge, and cultural assets
• Supports for ELs
August, 2018; https://www.aft.org/ae/fall2018/august
Research on Effective Education of ELs
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• Hiring decisions• Professional
development for all educators of ELs
• Leveraging teachers’ expertise through collaboration
• Observations and walkthroughs
Staehr Fenner, 2014
Considerations for Implementation of EL Practices
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www.GetSupportEd.net 47Adapted from Staehr Fenner & Snyder, 2017
Expertise in Your Context (p. 8)
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Suggested Scaffolds By Proficiency Level
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Walkthrough Tool / Observation Checklist (pp. 9–11)
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• Select only one element of the observation checklist to apply to each video.
• Discuss your results. • How can you use or
adapt the walkthrough tool for your district?
Walkthrough Tool Application
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Plan Professional Development
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• What is one challenge that stands in your way in terms of providing PD to support all teachers of ELs?
• What is one success you have had in providing PD for all teachers of ELs?
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Walking Think-Pair-Share
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Review of 35 methodologically rigorous studies found:
1. Content focused
2. Active learning using adult learning theory
3. Collaboration, job-embedded
4. Models and modeling of effective practice
5. Coaching and expert support
6. Feedback and reflection
7. Sustained duration
53Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development research brief. Palo Alto, CA, Learning Policy Institute.
7 Elements of Effective PD
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Planning Effective PD to Support ELs(pp. 12–14)
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• Option 1: Plan PD for all teachers of ELs in small groups
• Option 2: Adapt PD table and make it into your own checklist of PD must haves for all teachers of ELs
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Application To Your Context
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EL Equity Action Plan
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1. Identify outlets for change & determine priorities
2. Develop allies3. Organize and educate
others
Adapted from NEA, 2015
Three Advocacy Strategies to Support EL Equity
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1. Identify Outlets for Change and Determine Priorities
Your Sphere of Influence 1. What do I have control over in my environment? 2. What do I not have control over in my environment?
Gorski, P., as cited in Staehr Fenner, 2014, p. 56 58
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• Colleagues
• ELs and their families
• Other families
• Specialists and administration in your school
• District community liaison
• School organizations (e.g., PTA)
• Community service organizations
• Local businesses
2. Develop Your Allies
59NEA, 2015
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3. Organize and Educate Others
• Not alone • Take opportunities to share • Use community events to
discuss the issues • Use talking points
National Education Association, 2015; Staehr Fenner & Snyder, 2017 60
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• What?• Why?• How?
Organize and Educate Others Using Talking Points
61Staehr Fenner, in press
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1. Identify your key, succinct message
• Include concrete examples• Emphasize a win-win solution
2. Anticipate pushback
3. Add talking points to address pushback
Staehr Fenner, in press
Steps for Writing Talking Points
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Steps Example1. Identify
your key, succinct message
“In order to support multilingual students, we need to incorporate more multicultural resources into our curricula.”
Staehr Fenner, in press
Example of Talking Points
2. Anticipate pushback
Time to plan; money to buy new resources, ideas
3. Add talking points to address pushback
“We can start with one unit as a model. I am happy to work with grade level teachers to plan one unit. I think we could also apply for a small grant to fund the newresources.”
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1. Select which two of these issues you feel are priority EL advocacy issues in your school and/or district.
1. Effective implementation of EL strategies2. Collaboration to support ELs3. EL family engagement4. Staffing ratios for ESL teachers5. Identifying grade-level appropriate interventions6. Other: ?
2. Place one dot each next to your top 2 issues.
3. Stay at your top issue poster and discuss with the group.
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Prioritizing EL Equity Issues
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• Choose the top advocacy issue in your context
• Work with colleagues who have a similar interest
• Create an EL advocacy action plan, drawing from Padlet and Advocating for ELs resources
• Share with the group on Padlet and orally
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Application
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EL Equity Plan (pp. 15–16)
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Online Professional Development with Graduate Credit Option
Summer session: July 1 – August 9, 2019
Progress at your own pace while learning research-based strategies and best practices for supporting EL academic and language achievement!
Visit our website to learn more! www.GetSupportEd.net
10-hour, six-week online courses
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Join Our Community
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