What strategies can we use to help students overcome the significant challenges associated with learning in a remote environment? How can we implement tried and true strategies like sentence stems, anchors of support, choral reading and others to help strengthen English learners academic language skills? How might teachers use newly acquired skills to help strengthen EL instruction as we transition back to school? We discuss these questions and more with Steven Mendoza. Steven teaches 7th grade mathematics at Burnet Middle School in Austin, Texas, where he was selected as Teacher of the Year in 2018. 70% of students at Burnet are English learners and 95% are economically disadvantaged, which was one of the reasons Steven decided to work there. A common theme in Steven’s classroom is “Be Respectful and Do Your Best”. He instills this mantra in his students and points to these traits as necessary to the success of their future endeavors, whether this means going to college, contributing to the workforce, or simply being a valued citizen that sets a positive example for others. Steven is also works with a team of teachers that encourages sharing ideas and expertise to best serve their students. He is an active participant in his math team’s professional learning community where he helps create lessons that not only teach math concepts, but also seek to inspire student engagement and learning. As you’ll hear in our interview, Steven is passionate about helping his students succeed, honest about the challenges he and his colleagues are facing and proactive about putting his students' needs front and center. Ellevation is committed to keeping you informed and inspired with resources to help you support your English learners. If you’d like access to more information and resources, join the ELL Community here - it's free!

What can we learn from educators who have worked with English learners in hybrid learning models from the beginning of the pandemic? How can we use free built-in accessibility tools on devices to personalize learning for students? What are some simple strategies and tools we can implement to incorporate speaking, listening, reading and writing skills in both synchronous and asynchronous lessons? We discuss these questions and much more with Katie Gardner Katie is an Elementary English as a Second Language Teacher in Salisbury, North Carolina. She is an Apple Distinguished Educator, PBS Digital Innovator, LEGO Master Educator, National Geographic Certified Educator, Writereader / Seesaw / Buncee Ambassador and a National Board Certified Teacher in English as a New Language. She has a passion for creating blended learning lessons to engage early learners and support second language acquisition. Katie has been a featured presenter or workshop leader at National early learning, technology, and ESL conferences. You can follow Katie on Twitter at @gardnerkb1 and/or email her email at [email protected]. Also check out her Edutopia article, Using Technology to Support Young English Language Learners in a Hybrid Classroom. Ellevation is committed to keeping you informed and inspired with resources to help you support your English learners. If you’d like access to more information and resources, join the ELL Community here - it's free!

How can we go about converting top down approaches to professional learning to more relevant and engaging teacher centered sessions? What is the EdCamp model and how can it help structure professional learning opportunities to support teachers working with diverse groups of learnings? How can establishing relationships with community organizations help  schools better serve their students and staff? We discuss these questions and much more with Betsy Pegler, Administrator of Special Programs in the Rio School District in Southern California. Pegler began teaching in 2007 in a neighboring district; one she had attended as a school-age child. She taught sixth, fifth, first, second, and fourth grade. By 2012, she was an administrator for expanded learning, after school programs, and supplemental educational services. Pegler also began her affiliation with Computer Using Educators (CUE, Inc) at this time and continues to serve as Director-at-Large for Gold Coast CUE, Ventura County CUE affiliate, as well as planning committee member for EdCampRio, EdCampVC, and Skoolcade, where she collaborates with local educational leaders and learners to inspire and share inspiring educational practices. She soon promoted to Assistant Principal and then transitioned to LA County as Principal in Canyon Country, Sulphur Springs Union School District, serving a richly diverse population. “I always found Rio to be a place of exciting creativity, collaboration, and connections to learners and leaders within and beyond the community.” Pegler found a way to transition “home” with a position in the Rio School District. The past few years with Rio have connected Pegler with a very different model of learning, collaborative and flexible professional development, and rich community connections expanding beyond city, county, state and country perimeters. Pegler holds a Bachelor of Arts in multiple subjects and Master of Arts in educational leadership from CSU Channel Islands. A Ventura County resident, Pegler is grateful to serve her hometown community and continue to champion for what needs to thrive in schools and communities. Ellevation is committed to keeping you informed and inspired with resources to help you support your English learners. If you’d like access to more information and resources, join the ELL Community here - it's free! Links: Gold Coast CUE: https://www.goldcoastcue.org/about-gccue/board Rio Thrive Conference 2020: https://sites.google.com/rioschools.org/thrive-2020/home Twitter: @bmeyring

