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“WHAT’S TALK GOT TO DO WITH IT?”

EL DEPT NEWSLETTER

December, 2019

508-799-3115 | 20 Irving Street, Worcester, MA 01609 | melendezquinteroc@worcesterschools.net

Last month I had the opportunity to attend ACE’s 13th Annual Gala - The Journey. It was such an invigorating event, full of community members, families and students coming together to support one of our anchor organizations that serves Worcester’s immigrant families. The night was full of excitement from keynote speakers, award presentations and the highlight of the night - students’ performances. As this month’s issue is focused on Student Talk, I thought it would be appropriate to share the speech of one of our English Learner students who shared his story at the event. I regret that I cannot capture the passion in which he shared these words and the inspiration he planted in the audience as he talked about “His Journey”.

Speech by Richmond Frimpong, ACE GALA 2019, Mechanics Hall

“Good evening everyone. My name is Richmond Frimpong and I’m here today to share my story with you. I am a senior at the Gerald Creamer Center and will graduate next year. I was born in Ghana, West Africa. I came to the US in June 2018.

I am part of ACE’s Saturday Program and Mentoring Program. Kwame is my mentor. I also attend ACE’s Summer Program and play in the ACE soccer team.

Life in Ghana: My life in Ghana was free and fun but also difficult. When I was about 15 years old, I became a street

boy. I skipped school for many days and dropped out for a whole year because my mom did not have enough money to feed 4 children and also pay our school fees. She did her best for us, but it was not enough.

Even though my dad is alive, he is really out of my life. I’d like to use this opportunity to say thank you to my mom for being there for my siblings and me and never giving up. Mothers are the best. Can we all clap for the mothers in the building?

Soccer: One thing that I loved to do in school and after school was play soccer. It was one of the reasons that I remained in school. My favorite team is Real Madrid. Growing up, I

always wanted to be a professional soccer player. However, since coming to the US, it has been hard for me to find time to play like I used to because I work all the time. What I’ve learned quickly in America is that you have to work all the time.

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I currently live in a shelter home with my brother, and I’m able to make money to take care of myself. Sometimes, I send money home to my mom. I miss her… I will send her more money when I complete college and start working.

Coming to the US & Joining ACE: When I came to the US, I enrolled in the NCC Young Adults Program. They said I was too old for a

normal high school. In Ghana, you are never too old for any school. One good thing about America is that I get to make friends with people from all over the world. One such friend is Moubarak who introduced me to ACE.

When I came to ACE, I met Kwame and Benjamin. They welcomed me and were really nice to me. They made me feel like I was home in Ghana.

ACE programs: I joined the Saturday program where we learn Science and English, play soccer and also go on field trips.

Ayman appointed me as captain of the ACE soccer team and I helped the team to win many games over the summer.

Kwame is my mentor at ACE. He is like my older brother. I talked to him about school, career, and even girls….and he gives me good advice. He helped me to prepare for this speech. He encouraged me to set up a bank account. We talk about college plans all the time. When there was a problem between my father and me, Kwame came to my house and supported my brother and me.

Last summer, I took part in the Summer Workforce program. I learned to create my own resume and cover letter, and also learned how to find a job online. ACE then hired me to work in the office for one month. It was a great learning experience for me.

My Plans After High School: When I was in Ghana, I never thought I could make it to college, but my teachers at school and ACE staff

have given me confidence that I can make it. My street life is behind me now. I am an honors student and my grades are good. My MCAS results are out, and I passed with 485 score.

After high school, I want to study Business Management at Quinsigamond College, and then transfer to Worcester State University…. I believe I can make it. I can make it because ACE is behind me… my mother is behind me…and you are all behind me.

Thank you.”

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WHAT’S TALK GOT TO DO WITH IT? By Carmen Melendez

This year our English Learner Department has made Student Talk a major focus for professional development. In our Department meetings this year, we will be learning from the resource Content-Area Conversations: How to

Plan Discussion-based Lessons for Diverse Learners by Douglas Fisher, Nancy Frey, and Carol Rothenberg. Another book study on the same topic was launched this year, Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understanding by Jeff Zwiers and Marie Crawford.

Lastly, we recently finished a PD delivered by Laura Schall-Leckrone, a professor from Lesley University, on Oral Language as a Platform for Literacy Development, using the book by Pauline Gibbons, Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. This PD was grounded on the following guiding questions:

1. What is essential in teaching reading, writing, and vocabulary to speakers of other languages and other language varieties?

