Leadership for Sustainable English Learner Success

1
Leadership for Sustainable English Learner
Success
San Diego County ELD Institute

• April 29, 2006
• Francisca Sánchez

2
(No Transcript)
3
The Romani LanguageBy Michal Husak

• When we have something to say, We say it in our
  own words,
  The same way our fathers
  Spoke with their
  fathers.
• There are no words
  More beautiful
  than our own.

4
Kuz zoo sab paub ob yaam lug. Monica Thao I am
proud to be bilingual.
5
(No Transcript)
6
Building a Dream
7
Leadership

• The leader may have a vision, but the actual
  solutions about how to best meet the challenges
  of the moment have to be made by the people
  closest to the action. As they struggle with the
  details of this challenge, the leader becomes
  their coach, teacher and facilitator. Change how
  you define leadership, and you change the way you
  run the company.
• Steve Miller, CEO Royal Dutch Shell

8
Agenda

• Vision of 21st Century Success for English
  Learners
• Systems, Sustainability, Leadership
• Current Status/Envisioning A New Future
• A Systems Change Framework for English Learner
  Success
• Leadership Tools
• Appreciative Inquiry
• Mental Models
• After Action Review

9
21st Century Success for English Learners
10
English Learner Programs
Structure
11
(No Transcript)
12
English Learner Programs
13
English Learner Programs

• Identity
• How do we define ourselves with regard to English
  Learners?
• How do we see our roles and responsibilities?
• How are we doing currently with our English
  Learners?

• Relationships
• How can we be with each other to do our best work
  for English Learners?
• How can we reconnect every part of our system to
  maximize and leverage our services to English
  Learners?

• Information
• How can we make sure everyone has access to the
  information s/he needs to do his/her best work on
  behalf of English Learners?

14
(No Transcript)
15

• My culture
  is my skin, my heart, my
  voice.
• It breathes
  my mothers mothers mother into
  me.
• I am blind
  without the lenses of my culture.
• Benjamín Alire Suárez

16

• The world is richer than it is possible to
  express in any single
  language.
• Ilya Prigogine

17
Leadership Systems Change

• Focus from the right mindset philosophy.
• Establish a central core of principles that
  doesnt change.
• Build on what works and on solutions - break the
  negative patterns.
• Utilize a powerful and passionate vehicle.
• Institutionalize core processes and disciplines.
• Build with the right people.
• Build internal capacity - leadership, coaching,
  and facilitation.

18
(No Transcript)
19

• Dialogue,
• which strives to build understanding among group
  members, takes time.
• Everything else takes more time.
• Rummler Brache

20
Appreciative Inquiry Process
Process and Philosophy Developed by Dr. David
Cooperrider ASSUMPTIONS

• In every organization, something works.
• What we focus upon becomes our reality.
• Reality is created from moment to moment, and
  there are multiple realities.
• The language we use creates our reality.
• The act of asking questions influences the group
  and determines the focus.
• We create a preferred future through on-going
  conversations.
• People have more confidence and comfort to
  journey to the future (the unknown) when they
  carry forward parts of the past (the known).
• If we carry parts of the past forward with us,
  they should be what is best about the past.
• It is important to value differences.

21
Appreciative Inquiry Questions

• Thinking about your experience with English
  Learners and English Learner programs in your
  school/district, what have been the high points?
• What is it you appreciate/value most about
  English Learners and English Learner programs in
  your school/district?
• Where are the seeds/glimmers of hope, waiting to
  be nurtured?
• Wheres the passion in the system that serves
  English Learners?
• What is it you want for the future of English
  Learners and English Learner programs in your
  school/district?
• What should be in place? What should exist?
• (Envision what might be.)
• How can we build upon the seeds of what is
  already working in our system to create the
  future we desire for English Learners?
• How will we measure our progress and success?

22
Quick Talk

• What intrigues you about this Appreciative
  Inquiry process?
• How can you see this working in your local
  context to further your work around creating
  sustainable English Learner success?

23
A Systems Change Framework

• How can we facilitate powerful conversations
  among English Learner educators about
• Intentions?
• Principles?
• Tensions?
• Strategies/Approaches?
• The Work?
• Deep Learning?
• Use these points of reflection as a way of
  diagnosing your current state AND planning for
  future states.

• The success of Californias reform efforts
  depends on its ability to raise the achievement
  of its EL student.
• Yet there is little evidence that the leadership
  of the state either understands this urgency or
  is prepared to address it.
• English learners in California, and in the
  nation, represent a potentially rich social and
  economic resourceif the state invests in them.
• Without such investment, the future of California
  education looks grim.
• English Learners in California Schools
  
  Unequal Resources, Unequal Outcomes

24
A Systems Change Framework
Intention
25
Vision

• When there is no vision, the people perish.
• Proverbs 2918
• Improved preparation of all students in the
  fields of mathematics, science, and technology is
  essential to the maintenance and development of
  our Nations economic strength, to its military
  security, to its continued commitment to the
  democratic ideal of an informed and participating
  citizenry, and to fulfilling personal lives for
  its people.
• Science for Children

26
A New Vision of Student Success

• Every English Learner who enrolls in our schools
  will graduate from high school prepared for the
  option of enrolling in a four-year college or
  university and pursuing a successful career.
• English Learners will have the confidence,
  competence, and information needed to make
  positive choices for the future.

• English Learners will have the strength and
  competence to participate fully in the 21st
  century economic, scientific, political,
  cultural, and intellectual life of our nation and
  global society
• Academic Competency
• Technological Literacy
• Communication Skills
• Aesthetic Sensibility
• Critical Thinking Reasoning
• Social, Environmental, Civic Responsibility
• Multilingual/Crosscultural Competency
• Strength of Character

27
A Systems Change Framework
Intention
28
L1 L2 A
Who benefits when
students achieve proficient bilingualism and
biliteracy?