How many times have you heard the expression “take an asset based approach to EL education”? We’ve certainly used the term on many occasions here on Highest Aspirations.  But what does it really mean and what might we learn from school leaders working in Clarkston, GA - a community that has been called “the most diverse mile in America” and “the Ellis Island of the South”? How does a “radical approach” to family and community engagement enhance outcomes for students in diverse communities? We discuss these questions and much more in our conversation with Assistant Principal Babatunji Ifarinu and Principal Stephanie Brown-Bryant from Indian Creek Elementary School in Clarkston, Georgia - a highly diverse community just outside of Atlanta.  As always, we are committed to keeping you informed and inspired with resources to help you support your English learners. If you’d like to find more information or contribute to this series, go to ellevationeducation.com/ellcommunity. You can subscribe to Highest Aspirations wherever you listen to podcasts so you know when new episodes are released. As always, thanks for listening. Stay safe and take care of each other. Guest Bios Babatunji Ifarinu is the Assistant Principal at Indian Creek Elementary School. He has been working with a wide variety of students since 1997. He was formerly a sheltered social studies teacher in which he delivered instruction to immigrant and refugee students.  He was also an ESOL Academic Data Coach at a Middle School that has a student population that is more than a third English language learners. As an ELL Success Facilitator in one of the largest and most diverse school district in Georgia, he has facilitated workshops to improve instruction for culturally and linguistically diverse students. His workshops and seminars have been delivered at the district level and at local schools. Tunji provides energetic professional learning sessions that leaves participants with practical and tactical strategies for facilitating success for students. As an ELL Success Facilitator in one of the largest and most diverse school district in Georgia, he has facilitated workshops to improve instruction for culturally and linguistically diverse students. His workshops and seminars have been delivered at the district level and at local schools. Tunji provides energetic professional learning sessions that leaves participants with practical and tactical strategies for facilitating success for students. Stephanie Brown-Bryant has served as an educator for 25 years.  Currently, Mrs. Brown-Bryant is the Principal at Indian Creek Elementary in Clarkston, Georgia.  She was raised in Camilla, Georgia where she graduated from Mitchell-Baker High School went on to earn her Bachelor’s Degree in Middle Grades Education from Valdosta State University.  Her passion for lifelong learning led her to earn two computer science degrees, certifications in leadership and teacher support as well as her gifted endorsement.  Additionally, she is a doctoral candidate at Piedmont College with STEM as her content focus. Mrs. Brown-Bryant balances her life with her husband of more than 20 years and two teenage sons. Her diverse instructional experiences include more than 20 years of service in the DeKalb County School District.  Her leadership at Indian Creek Elementary prepares approximately 1000 students to be College and Career Ready through enriching and engaging educational opportunities.  Mrs. Brown-Bryant believes education removes barriers and provides hope.  It is a privilege to help build our future and a nurturing, quality education for our students is the best investment one can give!

How might we make math instruction more equitable for all students? Why is it so important for educators to recognize how their biases and beliefs affect their ability to deliver equitable instruction to English learners? How might we infuse language and culture into existing curriculum so they are a part of content instruction rather than a separate element? We discuss these questions and much more with Rachel Ruffalo, Malane Morales-Van Hecke and José Franco, who all played important roles in developing A Pathway to Equitable Math Instruction, which provides resources and guidance to support Black, LatinX and Multilingual students. The Pathway offers guidance and resources for educators to use now as they plan their curriculum, while also offering opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice. The toolkit “strides” serve as multiple on-ramps for educators as they navigate the individual and collective journey from equity to anti-racism. Rachel Ruffalo is the Director of Educator Engagement at Ed Trust-West, where she leads engagements with school districts through a multi-year process that involves a mixed-methods research study to identify opportunity gaps and systemic inequities and a closely facilitated planning process to develop actions that address the root causes of the inequities. Malane Morales-Van Hecke is a Program Coordinator for the Los Angeles County Office of Education’s Multilingual Academic Support Unit in the Curriculum and Instruction Division. She currently works with the MAS Unit team providing technical assistance and professional development in support of Los Angeles county’s districts and charter schools as part of the county office and state-wide systems of support. José Franco serves as Director of WestEd’s Math Pathways & Pitfalls, which focuses on enriching students’ mathematical comprehension and academic language development in tandem. He advocates for teachers to orchestrate mathematics discussions that enhance student voice and identity. As always, we are committed to keeping you informed and inspired with resources to help you support your English learners. If you’d like to find more information or contribute to this series, go to ellevationeducation.com/ellcommunity. You can subscribe to Highest Aspirations wherever you listen to podcasts so you know when new episodes are released. 

As schools rapidly shift from in-person, hybrid and fully remote instructional settings, there has been a renewed interest in adopting project based learning (PBL) strategies to keep students engaged through all the changes. To address this topic, we have re-released our interview with Elizabeth Leone, a passionate advocate for English learners and expert practitioner of PBL in highly diverse classes. Whether you are looking to incorporate small elements of PBL or you are hoping to go all in, this interview will help get you started. How does project based learning support the diverse language skills of English learners? What is the sustained inquiry process and how can it serve as a first step toward increased student communication and collaboration? How can project based learning enhance cultural responsiveness and help support English learners as assets to our school communities? We discuss these questions and much more with Elizabeth Leone. Elizabeth is an ESL teacher and Project-based Learning (PBL) coach in Manchester, New Hampshire. She teaches in a sheltered instructional settings for newcomers from all over the world. She completed her Masters in TESOL and her undergraduate studies in Elementary Education. Elizabeth is passionate about making learning more equitable and attainable for all students, especially those with limited or interrupted formal education (SLIFE). She uses project-based learning as a way to meet learners where they are with their language skills and rapidly streamline their education to get them into mainstream classes. Using PBL strategies, she is able to simultaneously work on language acquisition, content education, and 21st century skills in a way that keeps them motivated to learn. If you would like to know more about PBL for ESL, feel free to contact Elizabeth by email at [email protected] or follow her class blog on Instagram @ms.leone.ell.squad