2. What is the role of oral language in students’ literacy development?

3. What are the relationships among listening, reading, speaking, and writing? And, how should these relationships and an explicit focus on language inform academic literacy development?

As I visit schools and classrooms, it is exciting to see how ELs are engaged in productive academic talk that nurtures understanding and learning, and which in turn contributes to a learning environment where everyone could achieve.

Conversing About Conversations By Shelley Hamm-Moylan

Along with reading Content-Area Conversations as a department there is

also a book club that has been meeting since October. Nelsy Peppler is facilitating an exploration of the book, Academic Conversations by Jeff Zweirs and Marie Crawford. In two face-to-face meetings and two on-line meetings, eight EL teachers are coming together to discuss what the authors deem to be the five core skills of academic conversation and how to develop these skills in students through planned and purposeful discourse

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opportunities that foster critical thinking and content understanding. Peppler hopes that conversing about academic conversations will provide a chance for colleagues to “collaborate about strategies and methods for integrating academic conversations into daily lessons.” The book offers descriptions of several activities that could be tried in the classroom and ideas on how to design effective conversation tasks. There are also chapters to improve academic conversations specifically in History and Science, which may interest some of the content teachers at your school. Cathleen Beaudet is a member of the book club and says, “It is important to seek out ways of improving your practice. I like meeting with other EL professionals to read about activities but also to hear about their successes and even failures in the classroom. This book group is a great place to have powerful discussions but in a more casual way. It is low stakes but with high impact and it is helping my teaching.” Teachers enrolled in this book club are earning 3 PDP’s. For more information on upcoming book clubs or other PD offerings contact your Instructional Coach or check on TeachPoint.

Suggestions from both books for: Academic Conversation Sentence

Frames: Can you elaborate on….?

What makes you think that? How/Why is that important?

What is an example from your life? Why do you say that?

What does that look like? What would illustrate that?

Why is that a good example? What do you think about the idea

that ______ just said? Do you agree/disagree and why? How can we bring this back to the

question of___________? What key ideas can we take away? How can we bring this all together?

Academic Conversation Strategies/Activities:

Anticipation Guide Barrier Games

Busy Bees Collaborative Dialogue

Collaborative Poster Coming to a Consensus

Concept Sort Explorers and Settlers

Find someone who Walking Review

Find your partner Fishbowl

Four Corners Inside/Outside Circle

Line Up Game Interactive Lecture

Jigsaw

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What’s all the Talk About?

EL Department Meetings for 2019-2020

-Martha Kohl

It is no surprise that we do not learn through listening alone. Many of us will agree that we learn the most about a subject when we have to explain it to someone else. This can be anything from explaining how to change a tire to recalling the events that led to the American Revolution. Simply hearing a good lesson does not allow us to truly learn about a new subject.

Many leaders in the field of literacy, as well as those in educational research, contend that in order for students to achieve at the highest levels, they must actively participate in learning through conversation, reading, and writing. This is true for all students, but especially for diverse language learners. If we put this into practice in all of our classrooms, however, it will benefit ALL students, not just ELs. Unfortunately, the talk in our classrooms is often limited to Turn and Talk or teachers asking questions to gauge comprehension instead of using talk to develop deep thinking and learning.

“A study of the experiences of 1,000 elementary students across the US found that they spent 91% of their days in either whole-group or independent seatwork, with only 4.8% engaged with peers in a learning activity.” (p. 93)

Why the disconnect between what we know and what we do? How can we make the shift from teacher-centered lessons to student participatory lessons? These are the questions we are going to address this year as we work our way through Content-Area Conversations: How to Plan Discussion-based Lessons for Diverse Learners by Douglas Fisher, Nancy Frey, and Carol Rothenberg during our department meetings. This book is a practical, hands-on guide to creating and managing environments that spur

sophisticated levels of student communication, both oral and written.

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STUDENT TALK... EN ACCION! By Carmen Melendez

The 6th grade Dual Language students and the 6th grade Transitional Bilingual Education students are “debating” on the Book "Esperanza Renace", the Spanish version of "Esperanza Rising". Students are highly engaged as they discussed questions given by the teachers. Regularly, students use the book to find evidence for their conclusions. Both groups demonstrate a deep understanding of the message, making inferences and explaining the author’s intent while they build on each other’s answers. It’s great to see how students use Academic Talk in languages other than English. How powerful it is to be able to understand and express yourself in two languages! ¡Buen trabajo chicos!

