Our leadership team consisted of me, a Latinx literacy coach and former Emergent Bilingual (EB) student; a Latina parent representative; and our school's TSP Coordinator, who identifies as white. Each of us brought a unique lens to the work based on our positionalities and experiences. I entered this work with a strong desire to support EB families and students more intentionally, and I knew that meaningful collaboration with parents and school leaders would be essential.

We began our process through a Reciprocal Learning Partnership (RLP), engaging in deep, honest conversations about the barriers facing EB families in our school community. I asked my team to reflect on inequities they believed our families and students were navigating. Together, we discussed how EB families often lack full understanding of the supports their children receive—or could be receiving—in the classroom. This gap in understanding impacts their ability to advocate effectively and feel meaningfully connected to the school.

While my team had experience with parent walkthroughs in the past, I wanted to contribute my own knowledge of instructional rounds to deepen the practice. We co-constructed a new approach: instructional rounds that would center EB families as observers in classrooms, with support to help them understand and reflect on the English Language Development (ELD) practices they were seeing.

The core equity issue we sought to address was language access—not just translation, but true access to the knowledge, systems, and instructional practices that allow parents to participate fully in their children’s education and in the school community. Our co-constructed actions included two main components: (1) conducting classroom-based instructional rounds with parents and (2) developing an observational tool to guide parents' reflections during those visits. Rather than use a rigid checklist, we encouraged open-ended observations focused on noticing how students were engaging with language and how teachers were supporting language development.

The short-term goal was to increase parent engagement by giving them direct access to the instruction their children receive—especially around how language development is supported. The long-term vision was to help parents become stronger advocates for their children’s learning and to shift the school's approach to family engagement toward more authentic partnerships. We wanted to move beyond traditional family involvement events, like performances or fundraisers, and toward shared learning and agency.

Throughout this process, I developed and relied on key leadership skills, particularly around relational leadership—building trust through vulnerability, transparency, and deep listening. I learned to organize collaboratively, hold space for different voices, and adapt my own ideas in response to feedback. Ultimately, this project was not just about designing a new family engagement strategy—it was about disrupting patterns of exclusion and building a more inclusive, equity-centered culture in our school.

For data collection, we primarily relied on verbal feedback from parents following the instructional rounds, as we did not use formal surveys. Many families shared that they felt more confident in supporting their child’s language development at home and more comfortable engaging with teachers. This qualitative feedback was powerful in helping us understand the immediate impact of the rounds. Teachers also noted that the experience gave them better insight into how to connect classroom instruction to home support. This reciprocal exchange between parents and educators helped deepen our understanding of how to build stronger school-home partnerships.

At the same time, there were clear limitations. Without a structured tool for collecting data, it was difficult to analyze participation or outcomes in a consistent way. While the observation guide helped prompt reflection, I realized that it would be beneficial to provide clearer scaffolds and more modeling both before and during the classroom visits. Doing so could deepen families' understanding of what they are seeing and help them make stronger connections to their own experiences and advocacy.

Another challenge was limited participation. While several families joined the rounds, others, particularly families from less commonly spoken language groups such as our Russian-speaking community, did not attend. This highlighted the ongoing equity issue around inclusive engagement and language access. Moving forward, we need to be more intentional in our outreach and support. This includes ensuring materials and invitations are translated, and making sure that all families feel welcomed and equipped to participate. I hope to increase the participation of all families in future rounds, with a particular focus on engaging more Russian-speaking parents whose voices are often missing from traditional school events.

While our assumptions about the value of instructional rounds were validated through parent and teacher feedback, this experience also surfaced areas for improvement. For future cycles, we plan to incorporate both qualitative and quantitative tools, such as short reflection forms, translated feedback surveys, and participation data, to better assess outcomes. The rounds created momentum. Now we have a clearer understanding of how to deepen and sustain this work through more inclusive, data-informed, and equity-centered practices.

A challenge we encountered was providing adequate support for parents, especially those new to classroom observations. Moving forward, we will offer more explicit guidance and pre-round materials to help parents feel more prepared. While verbal feedback worked well in gathering immediate responses, the lack of a structured tool made it difficult to analyze a broader range of insights or track patterns over time.