This episode is the culmination of our “In This Together” docuseries, where we follow 5 EL program directors from around the country to explore the challenges they face and how they’re overcoming them. Listen as our 5 panelists discuss how they are supporting their English learners in remote, hybrid and face to settings, what they are planning for the second half of the school year, how they are taking advantage of silver linings they’ve uncovered along the way and more. As always, we are committed to keeping you informed and inspired with resources to help you support your English learners. If you’d like to find more information or contribute to this series, check out our ELL Community page at ellevationeducation.com/ellcommunity. Remember you can subscribe to Highest Aspirations wherever you listen to podcasts so you know when new episodes are released. Also please consider leaving us a review on Apple podcasts - this helps us get the word out about this free resource for educators.

What are some ways to address the challenge of differentiating for a wide variety of learners in both language learning and content mastery as we shift between in remote, hybrid and face to face instructional settings? How might we go about measuring student progress over the course of this academic year and what data should we be examining to ensure equitable access to instruction moving forward? How can we keep English learners motivated to learn in such rapidly evolving educational environments? We discuss these questions and much more in our fourth episode with ESOL Director Vicky Saldala and Cooper City High School Literacy Coach Melissa Cabrera from Broward County Public Schools in Florida. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page.

How are EL students and their teachers doing now that the back to school season has transitioned into what is normally a very busy time of the year? What can EL educators do to prepare for upcoming state assessments? How is collaboration between EL Specialists and content teachers evolving as schools begin to assess student progress since the start of the school year?  We discuss these questions and much more in our latest conversation with Juan Corona, Director of English Learners at Maywood District 89, just outside of Chicago, IL. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page.

How might we expand on the workshop model for reading and writing to ensure English learners have the accommodations they need to learn? What is the role and responsibility of teachers during shared, guided, and independent reading and writing times?  How can well-designed reading and writing activities help build learning communities and allow teachers to get to know their students better? We discuss these topics and much more in our conversation with Valentina Gonzalez and Melinda Miller, authors of the new book “Reading and Writing with English Learners”, available now on the Seidlitz Education website. Valentina Gonzalez (@ValentinaESL) has worked in public education for 21 years, serving as a classroom teacher, an ESL co-teacher and pull-out teacher, a district ESL facilitator and a district professional development specialist for English learners. She has appeared on Highest Aspirations to discuss the workshop model for reading and writing, sharing resources during remote learning and more. Valentina has been asked to present at the state and national levels. She earned her Bachelor’s in Education from the University of Houston and her Master’s in Leadership and Administration from Lamar University. Dr. Melinda Miller (@DrMelindaMiller) is a full professor who has been teaching at Sam Houston State University since 2001. She currently teaches at the undergraduate, masters, and doctoral levels. This is her first time appearing on Highest Aspirations. She previously taught public school in the classroom and as a Reading Specialist for 11 years. After completing an undergraduate degree in Education at the University of Texas, she received her Master’s degree in Reading from Sam Houston State University and her PhD in Curriculum and Instruction from Texas A&M University.

How might a back to basics approach help EL educators ground themselves in practices that can provide the most impact for the students they serve? What are some of the pitfalls of constantly searching for "the next new thing" and how can we avoid them? How might we help bridge the gap between research and practice when vetting, implementing, and assessing educational tools and practices? We discuss these questions and much more with Dr. Jana Echevarria. Jana is a Professor Emerita at California State University, Long Beach.  She started out teaching in special education, but also taught in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. She is a founding researcher of the SIOP Model,  and her research over the years has focused on effective instruction for English learners, including those with learning disabilities. Jana has presented her research in the U.S. and internationally, including at Oxford University (England), Wits University (South Africa), Harvard University (U.S.), Stanford University (U.S.), University of Barcelona (Spain), and South East Europe University (Macedonia) where she was a Fulbright Specialist. In 2016, she was honored to be inducted into the California Reading Hall of Fame. Many of our listeners will also recognize her as the co-author of the highly regarded book, Making Content Comprehensible for English Learners: The SIOP® Model. As always, you can find more information and resources discussed in this episode on Ellevation's ELL Community.