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Meet the 2019-2020 EL Dept. Staff!

Returning Title III Implementation Coaches:

Martha Kohl Elem. ESL and Prof. Development PIC 3rd Floor (774) 242-1700

Wendy Flynn Elem. ESL and Students with Special Needs Rm 211 Fanning Building (508) 365- 7151

Gail Ball Compliance, Testing, and Placement PIC 3rd Floor (508) 799-3198

Nelsy Peppler Compliance, Testing, and Placement DL and TBE PIC 3rd Floor (774) 530-1499

Gayle Earley-retired Oct, 2019 Compliance, Testing, and Placement PIC 3rd Floor (508) 799-3198

New Coach: Julie Taka Rm 211 Fanning Building

(508) 612-9357 It is with great honor that I introduce myself as the new District-wide SLIFE English Learner Coach. Growing up with an immigrant refugee father and immigrating myself as an adult to two different countries has always rooted my desire and passion to support equitable learning for second language families. Most recently, I was a NCC Elementary teacher and I was able to work with the most amazing students! I am so excited to work with this population of students across all levels and to support any school or staff in any school across the district. My focus in this role is to support any teachers in instruction, understanding their student's backgrounds, and/or communicating with families. Additionally, I will be developing teams to improve are areas of identifying, monitoring, tracking, and transitioning SLIFE students. I recognize the need for more professional development regarding SLIFE students and would love to hear from anyone who has any specific topics/ideas that they are interested in learning more about. If you are interested in collaborating on any of the topics, please let me know as I would love to work together and build our internal team capacity. I am available to visit not only the NCC programs, but any school in the district. Please reach out to me with any thoughts, questions, or needs. Thank you in advance for giving me the opportunity to support you. Sincerely, Julie Taka

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New Coach: Nichole Brundige Middle School and Challenge & Reach

Rm 213 Fanning Building (508) 713-7154

For the last 10 years, I have worked at Burncoat Middle School. I started as an ELA teacher in the resource room. The opportunity to participate in the WELLTR program allowed me to gain a master’s in ESL in an accelerated program from Cambridge College offered through a grant in Worcester. Upon graduating from this program I was offered an ESL teaching position within my current school and taught ESL for the last 5 years.

As a Title III Implementation Coach, I will be going into my assigned schools and collaborating with other coaches at their schools to support both ESL and content teachers. I will also be working with Instructional Coaches at each building. Currently, I am creating professional development for EL strategies in content areas at the middle school level. By doing this I hope that we can better support our EL students in the content areas. I will be starting with 7th grade Science. I look forward to working with everyone in this new position.

New Coach: Thao Tran High School

Rm 213 Fanning Building (508) 365-8167

Greetings! It is great to be back HOME! I was raised in Worcester and am a product of the Worcester Public Schools. As a former EL and a product of the district’s Vietnamese TBE program, I was inspired to be a teacher at an early age. Since leaving Worcester for college and graduate schools, I have dedicated my life’s work to the field of ESL/Bilingual Education.

I have more than 15 years of experience in public education as both a classroom teacher and an administrator in New York and Massachusetts working on school turnaround initiatives within the ESL/Bilingual Education classroom settings. In those roles, I’ve mentored and coached bilingual education, ESL and SEI endorsed teachers in various school districts on the east coast. Before moving back to Worcester, I worked as a Project Director for the Clinical Rich Intensive Teacher Institute at Fordham University in the programs of TESOL/Bilingual Education. Prior to that, I coordinated the Title III program at Teachers College, Columbia University.

I enjoy working with my colleagues and teachers in producing research projects and reports for educational institutions and non-profit organizations on issues that impact ELs/Emergent Bilinguals. Should you like to collaborate on initiatives such as college and career pathways, literacy development for Emergent Bilinguals and/or lesson studies with data-driven framework to support our ELs, please contact me at trantt@worcesterschools.net. Please do not hesitate to reach out to me anytime if you like to discuss other initiatives that could support our diverse language learners.

