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Leadership for Sustainable English Learner Success

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Title: Leadership for Sustainable English Learner Success


1
Leadership for Sustainable English Learner
Success
San Diego County ELD Institute
  • April 29, 2006
  • Francisca Sánchez

2
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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
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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
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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
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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.

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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
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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
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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
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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
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