How are school districts implementing remote, in person and hybrid models all at the same time? What impact is this having on teachers, students and families they serve, particularly as it pertains to educational equity? What are some ways we can effectively identify and mitigate learning loss among English learners? We discuss these questions and much more with Rowena Mak, District Coordinator, Services for English Learners at Saddleback Valley Unified School District in California. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Dr. Adrian Johnson, Superintendent of Schools at Hearne ISD in Texas, talks about how his district is taking a gradual approach to bringing students and teachers back to school buildings, what they have learned about school community exposure to COVID, making the most of quality time with students and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

High School Literacy Coach Melissa Cabrera joins ESOL Director Vicky Saldala to discuss how she and her students are dealing with changes in learning environments, why differentiating and grouping students is still a challenge, how they are identifying and coping with learning loss and more. Melissa and Vicky's transparency and willingness to discuss difficult topics provide listeners with the information and inspiration they need to work through challenges together. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

How is lesson planning directly related to dismantling or supporting systems of oppression? Why is it so important to recognize that approaching education from a monolingual lens has not served many of our students and what can we do to change it? How does the C6 Biliteracy Instructional Framework help educators design learning opportunities that are culturally supportive rather than culturally destructive? We discuss these questions and much more in our conversation with Dr. José Medina. Dr. José Medina is the founder and Chief Educational Advocate for Dr. José Medina: Educational Solutions. Prior to establishing the boutique consulting firm, Dr. Medina served as Research Scientist and Director of Dual Language and Bilingual Education at the Center for Applied Linguistics (CAL) in Washington, DC. José provides dual language technical assistance, professional development, and job-embedded support to dual language programs across the United States and globally. He is a former dual language school principal and district leader who has also served as an administrator, educator, and advocate at the elementary, middle, and high school levels. Dr. Medina is a co-author of the third edition and widely-used Guiding Principles for Dual Language Education and creator of the C6 Biliteracy Instructional framework, which we discuss during this interview. Dr. Medina is also a member of Ellevation's Instructional Advisory Board.  You can learn more about Dr. José Medina on his website and by following him on Twitter, Instagram and TikTok. 

From Maywood District 89, IL, Director of ELs Juan Corona and Assistant Superintendent Maribel Taboada discuss building a culture of collaboration between EL specialists and content teachers, planning for a hybrid model, overcoming technology issues and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Prince William County Director of EL Programs and Services Lynmara Colón discusses professional development, the power of productive struggle, her district's plans organize a summit to support EL education in a hybrid environment and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

How do we go about creating successful co-teaching and co-planning partnerships to support English learners? What are some protocols that co-teaching and co-planning pairs should have in place to help mitigate any conflicts that may arise between co-teachers? How can school leaders support and amplify the practice to maximize impact on students? We discuss these questions and much more in our conversation with Andrea Honigsfeld and Maria G. Dove. Together, they have co-authored five best-selling Corwin books, including their most  recent, Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). Andrea Honigsfeld, EdD, is Associate Dean and Professor in the Division of Education at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Maria G. Dove, EdD, is Associate Professor in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches preservice and inservice teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs in Nassau County, New York. In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development for educators throughout the United States on the teaching of diverse students. She also serves as a mentor for new ESOL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching.

What are some of the affordances we can leverage to engage English learners in STEM classes in remote and hybrid learning environments? How might we make synchronous meetings more engaging to promote growth in content area knowledge, language skills and collaborative work? What are some tools and strategies we can use to incorporate effective visuals, manipulatives and other supports in remote environments? We discuss these questions and much more in our conversation with Dr. Stephen Fleenor. Stephen is a scientist-turned-educator who is inspired by the principles of sheltered instruction and growth mindset, particularly in the service of English learners. In 2014, Stephen earned his PhD in Developmental Neurobiology and sought to empower the next generation of thinkers as a high school science teacher at a Title I school in San Antonio. He has developed innovative approaches to working with ELs and economically disadvantaged students, and has presented his ideas across various districts, as well as at regional conferences. A central component of Stephen’s pedagogy is student ownership of personal growth throughout the school year. This approach has been particularly effective in promoting language and content acquisition for ELLs, and under his leadership his department closed the gap in EL performance on the State of Texas Assessments of Academic Readiness (STAAR) in Science. In 2017, Stephen was awarded the Edgewood ISD District Teacher of the Year Award and the KENS5 ExCEL Award, and went on to serve as a science instructional coach for Edgewood ISD.  In addition to his PhD from Oxford, Stephen holds an M.Ed. in School Leadership from the University of the Incarnate Word and a B.S. in Biology from the University of Texas at Austin.  Stephen lives in San Antonio with his wife, a fellow educator. You can learn more about the work Stephen is doing by visiting Seidlitz Education's Upcoming Events page.  Also, check out his new Visual Non-Glossary website here. Finally, please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

What is implicit bias and what does it mean for teachers of multilingual students? How can educators take steps to recognize their own implicit biases so they can better serve students? How can weaving cultural responsiveness into curriculum and pedagogy create more opportunities for communication and collaboration? We discuss these questions and much more with Megan Fuciarelli. Megan Fuciarelli is a retired superintendent of schools with over 20 years of experience in the social justice realm. Now residing in Michigan, Fuciarelli has spent the bulk of her career in the Chicago area. As the Executive Director & Principal Consultant of US 2 , she works with a team of like-minded individuals whose primary goal is to help Unite Society through equity and inclusion work. Throughout her career, she has presented for local, state, national, and international audiences in the areas of Bias, Cultural Consciousness, Equity & Inclusion, and Culturally Responsive Pedagogy. She is very proud of her work with Teaching Tolerance as a contributor and the author of the Critical Practices Webinar Series. Fuciarelli has also been featured as a TEDx Speaker discussing the idea of “When Implicit Bias Becomes Explicit”. Megan is a passionate advocate for social justice and  a continual learner - having earned a Bachelor of Science degree in Elementary Education, a Master of Arts in Teaching & Learning degree with a concentration in Reading, a Master of Education degree with a concentration in Organizational Development & Leadership, a certification in English as a Second Language, and completed the certification program for Urban School Leadership at Harvard. Finally, please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