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Erin Goldstein Assistant Director of EL Programs

Fanning Building (508) 635-7302

Like Thao, I am very excited to be home! I grew up in Worcester, attended Worcester Public Schools, and am now the proud mother of a WPS first grader and a future kindergartner. I have been privileged to work in the field of language education for two decades. For the last eleven years, I worked in the Hudson Public Schools, first as an ESL teacher, then as a coach, and finally as the Director of English Learner Education. I loved my work in Hudson, but when the opportunity to serve multilingual learners here in Worcester presented itself, I felt compelled to come home.

In the past several years with my team we have been working on ESL curriculum development using a Next Generation ESL approach, co-teaching and integrated ESL service delivery models, sustained parent engagement, and collaboration with World Language colleagues to ensure ELs have opportunities to develop home languages through heritage language classes and dual language programs. I am committed to assets-based approaches that build with our students’ vast funds of knowledge and amplify their opportunities for learning.

Over the next several months, I am hoping to meet all of you, learn more about our students, and find out more about all of the work you are doing to advance our students’ learning. I will be reaching out to you and your schools, but please do not hesitate to reach out to me at any time if you have questions, ideas, or feedback. I look forward to working with all of you in the years to come as we continue to advance opportunities for our multilingual learners together!

PROGRAM and SCHOOL SPOTLIGHT

Congratulations Worcester Public School’s Teacher of

the Year:

Lauren Sargent! ESL teacher at NCC Secondary!

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Neighborhood Scavenger Hunt for Teachers and

Administrators to Get to Know Your School Community Start thinking about planning one at your school!

-Wendy Flynn

We had a blast last year (June 2019) during the Community Scavenger Hunt pilot that we rolled-out at Woodland Academy. Here’s a summary of the upcoming PD that you can attend to help you get started planning one at your school:

This Community Immersion PD has been designed for engagement beyond our school walls - scavenger hunt style. Do you believe in the power of truly understanding and becoming integrated into a community in order to effect change? We do!

Participants will walk the streets of a Worcester Public School neighborhood with the goal of seeing the world from our students' and families' perspectives. As part of the exploration, you may find yourself shopping for a variety of ethnic food, visiting a place of worship, navigating public transportation and visiting a student's home. The PD will begin with a morning briefing, after which you will be broken up into small teams and sent out into the community - rain or shine! The scavenger hunt itself will take approximately two hours. You will be provided with bus tickets, shopping vouchers, etc. To wrap up the PD we will meet back at our starting point to talk about the places we visited, share information about the community assets we discovered and the challenges that we faced.

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New Citizens CenterSecondary Community

Service Project:

Kindness Kits -Maria Poirier

Editor’s Note: This article was submitted earlier in the year but it

is a good example of our students’ learning and using academic language

for an authentic purpose.

We would like to share our new community projectwith you. As teachers and students at Dr. James A.Caradonio New Citizens Center Secondary, our schoolgoal is to teach English Language Learners not only theEnglish language but also academic and social skills,which will promote successful future academic and socialendeavors. “Kindness Kits” is a project we have developedwith our students.

We will be filling and donating emergency care kitsfor teenagers in foster care. We will be taking ourstudents shopping at Walmart and Dollar Tree topurchase items for the bags. Through school bake salesand ice cream socials, as well as Donors Choosedonations, we have been able to purchase duffel bagsand have a very small amount of money to startpurchasing items to fill the bags, however, it is certainlynot enough.

We would greatly appreciate your support to helpus complete this project. We are looking for cashdonations, gift cards to Dollar Tree or Walmart, or newitems to include in the bags. “We want to fill the bags withthings that teenagers might need to feel safe, warm, andhappy.” (Belise, 9th grade). This project helps our studentsimprove across all four domains. “Your money or gift card

would help us use ourvocabulary and practice how toplan, sort, determine, analyze,categorize, and arrange theitems we purchase for thekindness kits.” (Anok, 8th grade).

We are acceptingdonations through November8th so that we may completethis project before theThanksgiving break. Donationsmay be sent or dropped off atNCC Secondary 1407A MainStreet 01603 ℅ Lauren Sargentor Maria Poirier. Any questions,email Lauren Sargent atsargentl@worcesterschools.netor Maria Poirier atpoirierm@worcesterschools.net.Thank you for supporting ourstudents and their new project!

https://spark.adobe.com/video/5KU

hmHglBqEKp

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COMMUNITY HIGHLIGHTS! Community Partners Spotlight:

ACE (African Community Education) -Julie Taka

The ACE organization is an outstanding local organization that supports Afrian refugee and immigrant students and families. What started as one-on-one tutoring, the program transformed into the ACE organization 2006. Over the years, this program has been instrumental in providing additional support to many WPS students.

