IWhether high English learner (EL)-impact schools continue distance learning, resume in-person instruction or adopt a hybrid approach, variance in a school’s English language development (ELD) program, if left unchecked, could be silently thwarting school improvement efforts. This variance is fueled by the failure of school leaders to envision how the roles of EL teachers and general educators coalesce to create equitable school wide conditions for all students to learn grade level content and academic English, simultaneously.
Participants in this pathway will learn how to implement an EL-centered leadership approach to school improvement that consists of the following elements: an equitable schoolwide English language development (ELD) model; SMART goals in literacy, math, & language and aligned action plans for each goal; collaboration in professional learning communities (PLCs); and teacher led professional development.
In this course, participants will clarify how the roles of the ESL teacher and general educator coalesce to create a shared vision for an equitable school wide English language development model. In a high English learner-impact school, a sustained focus on a school’s equitable school wide English language development model through the continuous improvement cycle eliminates variance and enhances school improvement efforts.