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Leadership Support for Equity: Collaboratively Supporting Multilingual Learners

�IMPACT Day 1

#ELLevationImpact22

December 5, 2022

Dr. Andrea Honigsfeld

ahonigsfeld@gmail.com

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Greeting at the door:

• “Teacher greetings produced increases in students’ on-task behavior from a mean of 45% in baseline to a mean of 72% during the intervention phase.” (Allday & Pakurar, 2007, p. 317). 

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https://pubmed.ncbi.nlm.nih.gov/17624071/

Hungary� �

PS 68, Queens, NYC DOE, 1996

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www.molloy.edu

Select Publications to Support �Programs for ELs/MLs and Collaboration�

2010

2012

2014

2018

2015

2019

2019

2021

2022

2022

2023

2019

Special thanks to:

• Maria G. Dove
• Audrey Cohan
• Carrie McDermott Goldman
• Claribel Gonzalez
• Valentina Gonzalez

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• Corwin
• ASCD
• Seidlitz

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Raffle: Tweet @andreahonigsfel

#EllevationImpact22

ahonigsfeld@gmail.com

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INTRODUCTION, PLEASE! �2 P’S: POSITION AND PASSION

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Goals:

This session will address leadership support for equitable learning environment and learning opportunities for multilingual learners through three interconnected places and perspectives:���1. District level leadership is needed to ensure equitable allocation of resources and staffing and to build community relationships��2. School level leadership is necessary for administrators and coaches to collaboratively leverage the time and expertise of ML specialists��3. Classroom level (teacher) leadership is needed for deliberate daily actions in support of MLs�

Let’s ponder:

How will you remember the pandemic

• in 1 year?
• in 5 years?
• in 10 years?

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How will it be remembered in 100 years?

How about our students?

One special moment

Arundhati Roy,

Indian Novelist

“Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.” (para. 58)

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https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca

Educational portal

What do we leave behind?

Essential Questions

www.menti.com code: 5402 9802�https://www.menti.com/alsd235neiwe

https://www.mentimeter.com/app/presentation/alrzao8qhz5x1vht1xf8w7r861zdhg7d/rs1nvrxp2ajb

Let’s Position Equity Work for MLs

• At the macro-level – involving the entire district and the neighborhood community (and beyond)
• At the meso-level – involving all stakeholders within a school community
• At the micro-level – involving teacher teams   �

What’s your why?

It is all about the kids…

• “Educational equity means that every child receives whatever she/he/they need to develop to her/his/their full academic and social potential and to thrive, every day” (Aguilar, 2021, p. 6).

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SOME�ESSENTIAL

ROAD MAPS

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https://www.tesol.org/the-6-principles/

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https://wida.wisc.edu/teach/standards/eld/2020

Shane Safir and Jamila Dugan’s (2021) call for advocacy:�

• “Equity isn’t a destination but an unwavering commitment to a journey. It can be easy to focus on where we hope to land and lose sight of the deliberate daily actions that constitute the process” (p. 29).

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District Leadership for Equity for MLs

James Clear

• “You do not rise to the level of your goals. You fall to the level of your systems. “

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The goal is the desired outcome … the system is what gets you there…

R & R

International Center for Leadership in Education

4 R’s

Honigsfeld and Dove, 2022

4 R’s Will Guide Some Essential Leadership Practices:

• Equity audit – to name and dismantle systemic inequities
• A shared vision – to guide a strategic plan, policy, protocols, and practice (4 P’s)
• “Humble inquiry” – for continued learning, ongoing support for knowledge transfer
• Allocation of resources – to create equitable access to high quality education for MLs
• Building community within the district and beyond

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MTSS

District Leadership team:

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Jamie Scripps

Svetlana Stowell

Rosalie Sullivan

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District-level Leadership

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Define -- Narrate -- Act (DNA):

• Define the terms you’ll be using such as how you define equity, antiracism, or belonging. What do those terms mean in your district? Make sure everyone has an understanding of what you really mean.
• Narrate why you are doing this work, what the data says, and why you want buy in from the community.
• Act (affirm, counter, and transform) is about taking the steps needed to affirm equity in your community, counter any resistance that you might be working against, and determine how to transform the mindsets of people in opposition to the work. 

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https://www.gse.harvard.edu/news/uk/21/06/five-ways-support-equity-leaders

Dr. Tauheedah Baker-Jones

Chief Equity and Social Justice Officer Atlanta Public School

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School Leadership for Equity for MLs

U and I – A System to Set Priorities

“What you focus on, you accomplish.”����

Leadership Support for Equitable Services for MLs

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https://players.brightcove.net/268012963001/rJenILPQx_default/index.html?videoId=5540945294001

All teachers are teachers of ELs/MLs

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Engage all MLs in instruction that is grade- appropriate, academically rigorous, and aligned with the state standards.

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Leverage the expertise of ELD and Bilingual teachers while increasing their professional capacities

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What are the priorities in your context?�What is urgent? �What is important?��ABCDE’s of Equity Work Based on Nicole Law and Ricky Roberston

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• Assess examples of inequities and their sources in your school
• Build your capacity to get to know members of the school community
• Collaborate and communicate with students, families, and fellow educators 
• Determine your daily equity moves and actions
• Evaluate your impact on students’ academic, linguistic, and social-emotional development

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Teacher Leadership for Equity for MLs

�Four Equity Strategies:��1. Amplify the Talents, Spirits, �and Personal Powers of MLs��2. Recalibrate the Curriculum to Accelerate Learning for MLs��3. Teach and Assess to Build Student Autonomy, Agency, and Resilience��4. Harness the Power of Connections and Relationships���

Claribel

González 

�1. Amplify the Talents, Spirits, and Personal Powers of MLs��2. Recalibrate the Curriculum to Accelerate Learning for MLs��3. Teach and Assess to Build Student Autonomy, Agency, and Resilience��4. Harness the Power of Connections and Relationships���

Affirmations

Deliberate Daily Actions

• Talk with and listen to your students
• Get to know each and every student and understand their full humanity
• Invite multiple modalities of communication and expression

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--Critically examine or recalibrate your curricula to be:

• relevant
• rigorous
• relational

--Integrate content, language, literacy, and SEL 

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Deliberate Daily Actions

Deliberate Daily Actions

• Implement multidimensional instructional strategies
• Create an equitable approach to assessment as and for learning

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• Build a strong sense of classroom community, belonging, and purpose
• Support students’ social-emotional well-being and freedom of expression
• Collaborate – with all stakeholders
• Harness the system of social workers, guidance counselors, teaching aids, and others to offer mentoring and coaching as needed

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Deliberate Daily Actions

Six Elements Of Successful Content-Language Integration �(Caudill et al, 2022)

SHARE

COMMUNICATE

INTEGRATE

COOPERATE

REFLECT

ADJUST

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Ready-Set-Co-Teach Team

Authentic Co-Assessments

1. Designing
2. Monitoring
3. Analyzing student progress

Virtual field trips

6 continents – 33 countries

NEXT STEPS: ACTION PLANNING�

Start with “Triple � AAA”

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Raffle:

Tweet @andreahonigsfel

#EllevationImpact22

ahonigsfeld@gmail.com

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