We catch up with ESOL Director Vicky Saldala to discuss Broward County's Parent University program, differentiating for the wide spectrum of English learners, leveraging staff diversity, and more.  This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Director of ELs Juan Corona and Assistant Superintendent Maribel Taboada discuss implementing remote communication strategies for students and families, providing teachers with real time data for their ELs, planning for differentiated instruction and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Lynmara Colón provides an update on differentiation, thriving in a virtual environment, learning to love new teaching strategies and more. Prince William County Public Schools is the second largest district in Virginia and serves almost 92,000 students, 25% of whom are English learners. While most students will go back to remote learning, English learners and other vulnerable student populations will be given access to some in school learning opportunities. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

How does increasing efficiency through the use of technology allow for more collaboration between EL specialists and content teachers? What are some best practices for involving students in goal setting and tracking and how might we implement processes to make it happen? How can educators continue meeting with students, families and other stakeholders to document progress in a remote setting? We discuss these questions and much more in our conversation with Carolyn Grenz. Carolyn currently serves as Title III Teacher on Special Assignment (TOSA) for the Hillsboro School District in Oregon. Prior to joining the Hillsboro School District as a middle school Spanish and English learner (EL) teacher, Carolyn taught Spanish at The Dalles Middle School and English to adult immigrants at Columbia Gorge Community College. As a seasoned educator, Carolyn strives to ensure that the educational experience of ELs is future and asset-oriented, with high aspirations for success. She asserts that effective classrooms draw upon students’ internal strengths, rather than their deficits, which allows them to focus on their goals and to be equipped to navigate through complex concepts, think analytically, and communicate ideas effectively in both social and academic situations to remain competitive in our global society. If you are interested in learning more, you can email Caroyln at [email protected]. Finally, please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Superintendent of Schools Dr. Adrian Johnson talks about how his roots as an ESL / Migrant teacher has informed his work as Superintendent of Schools at Hearne ISD, a rural district in central Texas.  Dr. Johnson and his team recently deployed “Hearne Online”, a remote learning initiative designed to serve all students in the district as they transition back into school. We talk about Hearne’s success in connecting with families, supporting teachers, empowering diversity, and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

How might tried and true theories of learning help us navigate the uncertainties of remote and hybrid learning models? How can backwards design help teachers spend more time providing support and feedback to students in remote environments? How might we strike the appropriate balance between synchronous and asynchronous learning when planning interpersonal, interpretive and presentational communication activities? We discuss these questions and much more in our second conversation with Dr. Karen Gregory and Dr. Gretchen Oliver from Clarkson University in New York. We released our first interview in March 2020 as schools began closing as a result of the global pandemic. We are grateful to bring Karen and Gretchen back to find out what they have learned since then and what they are planning as they prepare new and experienced teachers to work with English learners. Gretchen Oliver is the Assistant Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 French teacher and taught English as Foreign Language in Grenoble, France. Dr. Oliver's research focuses on teaching STEM to English learners, teacher education and professional development, and ESOL-focused leadership practices. Karen Gregory is the Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 Spanish and ENL teacher. Dr. Gregory's research focuses on content instruction for English learners, teacher professional development, and whole school improvement. You can learn more about the work that Karen and Gretchen are doing by visiting the Clarkson University TESOL website.

EL District Coordinator Rowena Mak discusses the challenge of satisfying the needs of all families, the affordances of remote learning for students and teachers, and much more. Saddleback USD is a TK-12 school district in Southern California with almost 5,000 English learners. Schools will begin the year in a fully remote environment before giving families a choice to enroll in a hybrid model when it is safe to do so. To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page.  Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Bilingual / ESOL Department Director Vicky Saldala highlights the challenge of families who cannot be home to support their children's’ learning, the importance of understanding students’ needs, the new face of professional development, and more. Broward County Public Schools is the sixth largest district in the country and the second largest in Florida, with 32,500 ELs representing 147 different languages. Students will start the year with remote learning through the first quarter while the district evaluates the situation on the ground.  To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Director of EL Programs and Services Lynmara Colón discusses the challenge of providing clear and effective communication among all stakeholders, the new opportunities that remote learning has provided for professional learning, and more. Prince William County Public Schools is the second largest district in Virginia and serves almost 92,000 students, 25% of whom are English learners. While most students will go back to remote learning, English learners and other vulnerable student populations will be given access to some in school learning opportunities.  To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Dr. Adrian Johnson talks with us about providing equitable access to services and instruction for students without internet access, creating safe in-person opportunities for ELs and their families to get the information they need in their home languages, and more. Hearne ISD is located in Robertson County, TX just north of Texas A&M University. The district is 95.5 economically disadvantaged and faces unique challenges due to its rural location. Schools will start the first 4-8 weeks in a fully remote environment while monitoring the situation on the ground.  To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

