Administrator Tools and Strategies

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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

www.GetSupportEd.net 2

Before We Begin…

#Advocacy4ELs #UnlockingELsPotential

Chat with meon Twitter!

@DStaehrFenner

Fill out an info card for a book raffle!


My EL Advocacy Story


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


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

www.GetSupportEd.net

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


bit.ly/AdminKYCoalition


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


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

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)

www.GetSupportEd.netStaehr Fenner & Snyder, 2017

Guiding Principles for Equitable and Excellent EL Education

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Sense of urgency


• 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


• 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


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%

www.GetSupportEd.net 19Kentucky Department of Education, 2018

KY Student Growth, 1998-2017

www.GetSupportEd.net 20NCELA, 2018 https://ncela.ed.gov/files/fast_facts/GraduationRatesFactSheet.pdf

EL High School Graduation Rates

https://ncela.ed.gov/files/fast_facts/GraduationRatesFactSheet.pdf

www.GetSupportEd.net 21U.S. Department of Education, 2018https://www2.ed.gov/datastory/el-outcomes/index.html#datanotes

Graduation Rates by State


• 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


• 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)


2. What Does Advocacy and Leadership in Support of ELs Look Like to You?

#1 #2

#3 #4


“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

www.GetSupportEd.net 29Adapted from Staehr Fenner & Breiseth, 2017 (Colorín Colorado)

EL Leadership Components

EL Leadership

EL Leadership Interpersonal

Skills

EL Leadership Actions


Character

30Riggio & Tan, 2014


Political Skills

31Riggio & Tan, 2014

www.GetSupportEd.net 32Riggio & Tan, 2014

Nonverbal Communication


Conflict Resolution


Relational Skills


• 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

www.GetSupportEd.net 36Staehr Fenner & Breiseth, 2017

Taking Initiative


Serving as a Resource


Communicating Effectively


Continuing Professional Development


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


EL Leadership Reflection

www.GetSupportEd.net 42Adapted from NEA, 2016

3. Moving From a Deficit to an Assets-Based Perspective, Part 1 (p. 6)


• 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


• 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


• 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

www.GetSupportEd.net 47Adapted from Staehr Fenner & Snyder, 2017

Expertise in Your Context (p. 8)

www.GetSupportEd.net 48Staehr Fenner & Snyder, 2017, p.72

Suggested Scaffolds By Proficiency Level

www.GetSupportEd.net 49SupportEd, 2018, adapted from Staehr Fenner & Snyder, 2017

Walkthrough Tool / Observation Checklist (pp. 9–11)


• 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


• 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


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

www.GetSupportEd.net 54SupportEd, 2019

Planning Effective PD to Support ELs(pp. 12–14)


• 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


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


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


• 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


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


• What?• Why?• How?

Organize and Educate Others Using Talking Points

61Staehr Fenner, in press


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


• 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


EL Equity Plan (pp. 15–16)


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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Sign up on our website to continue collaboration withEL experts and a community of EL advocates. Weregularly share free tools, resources, and webinarsto facilitate our ELs’ success and well-being.

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Diane Staehr Fenner, Ph.D.

[email protected]

Documents

Administrator Tools and Strategies