• Students
• Healthy identify formation
• Enhanced cognitive flexibility
• Enhanced communication skills
• Enhanced metalinguistic awareness
• Expanded capacity to think divergently
• Greater creativity

• Families/Communities
• Increased family cohesion
• Enhanced communication
• Smarter citizens
• Strong identity and confidence in their
  abilities
• More flexible and creative thinkers
• Better problem-solvers and communicators
• More skilled at working across differences

• The World
• Greater economic opportunities
• Increased scientific/cultural creativity/knowledge
  development
• More effective international collaboration
  understanding
• Enhanced communication among diverse populations

29
The PROMISE Vision
Advance a transformative approach.
Ensure achievement and sustainability.

• Promote simultaneous delivery of
  language/literacy development and academic
  content instruction.

30
Research-BasedCore Principlesfor Designing
Effective Powerful English Learner Programs

• Enriched Affirming Learning Environments
• Empowering Pedagogy
• Challenging Relevant Curriculum
• High Quality Instructional Resources
• Valid Comprehensive Assessment
• High Quality Professional Preparation Support
• Powerful Family Community Engagement
• Advocacy-Oriented Administrative Leadership
  Systems

31
A Systems Change Framework
Intention
32
(No Transcript)
33
English Learners need a triple curriculum
schools offer only a partial curriculum.
34
A Systems Change Framework
Intention
35
Framework for Success
Assessment
36
Creating Meaning

• Active Engagement
• Articulate Thinking
• Real-Life Experiences
• Personal Connections
• Create Authentic Products/Exhibitions
• Content-Specific
• Content Language
• Content Practices Processes
• Conceptual Complexity, Integration,
  Application
• Values, Norms, Ethics

• Professional scientists develop hypotheses and
  then test these ideas through repeated
  experiments and observations. They cannot simply
  know that something is so they must
  demonstrate it.
• The education of children in science must also
  provide for this kind of experience, not simply
  to confirm the right answer but to investigate
  the nature of things and arrive at explanations
  that are satisfying to children and that make
  sense to them.
• Science for Children

37
(No Transcript)
38
Academic Expertise

• Maximize cognitive engagement
• Maximize identity investment

39
Academic Expertise
TEACHER/STUDENT INTERACTION
40
A Systems Change Framework
Intention
41
A Systems Change Framework
Intention
42
A Systems Change Framework
Intention
43
A Systems Change Framework
Intention
44
Mental Models

• Purpose
• Planning
• Challenging and Shifting Belief Systems
• Developing New Insights
• Based on Two Key Principles
• Mental models impact structure which influences
  behavior.
• The system is perfectly designed to get the
  results it gets.

45
Mental Model
Beliefs, perceptions, assumptions that create
sustain the structures
New beliefs consistent w/desired vision
Mental Models
Policies, processes, practices, roles, that
prompt the behaviors
New/revised structures consistent w/beliefs
Structures
Behaviors we want structures to produce
Current visible behaviors that get us the results
Patterns of Behavior
Events Outcomes
Tangible results we want
Current results we dont want
46
Activity Mental Models
When the original architects designed our system,
programs for ELs, what beliefs and values must
they have had to come up with these structures,
strategies, processes, rules, or policies?
What beliefs and values do we want to use as a
foundation to redesign our system to see
dramatically improved results for English
Learners that can be sustained over the long-term?
Mental Models
What strategies, solutions, and actions will we
put in place that model our outcomes for English
Learners and the programs that serve them?
What strategies, structures, processes, policies,
or rules currently exist or are missing that
generate the behavior patterns that we just
identified with regard to our programs for ELs?
Structures
As we redesign our system founded on our new
beliefs and values, what specific principles do
we want to establish that will guide us in design
of all our decisions, strategies, and actions
regarding English Learners and the programs that
serve them?
What behavior patterns do we see among our staff
and students that create this negative result for
ELs?
Patterns of Behavior
As we look out 6 to 12 months in the future and
imagine that we have implemented these changes,
what measurable results would we anticipate
experiencing for English Learners as outcomes of
our shared work?
What is the most troubling negative result we are
experiencing relative to ELs?
Events Outcomes
47
(No Transcript)
48
Quick Talk

• What intrigues you about this Mental Models
  process?
• What do you imagine your staff would experience
  going through this series of questions?
• What insights might they reach about their roles
  as leaders and advocates for English Learners?

49
Synthesis Reflection
50
After Action Review
51
After Action Review

• Form groups of 3 or 4 people.
• Introduce yourselves.
• Discuss
• What did we actually do today? What did we cover?
• What did we learn today that will enhance how we
  do our leadership work on behalf of English
  Learners?
• What personal boundary will we actually be
  willing to push and cross, based on our learning?

52
Radical Leader

• It means facing a system that does not lend
  itself to your needs and devising means by which
  you change that system.
• The key word here is YOU.
• Robert Moses
  
  
  Radical Equations Math Literacy and Civil Rights

53
Making a Difference

• I think we should go beyond integration into the
  classroom and create a new context for learning
  that maximizes the learning potential of
  technology and telecommunications.
• From my perspective the reason is relevancy. We
  can extend learning beyond the walls of the
  classroom to do real stuff with real people for
  compelling reasons with real results that have
  real significance.
• Students are not dumb they know when it matters
  and when it is simply an exercise Connect them
  to their communities through technology! And give
  them economic viability!
• Knuth, 1995

54
Our Children Need Your
Leadership!
55
(No Transcript)