Director of English Learner Language Learners Juan Corona and Assistant Superintendent Maribel Taboada talk with us about the challenge of maintaining strong connections with families and community, the advantages of planning for remote, hybrid, and in person scenarios, and more. They come to us from Maywood District 89, a public elementary school district outside of Chicago, IL serving 5,000 students from preschool to 8th grade. 1,400 of their students are English learners, 90% are minority, and 60% come from low income families. After planning for all three scenarios, District 89 will start the year fully remote.  To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

What affordances does online learning provide that traditional classes may now? How might online learning help English learners keep learning regardless of what back to school plans look like around the country? What tech tools can teachers use to help support English learners if they are not able to come to school? We discuss these issues and much more with Dr. Gretchen Oliver and Dr. Karen Gregory of Clarkson University on this special episode of Highest Aspirations. Gretchen Oliver is the Assistant Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 French teacher and taught English as Foreign Language in Grenoble, France. Dr. Oliver's research focuses on teaching STEM to English learners, teacher education and professional development, and ESOL-focused leadership practices. Karen Gregory is the Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 Spanish and ENL teacher. Dr. Gregory's research focuses on content instruction for English learners, teacher professional development, and whole school improvement. This episode was originally released on March 17, 2020.  Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. 

How have recent events changed the way educators access professional development? Are the days of giant annual conferences destined to be replaced by less formal, town hall style meetings? What does this mean for professional organizations that spend so much time planning for large conferences?  We discuss these questions and share some great reading suggestions around race, equity and language learning with Rebecca Raab. Rebecca is President of Virginia TESOL and a doctoral candidate at Virginia Tech researching the induction and mentoring experiences of new ESOL and bilingual teachers in U.S. public schools. Her passion is seeking innovative ways to support teachers and reduce attrition in the ESOL/bilingual field. As a former K-12 ESOL teacher in Virginia and North Carolina, she struggled to find support as an itinerant teacher and ultimately left the field (twice). You can read about her attrition story here: A Statistic’s Five Years. These challenges led her to where she is today—supporting teachers. To contact Rebecca, email her at [email protected]. For more information about VATESOL, please visit www.vatesol.com or email [email protected]. Also, check out their blog, VATESOL Together. If you are interested in joining their Summer Book Club (they are reading The Book of Unknown Americans by Cristina Henríquez), sign up here: bit.ly/vatesolreads. Be sure to stay in touch with VATESOL on Facebook, Twitter, and Instagram to participate in their exciting upcoming events!

How is the relationship between EL Specialists and content teachers similar to that of a driver and a mechanic? Why is it so important to question old habits when it comes to completing compliance-related tasks? What are some ways we can increase collaboration and capacity while also streamlining workflows like meetings and monitoring forms?  We discuss these questions and much more with Thomas Johnson, ELL Coordinator at Fredericksburg City Schools in Virginia. Thomas and his team have discovered some great ways to maximize efficiency so they can spend more time working with students and their families. They hope to continue improving workflows to help increase impact on their English learners using the many lessons learned during the time that schools were closed due to the Covid-19. You can connect with Thomas by sending him an email at [email protected]. For more information and free resources to help engage English learners and their families from wherever they are, visit Ellevation Distance Learning at distance.ellevationeducation.com.

This episode is part of a series profiling our Ellevation Take the Pledge Scholarship winners. Each year, we award five $2,000 scholarships to deserving English learners so they can pursue a higher education. One of this year’s winners is Isabella De Souza, a graduating senior from Milford, Massachusetts. Isabella will be studying nursing and Spanish at the University of Massachusetts Lowell this fall. She is passionate about being multilingual, an asset which she hopes to use to help her community through a career in medicine. During our conversation, Isabella talks about what it was like to learn English in school after growing up in a household that only spoke Portuguese, why some English learners like her gravitate to STEM courses, what an asset-based approach to teaching looks like from the student perspective, how she navigated being a senior during the pandemic, and more. Isabella’s responses to our questions serve to remind us that we should always look to our students when designing learning experiences, whether they are remote, blended, or in person. It is easy to see why she was selected as one of our 2020 scholarship winners. For more information and free resources to help engage English learners and their families from wherever they are, visit Ellevation Distance Learning here: https://distance.ellevationeducation.com/

What affordances does a forced entry into virtual learning offer for professional development? How can professional learning opportunities focused on language and content also integrate family engagement, social-emotional learning and more? How might districts maintain strong learning experiences for teachers while also facing budget cuts as a result of the pandemic? We discuss these questions and much more with Christina Lo. Christina is an energizing, reflective leader who serves with passion and dedication. As an educator and central office leader, she brings more than 14 years of experience to the profession. Currently serving as the Supervisor of English Learner Instruction for Prince William County Public Schools, she supports school administrators and teachers as they work with culturally and linguistically diverse students. Christina holds a master’s degree in intercultural studies and TESOL with endorsements in ESL, Spanish and administration. She is passionate about curating and providing high quality professional development that builds the capacity of each participant, no matter their title or role. For more information and free resources to help engage English learners and their families from wherever they are, visit Ellevation Distance Learning here: https://distance.ellevationeducation.com/