Did you know that FREE OF COST ACE offers: ● After School programming with homework help (grades 5 and up) ● Saturday programming for students involving field trips, community outreach and

leadership development ● Workforce development programs ● Summer programming ● Family Education Program including adult ESL and citizenship classes ● Family outreach services

In November, ACE celebrated their 13th anniversary with their yearly event, the ACE Gala. The theme for this year’s show was “The Journey” which highlighted the remarkable steps our students and families have taken to get to where they are today along with their plans for the future. Click here to learn more about ACE and here to read some stories about the great impact ACE has had on our WPS students.

If you have any questions about ACE or would like to learn more about getting some of your students involved with this organization, reach out to Julie Taka, SLIFE EL Coach at Takaj@worcesterschools.net.

EL DEPT.SPONSORED PD

ESL DEPT. MEETING: Our Monday after school department meetings will be face to face meeting at 7 different locations. Please see the attached document for the time and location of your meeting. Please note that groups 1 and 7 will not meet at WTHS for this meeting, but you will meet instead at the Fanning Building.

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Advanced Orientation for New ESL/DL/TBE Teachers: This hybrid six-part course will meet monthly to offer additional coaching and support to teachers who are new to teaching ESL and/or new to Worcester Public Schools. Topics will focus on ESL Pedagogy (e.g., lesson planning and unit design, student goal setting, literacy development, WIDA, Common Core, cross-curricular integration) and delivery of topics will be based on participant needs. Each session will consist of two parts: a monthly targeted skill/strategy and an open-ended Question & Answer session. Follow-up classroom visits will be conducted by the instructors for participants as they apply what they've learned and receive feedback on their practice. The first date of this PD was November 6th and we missed session two due to snow. If you are a new teacher and have not yet signed up please contact Wendy, Martha or Nelsy before our January 7th session.

Teaching Tip: Quality Vocabulary Instruction for ELs

- Compiled by Martha Kohl

I just recently read this blog by Timothy Shanahan on Five Things Every Teacher Should Know about Vocabulary Instruction and it led me to think about the vocabulary instruction we are providing to our ELs. Here are some big ideas that are developed in the SEI Endorsement class and that are worth revisiting as ESL teachers.

1. Consider the teacher talk you are using and how it is impacting the vocabulary development of your students. Are you providing rich and varied language experiences for your ELs? Listen to this 8 minute video with Dr. Nonie Laseux of Harvard Graduate School of Education.

2. Determine which words are worthy of explicit instruction (tier words) – tier 2 words are usually the words that are worth the effort

Targeted Tiered Vocabulary from Mentor Text or Source

Tier 2 & Tier 3 words should be integrated into student product/assessment.

Tier 1 words

Basic words most children know in

their primary language: may

Tier 2 words

Essential to comprehension: i.e., process & transition,

specificity,

Tier 3 words

Low frequency, content specific,

typically found in a

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include connectors or compounds

sophistication polysemy, transitional terms, idioms, clusters,

cognates…

glossary in the back of the text

Examples: clock, cold, happy friendly, locker, schedule, choice

Examples: avoid, adapt, point consequently, once upon a time, break a leg, as well as

Examples: entomologist, peninsula bucolic, endoplasmic

3. Pre-teach words using the 7-step method or something comparable. This should be an oral introduction where students are using the words in context.

4. Do various activities and work throughout the week where students are using the words:

a. Sentence frames (here’s a great and easy to use resource) b. Vocabulary Strategies Toolbox - Here you will find:

1. Alphaboxes 2. Graffiti Vocabulary 3. Guess the Meaning 4. K.I.M. Vocabulary Strategy 5. Knowledge Rating Scale 6. Making Meaning 7. Own the Word 8. Verbal and Visual Word Association (VVWA) 9. Verbal and Visual Word Association – Science Example 10. Vocab-O-Gram 11. Vocabulary Self-Awareness Chart 12. Word Detective

5. Here’s a Comprehensive overview of teaching vocabulary with good resources and ideas that can be found on the ColorinColorado website.

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ANNOUNCEMENTS AND EVENTS

A CHANCE TO CHALLENGE YOURSELF!!!