One key factor I want to reconsider is language access for our Russian-speaking families. In future rounds, I plan to coordinate with the district to secure a certified Russian translator and ensure families know that language support will be available. Advertising this resource ahead of time could help families feel more welcomed and more at ease participating. This is part of a broader effort to ensure that families who speak less commonly represented languages are equally included in opportunities to engage with classroom learning.

Another personal reflection is about my role as a leader during the rounds. While parents were visiting classrooms, I was simultaneously facilitating instructional rounds for teachers. It was unfortunate that I could not observe the family rounds in action. This experience reminded me that leadership often requires being present in multiple spaces at once, and that I will need to build strong systems and rely on my team to carry the work forward even when I cannot be physically present.

In the future, we plan to refine the rounds process by creating more structured reflection opportunities, providing clearer observation guidance, and offering stronger language access. We also hope to expand the initiative to other groups, such as families of students with IEPs. Ultimately, we want to ensure all parents feel equipped and invited to participate meaningfully in their children’s learning and the school community.

As a Latinx literacy coach and former EB student, my identity profoundly influenced the planning and implementation of this project. My connection to the challenges faced by EB families allowed me to empathize with their struggles and fueled my commitment to advocating for their needs. This informed my approach, ensuring the project was culturally responsive and aimed at building an inclusive, supportive school environment. Working directly with parents strengthened connections and helped them better understand their children’s learning needs, which was central to the project’s success.

The identities and positionalities of the leadership team members also shaped the project. The TSP Coordinator, a white educator learning Spanish to connect with our families, brought valuable insight into the communication gaps between schools and EB families.  Her position required balancing school policies with a commitment to inclusive family engagement. Their understanding of non-English-speaking families’ challenges guided the development of a more accessible, culturally responsive approach. The parent representative’s perspective was also crucial in shaping the project. She understood families’ struggles with accessing information, especially about reclassification, and emphasized the importance of clear, accessible communication for all parents. This focus ensured the instructional rounds were inclusive, fostering an environment where all families could feel engaged and supported, regardless of language barriers.

Coming into this project, I brought with me both lived and professional experiences that deeply shaped my leadership approach. As a former Emergent Bilingual student and current literacy coach, I had a strong understanding of the barriers that EB families often face and a commitment to building bridges between families and schools. I also came in with experience leading collaborative initiatives and facilitating adult learning, which helped me organize and guide the project with intention and clarity.

This project reinforced my belief that effective leadership requires listening deeply, understanding the diverse needs of the school community, and making informed, equity-centered decisions. Collaborating with the TSP Coordinator and Parent Representative showed me the importance of bringing multiple perspectives into the planning process. Their insights helped ensure that the instructional rounds were responsive to the realities our families face, especially around language access and engagement.

Throughout the project, I leaned on skills I had developed in relational leadership, including building trust, fostering open dialogue, and creating space for shared ownership. Our work together demonstrated that leadership is not about having all the answers, but about creating conditions where community voices can shape the work. The project gave me invaluable experience in collaborative planning, culturally responsive engagement, and systems thinking—skills that I will continue to carry forward.

My work on this project was grounded in Culturally Responsive Leadership principles, which emphasize the importance of affirming and responding to the cultural and linguistic assets of families. I also used an Improvement Science lens to guide the work, focusing on small, measurable changes and continuous learning. These frameworks, along with my personal background, helped ensure that the instructional rounds were designed not just to inform families but to empower them. This project affirmed my commitment to leading with equity, empathy, and action.

Given the current political and social climate, my leadership will prioritize equity and social justice, particularly for marginalized communities, regardless of the uncertainty that may arise. While political shifts and societal changes may present challenges, I am committed to adapting and staying focused on creating inclusive educational environments. By centering the voices of underserved families and communities, I will advocate for policies and practices that ensure all students, including EBs, have access to the resources and support they need. My goal will be to remain resilient in the face of adversity and to lead with a steadfast commitment to racial and social justice, ensuring that every student is empowered to succeed.