Resources
Teacher Leadership Excerpt Chapter 4
Transforming Sanchez School: Shared Leadership, Equity, and Evidence, by Raymond Isola and Jim Cummins, provides an example of how principals, school-based leadership teams, and community partners built a successful school through shared instructional leadership, focused and sustained professional learning, and community engagement. The story of Sanchez School offers detailed examples of how these diverse constituents created powerful learning and leadership opportunities for everyone involved and includes evidence of improved student outcomes over a 10-year period.
For example, Sanchez educators clearly define roles and responsibilities for teacher leaders within three primary shared leadership structures:
1. Grade-level meetings for all preschool through 5th-grade teachers
2. Instructional leadership team meetings
3. School Site Council meetings
Isola and Cummins emphasize the importance of educator identity, agency, and choice in transforming schools at the local level. Their work will inspire educators to action in ways that make sense in any linguistically and culturally diverse school context.
Publication: Transforming Sanchez School
Topic: Policy, Leadership, and Advocacy
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Object(s): reference
Teacher Observation Protocol
Ponte and Higgins developed this teacher observation protocol to monitor teachers' beliefs and practices along a continuum of professional learning. On one end of the continuum are traditional mainstream teacher beliefs and practices about teaching English language learners, and on the other end of the continuum are linguistically and culturally responsive teacher beliefs and practices. Teachers, teacher educators, professional development providers, field supervisors, and coaches can customize and use this observation protocol to gather empirical evidence of teacher learning over time.
Publication: Enriching Practice in Linguistically and Culturally Diverse Classrooms
Topic: Professional Development
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Object(s): framework
Teaching Adolescent ELLs
Rebecca Freeman Field presented this powerpoint in Toronto in 2011. The powerpoint revolves around Cloud, Lakin, Leininger, and Maxwell (2010).
Publication: Teaching Adolescent English Language Learners: Essential Strategies for Middle and High School
Topic: Professional Development
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Object(s): presentation
Teaching Strategies
Wagner and King (2012) compiled this glossary of teaching strategies to accompany their book, Implementing Effective Instruction for English Language Learners: 12 Key Practices for Administrators, Teachers, and Leadership Teams. Each of these teaching strategies is mentioned in their book.
Publication: Implementing Effective Instruction for English Language Learners: Twelve Key Practices for Administrators, Teachers, and Leadership Teams
Topic: Professional Development
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Object(s): reference
The Journal of Multilingual Education Research Volume 9 (2019)
The Journal of Multilingual Education Research (JMER) compiled a collection of articles celebrating the scholarly contributions of Dr. Ofelia García, who retired from Academia in May 2019. Authors from local, national, and international settings came together to give tribute to her vast and distinguished scholarship, her caring mentoring, and her affable and charismatic persona in Volume 9 (2019) The Power of Voice: Contributions of Ofelia García to Language Education.
Publication: The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
Topic: Curriculum, Instruction, and Assessment
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Toward a Translanguaging Pedagogy, handout
The handout from Rebecca Field's presentation at IAMME 2018.
Publication: The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
Topic: Curriculum, Instruction, and Assessment
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Object(s): Handout
Toward a Translanguaging Pedagogy, presentation
A presentation by Rebecca Field given at IAMME 2018.
Publication: The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
Topic: Curriculum, Instruction, and Assessment
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Object(s): Presentation
Translanguaging Conversation Question 1: What do you mean by the Translanguaging Stance?
Here is a short clip of what you can expect from a series of recorded conversations between the authors of The Translanguaging Classroom: Leveraging Student Bilingualism for Learning, Ofelia García, Kate Seltzer, and Susana Ibarra Johnson, that will be available through Caslon Learning.
In this 2-minute clip Ofelia García explains the concept of the juntos stance. The juntos stance is informed by three beliefs of joint collaboration:
1. Students’ language practices and cultural understanding encompass those they bring from home and communities, as well as those they take up in schools. These practices and understanding work juntos (together) and enrich each other.
2. Students’ families and communities are valuable sources of knowledge and must be involved in the education process juntos.
3. The classroom is a democratic space where teachers and students juntos co-create knowledge, challenge traditional hierarchies, and work toward a more just society.
Publication: The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
Topic: Professional Development
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