Leading School Improvement with English Learners at the Heart:
The English Learner Roadmap for Administrators Strand of Five Modules
Administrators are the linchpin of implementation - the leader who articulates urgency, the ears and eyes to assess what needs to be done for English learners, the supporter for teachers and staff engaged in the hard work of changing practices, a cheerleader and critical friend, a reminder to keep the focus on students, and the manager of critical resources needed to support the work. This series of five modules (over a two-year period) is designed to support district and site administrators as they take up the challenge of doing all of this to enact the comprehensive English Learner Roadmap policy.
Each module of the Leadership/Administrator Strand involves participants in specifically examining their role in leading improvement processes and supporting evidence-based practice and results in a plan for inquiry and implementation to pursue before the next module. Each module also provides a volume of The EL Roadmap Administrators Toolkit with tools, readings, resources, and activities. The five modules together provide a solid and comprehensive learning and support structure preparing administrators to lead implementation of research-based, assets-oriented programs and services for English learners.
Module One - Session 1
Video of session
Slide Deck of 2020 session
Slide Deck of 2024 session
Two Truths and a Lie
Moving the California English Learner Roadmap Policy Forward video
Asynchronous Work:
Must-Do:
Review the Talking Points (page 20 Volume 1),
Write down your “Why” (page 10 Volume 1)
Can Do:
View the CABE videos on the EL Roadmap (links on page 49 of Volume I).
Module One - Session 2
Video of session
Slide Deck of session
T-Chart Reflection: Culling our Experience for Wisdom on Leading Change adapted from page 9 of the Toolkit
Leadership Response Scenarios
Asynchronous Work:
Continue to invest in your own learning – investigate the ELR resources, read some of the readings in Volume I Toolkit, check out organizations
Assemble an ELR leadership team and engage the team in an introductory activity/reading of the EL Roadmap and preparing to lead
Module TWo - Session 1
Video of Presentation
Student Voice Videos:
Full Video with three students; Video of Mey only
Jigsaw - The Power of Multilingual and Dual Language Programs adapted from Reading on pages 39-41 of Toolkit
Suggestions for responding to Affirming Valuing Students’ Languages and Cultures as Assets handout
Additional; Resources:
CDE Publication Improving Education for Multilingual ...
NCELA/OELA Infographic on Benefits of Multilingualism for all
Alas y Voz all videos
Video: The Languages My Family Speaks
Video: Its Important To Be Biliterate
Asynchronous Work:
Create a chart of your EL population by Typology pg 21
Take time to reflect with your leadership team on one of the three Tools (pgs 31, 42, 44) to identify areas of strength to celebrate and areas of needs and priorities for actions
Read/check out resources in the Toolkit pg 82
Crosswalk Principle #1 to your school/district vision pg 10
Module TWO - Session 2
Video of Presentation
Guiding Questions:
In what ways might belonging, affirmation and inclusion be a challenge for English learners?
What does “safety” at school mean for English learners?
What does it mean to create safe, affirming, inclusive schools for English learners?
Student Voice Videos:
Full Video with three students
Video of Naelly only
Student Quote Tea Party Padlet
“Did you know” document adapted from the activity on pages 47 - 50 of the Toolkit
Community Mapping Template
Feedback Survey
Asynchronous Work:
Build awareness of Principle #1 – use the language of the principle
Focus in school reopening and recovery on a strong foundation in Principle #1
Engage your leadership team (and others) in using some of the reflection tools, investigations, readings, and dialogues from this Toolkit
Do a walk-around your campus and/or classrooms
Elicit and support EL student voice
Check out some of the resources listed at the end of the Toolkit
Think strategically
Module THREE - Session 1
Video of Presentation
Reactivation from Modules 1 & 2
Grade 4 ELA Social Studies Integrated and Designated ELD video
ELD Video Series Homepage
Deeper Learning – Key Issues Top Hat Note-Taker
Asynchronous Work:
Slow down, this is time for your learning and inquiry
Visit some classrooms and use the “What to Look for” tools (I-ELD or D-ELD) What do you see? How does it deepen your understanding of ELD? What does this raise for you as a leader regarding possible leadership moves?
Module THREE - Session 2
Video of Presentation
Reconnect, Reprise, Reactivate Google Slide Deck
Specialized Vocabulary Slide Deck
Cross Language Connections in the Classroom Video
Found Poem jamboard
Asynchronous Work:
Check out the chart “Engaging others” on page 121 – which activities, readings, tools might you use from the Toolkit and Module
Remember, the Toolkit has far more resources in it (activities, tools, resources) than we actually used in the Module – check it out!
Continue with your own learning and inquiries – use the Resources page 123
Module FOUR - Session 1
Video of Presentation
Data Roles Breakout Room
Asynchronous Work:
Locate your copy of the district EL Master Plan and any district goals, vision statements, instructional visions (EL or not) to BRING WITH YOU to the next session
Ask a variety of staff/roles:
“Do you have the data that answers to your satisfaction how our ELs are doing?”
“Are we using EL data in a way that is helpful for honing in and strengthening our practices and programs for ELs?”
Module FOUR - Session 2
Video of Presentation
LMU CEEL English Learner Master Plan Playbook
The LCAP Toolkit: Using research-based tools to promote equity for English Learners
Being an Advocacy Oriented Leader Padlet
Asynchronous Work:
Review the Resources and Links pages 101-105
Select at least one resource you will check out between now and our next session – for your own learning and connection
Engage in discussion with colleagues about Principle #3 of the ELR