The ESL dept needs teachers to join our dept’s media/technology committee. This fun and creative group would work together to develop the EL Dept web page, quarterly newsletter, dept. Logo, twitter, and other social pages. We would hold meetings via google hangout and in-person as necessary before or after school once a month. IF YOU ARE INTERESTED AND READY TO GET INVOLVED PLEASE CONTACT PEPPLERN@WORCESTERSCHOOLS.NET OR @1973PURPLE ASAP!

FROM ALL OF US IN THE EL DEPARTMENT:

MAY YOUR VACATION BE FILLED WITH FUN AND RESTFUL TIMES!

DE PARTE DE TODOS EN EL DEPARTAMENTO DE LOS ESTUDIANTES APRENDICES DE INGLÉS:

¡QUE DISFRUTEN Y DESCANSEN DURANTE LAS VACACIONES!

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ON AN END NOTE... HERE ARE SOME GREAT BOOK SUGGESTIONS FROM THE Ellevation Team Members in their online newsletter.

ELL Shadowing as a Catalyst for Change, by Ivannia Soto

"The process of ELL shadowing helps teachers better understand the classroom experience from an English language learner's point of view. The author describes how to implement this easily accessible form of professional development, outlines specific strategies for adapting instruction to engage ELLs, and provides academic language development videos."

From Episode 3: ELL Shadowing as a Catalyst for Change with Dr. Ivannia Soto

The End of Average, Todd Rose

"Weaving science, history, and his personal experiences as a high school dropout, Rose offers a powerful alternative to understanding individuals through averages: the three principles of individuality. The jaggedness principle (talent is always jagged), the context principle (traits are a myth), and the pathways principle (we all walk the road less traveled) help us understand our true uniqueness—and that of others—and how to take full advantage of individuality to gain an edge in life."

From Episode 5: English Learners and Advanced STEM Courses with Dr. Stephen Fleenor

Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection, by Maria G. Dove and Andrea Honigsfeld

"EL authorities Maria Dove and Andrea Honigsfeld take ESL teachers and their general education colleagues step-by-step through building a successful collaboration―or

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improving an existing one. And since no teaching team is exactly alike, you’ll find seven collaborative models to choose from."

From Episode 11: Co-Planning, Co-Teaching, and Collaboration for EL Instruction with Maria G. Dove and Andrea Honigsfeld

Teach Like a Pirate, by Dave Burgess

"Based on Dave Burgess's popular "Teach Like a PIRATE" seminars, this book offers inspiration, practical techniques, and innovative ideas that will help you to increase student engagement, boost your creativity, and transform your life as an educator."

From Episode 11: Using Project Based Learning Strategies to Reach Newcomers with Elizabeth Leone

Pedagogy of the Oppressed, by Paulo Freire

"Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing."

From Episode 8: Examining Teacher Assessments as Barriers for EL Educators with Emery Petchauer

Supporting English Learners in the Classroom: Best Practices for Distinguishing Language Acquisition from Learning Disabilities, by Eric M, Haas and Julie Esparza Brown

"In this important resource, educators will find evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services."

From Episode 14: Dyslexia and English Learners with Dr. Kelli Sandman-Hurley

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Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools: An Ethnographic Portrait, by Guadalupe Valdés

"Guadalupe Valdés examines what appears to be a lack of interest in education by Mexican parents and shows, through extensive quotations and numerous anecdotes, that these families are both rich and strong in family values, and that they bring with them clear views of what constitutes success and failure."

From Episodes 6 & 7: Preparing Teachers to Work With Multilingual Learners with Sera Hernandez

Dare to Lead: Brave Work. Tough Conversations. Whole Hearts., by Brené Brown

"The ultimate playbook for developing brave leaders and courageous cultures. Daring leadership is a collection of four skill sets that are 100% teachable. It's learning and practice that requires brave work, tough conversations, and showing up with our whole hearts."

From Episode 9: A Conceptual Framework for EL Program Management and Instruction with Adam Howard

The Courage to Teach, by Parker J. Palmer

"The Courage to Teach speaks to the joys and pains that teachers of every sort know well. Over the last 20 years, the book has helped countless educators reignite their passion, redirect their practice, and deal with the many pressures that accompany their vital work."

From Episode 1: Using QSSSA to Enhance Classroom Conversations with John Seidlitz

PLEASE SHARE WITH THE EL DEPARTMENT ANY OTHER BOOK RECOMMENDATION YOU HAVE AND WE WILL ADD THEM TO OUR LIST!

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