How might partnerships with families, community organizations, and city officials create more equitable learning opportunities for English learners? Why is it so important for schools to understand the varied experiences of remote learning for students and their families? How can we leverage this opportunity to offer more relevant and flexible professional learning opportunities for teachers?  We discuss these questions and more in our conversation with Laura Grisso, Executive Director of Language and Cultural Services at Tulsa Public Schools in Oklahoma. In her current position, she works with the local schools and community leaders to support the growing population of diverse students and families around the city, including English learners, immigrant and refugee students, multilingual students and Native American students.  In Tulsa Public Schools, Grisso led the implementation of the first one-way dual language classes in the state of Oklahoma. In November 2013, she was inducted into the Oklahoma Bilingual Education Hall of Fame.  Grisso has also served as the National Liaison and Vice-President of the Oklahoma Teachers of English to Speakers of Other Languages association and locally with the Coalition of Hispanic Organizations (COHO) and the Greater Tulsa Hispanic Affairs Commission education committee.  Grisso is passionate about social justice and working collaboratively to ensure educational equity for diverse student groups. She is grounded in her belief that all students bring unique talents and perspectives to the learning experience. She prioritizes language and culture and believes those are the keys to the core of self and must be valued in the learning community. For more information and free resources to help engage English learners and their families from wherever they are, visit the Ellevation Distance Learning Website here.

What can districts do to support educators with relevant professional learning to help mitigate learning loss associated with school closures?  Why might family engagement be more important than ever and what can schools do to establish and strengthen relationships? How do we use this experience to emphasize the importance of taking a true whole child approach?  We discuss these questions and much more with Lynmara Colón, Director of English Learners at Prince Williams County Public Schools, VA. Lynn also brings the perspective of a teacher, assistant principal, and principal—positions she has held since joining education in 2003. As principal of an elementary school in 2014, she served over 1,000 students in grades kindergarten through fifth grade and was able to increase reading engagement by leading a culture of literacy, personalized learning, and collaborative learning teams.   This is Lynn's second appearance on the Highest Aspirations podcast. You can find her first episode titled "Run Schools Like Disney" here. You can find more information on the how Prince Williams County Schools is supporting home learning on this comprehensive website. For more information and free resources to help engage English learners and their families from wherever they are, visit the Ellevation Distance Learning Website here.

How might school closures result in a shift toward quality rather than quantity when educating our English learners and how can we sustain that effort moving forward? Why should empathy-building and perspective-taking be first and foremost when designing learning experiences for vulnerable student populations? How might we elevate the role of the EL Specialist while also bringing content teachers on board to serve English learners and their families? We discuss these questions and more on this edition of our Reimagining EL Education series, featuring Sarah Ottow, Founder and Director of Confianza. Sarah has over twenty years of experience in teaching, training, and coaching for English language learner success. As a professional development specialist, her work focuses on improving cultural understanding, communication, and collaboration. She enjoys working in public and private schools, non-profit organizations, and corporations across the US and internationally, teaching learners from pre-K to adults. Sarah founded Confianza in 2015.  Sarah is also the author of The Language Lens for Content Classrooms: A Guide for K-12 Educators of English and Academic Language Learners published by Learning Sciences International. You can find a variety of useful articles and blog posts on Confianza's blog. For more information and free resources to help engage English learners and their families from wherever they are, visit our Ellevation Distance Learning website.

On this episode of our Reimagining EL Education series, we reconnect with our friend Conor Willams of The Century Foundation to talk about finding a path toward a better future for English learners as a result of this crisis. While he acknowledges that no one has all the answers, Conor provides some powerful insight about the importance of taking a whole child approach to distance and brick and mortar education, the challenge of linguistic isolation as a result of social distancing, the value of strong social relationships, and more.  In response to the many questions he was fielding from educators, advocates, and other stakeholders, Conor started an EL Virtual Learning online community of practice for educators, administrators, researchers, and policymakers to share ideas and best practices for supporting English Learners at a moment when many schools are closing.  If you are interested in joining the forum, please contact Conor via email at [email protected]. You can also follow him on Twitter at @conorpwilliams and find much of his work in The 74 Million.  For more information and free resources to help engage English learners and their families from wherever they are, visit the Ellevation Distance Learning website.

On this edition of our Reimagining EL Education series, we talk with Lori Villanueva, Superintendent of Coalinga-Huron Unified School District in California's Central Valley.  She and her staff created an inspirational music video to share with students and families during school closures. The video has had a resounding effect on boosting morale, making connections, and keeping the lines of communication open in the school community. We also discuss what the future of EL education might look like in the face of learning loss, budget constraints, and technology challenges. Superintendent Villanueva points to strengthening partnerships with families and meeting students where they are as key elements of success moving forward.  For more information and free resources to help engage English learners and their families from wherever they are, visit our Ellevation Distance Learning website. 

On this edition of our Look for the Helpers series, we bring in Daniela Anello, Head of School at DC Public Charter School. Daniela talks about how her school is maintaining communication with the community they serve during the pandemic.  She also highlights why it is so important to embrace vulnerability and learn from mistakes during this time. Finally, she describes why the tenets of transparency, trust, and community are so important as we move through this crisis and beyond. You can find all of the resources we mention in the episode on our Look for the Helpers short video series. If you'd like to join us on our Look for the Helpers series to share your story with the ELL Community, go to bit.ly/ELLHelper. For more information and free resources to help engage multilingual learners from wherever they are, visit Ellevation Distance Learning.

On this edition of our Look for the Helpers series, we speak with Teri Fisch, an EL Specialist in Homer, Illinois. Teri talks with us about her plans to provide more visual interactions with her students via Zoom and other tools. We also discuss what the future may hold for EL educators, students, and families in her district and beyond as we move past this school closures. Finally, Teri highlights some of the positives she is observing - especially when it comes to independent student writing.   You can find all of the resources we mention in the episode on our Look for the Helpers short video series. If you'd like to join us on our Look for the Helpers series to share your story with the ELL Community, go to bit.ly/ELLHelper. For more information and free resources to help engage multilingual learners from wherever they are, visit Ellevation Distance Learning.

On this edition of our Look for the Helpers series, we speak with Ruben Diaz, Assistant Superintendent for Curriculum and Instruction at Parlier Unified School District, a rural community in the Central Valley of California. Parlier is an agricultural community with a high percentage of English learners. During our conversation, Ruben talks about why his district has taken a 2 tier approach to roll out distance learning, beginning with reading and writing before going to speaking and listening. We also highlight how Parlier created an efficient drive-through device pick up system, complete with translated agreement contracts and bar codes to scan letters and devices. Finally, we discuss how this disruption may cause positive changes in education moving forward. You can find all of the resources we mention in the episode on our Look for the Helpers short video series. If you'd like to join us on our Look for the Helpers series to share your story with the ELL Community, go to bit.ly/ELLHelper. For more information and free resources to help engage multilingual learners from wherever they are, visit Ellevation Distance Learning.

On this edition of our Look for the Helpers series, we bring in Sara Hamerla, Administrator of English Language Learners at Waltham Pubic Schools, just outside Boston, Massachusetts. During our conversation, we talk about how we might overcome challenges around keeping students engaged in conversations in a distance learning environment, how we might avoid the possibility of an extended summer slide for English learners, why this might be a good time for PD, and more. You can find all of the resources we mention in the episode on our Look for the Helpers short video series. If you'd like to join us on our Look for the Helpers series to share your story with the ELL Community, go to bit.ly/ELLHelper. For more information and free resources to help engage multilingual learners from wherever they are, visit Ellevation Distance Learning.

On this edition of our Look for the Helpers series, we speak with Richele Dunavent, an ELL Specialist in Henderson County, North Carolina. Henderson County is a rural district with a high population of English learners speaking a wide variety of languages. We discuss how Richele’s school is providing WiFi access, devices, and instructional materials to their English learners with an eye toward equity. We also highlight some positive developments, like how this crisis has resulted in increased communication with families and school- based teams. You can find all of the resources we mention in the episode on our Look for the Helpers short video series. If you'd like to join us on our Look for the Helpers series to share your story with the ELL Community, go to bit.ly/ELLHelper.   For more information and free resources to help engage multilingual learners from wherever they are, visit Ellevation Distance Learning.

On this edition of our "Look for the Helpers" series, we speak with Hugo Cancel, a paraprofessional at Spring Lake Elementary School in Florida. Recognizing that paper-based packets that were being sent home during school closures were a good start, but not quite adequate to help students improve listening comprehension skills, Hugo began recording lessons and uploading them to YouTube. He has begun sending the videos directly to families with a private link so they can access the instructional materials they need. Hugo lives in the community he serves, and his passion for family and community engagement fuels the learning opportunities he is creating for his students during this crisis. Hugo was also profiled for his outstanding work in the Orange observer "Influencer of the Week" series. You can find that article here. For more information and free resources to help engage multilingual learners from wherever they are, visit Ellevation Distance Learning. If you'd like to join us on our Look for the Helpers series to share your story with fellow educators, go to bit.ly/ELLHelper.  You can find all of the resources we mention in the episode on our Look for the Helpers short video series.

On this edition of our "Look for the Helpers" series, we catch up with Juan Arroyo, a middle school bilingual math teacher in Union City, New Jersey. We talk about how Mr. Arroyo and others are working to provide equitable learning opportunities to all students, regardless of their language and socioeconomic status. We also highlight tools and strategies to engage students in blended and online learning activities that will continue to be useful, even when schools re-open. For more information and free resources to help engage multilingual learners from wherever they are, visit Ellevation Distance Learning.  If you'd like to join us on our Look for the Helpers series to share your story with fellow educators, go to bit.ly/ELLHelper.  You can find all of the resources we mention in the episode on our Look for the Helpers short video series.