Highest Aspirations

What is the difference between all student talk and discussions? How can teachers plan for meaningful discussion opportunities for all students, particularly MLLs? What research-proven strategies are there for  creating, maintaining and repairing community and relationships in the classroom? We discuss these questions and more with Dr. Mariana Castro.  Dr. Mariana Castro is the Director of the Multilingual Learning Research Center at the University of Wisconsin-Madison. She is also a lead curriculum designer and instructor for the Discussion Project. You can read Mariana’s full bio on our show notes and in the blog post featured on the EL Community. This season, we’ll cover a variety of important topics, including fostering motivation among students, empowering teachers and students with agency, nurturing strong relationships with students and their families, and much more. But these conversations are just the entry point into a wide variety of free, high-quality multimedia content. As always, our team will t

How can we support educators in the wake of a significant change, such as integrating newcomers into schools after dissolving all designated newcomer centers? What techniques can be used to best support teachers who are inexperienced with newcomers, including structuring PD and harnessing campus leadership? What is a good approach when preparing staff, families, and other stakeholders for a significant structural change to a school program such as this? We’re closing out Season 10 of the Highest Aspirations podcast with a topic that is important for everyone working in schools. While your district may not currently have large numbers of newcomers, it is almost certain teachers in your schools will be lucky enough to work with students coming to this country for a variety of reasons. We can learn a lot from colleagues working in places where newcomers have been part of the fabric of their school communities for decades. One such school district is Katy ISD, just outside of Houston, Texas. Katy has been known f

What are some key rulings during the history of EL policy and their impact on education equity and access? What challenges are multilingual students currently facing in education and how have policies helped overcome or exacerbate them? How can we better advocate for ELs in policy and legislation? We discuss this question and more with Ellevation co-founder, President, and in-house policy wonk, Teddy Rice.  In addition to being Ellevation’s President and co-founder, Rice also happens to be our in-house policy-wonk. One of his favorite parts of his job is to facilitate a session for new Ellevation employees he calls EL Policy and Market Landscape. It has been a highlight of the onboarding process for new hires ever since Ellevation was founded over 10 years ago.  Recognizing the value of the information he shares in this session, we have attempted to share some key elements in this interview. Visit our EL Community page for episode resources, related content and more. Download the episode transcript here. ---

How is AI currently being used to support MLLs in K12 education? What challenges and concerns currently surround the increasing presence of AI in the classroom? How might this technology transform the work of educators moving forward? We get into these topics and more with our guest Chris Mah. Chris is a first-year doctoral student in the Stanford Graduate School of Education. He is interested in researching all things writing, multilingualism, and technology. Before Stanford, he taught high school Language Arts in Minneapolis, also serving as an advisor at a school where 100% of first-generation students were accepted into college. Prior to teaching, Chris worked in online marketing, and he is also interested in bringing together his experiences and promoting equitable design and use of EdTech tools. Visit our EL Community page for episode resources, related content and more. Download the episode transcript here. --- Send in a voice message: https://podcasters.spotify.com/pod/show/highest-aspirations/m

What are three mathematical mindsets that can guide instruction for MLs and help them thrive? How can teachers approach academic conversations and building in differentiation in a way that won’t feel overwhelming? What can teachers do to ensure they are building in time for high-quality interactions while delivering instruction?  We discuss these questions and much more with Adrian Mendoza. Adrian joined us at our IMPACT conference last year and we just had to bring him back for a podcast interview. He has provided Professional Development to educators in districts and educational service centers for more than 7 years, working with teachers and parents in United States, Mexico, and Costa Rica. Adrian joined our friends at Seidlitz Education from his previous role as an Instructional Math Coach in San Marcos CISD. His commitment leads him to innovate in the education area, and his present action research project is about the importance of Building Mathematical Growth Mindset Communities.  Adrian is an author o

Welcome back to a special episode of Highest Aspirations. Our guests this week are 3 students from Lowell High School in Massachusetts. I was introduced to them through our friend Jessica Lander, who has appeared on the podcast and facilitated an inspiring session at our annual IMPACT conference last year. She also happens to be the teacher of our three guests, Lucas, Ana Sofia, and Kasi - all of whom are students at Lowell High School who came to the US in the last 5 years.  You’ll hear elements of their testimonios as they share their immigration stories, their experience contributing to and sharing a class recipe book called “Tasting History” with their classmates and beyond, and some recommendations for any teachers listening on how to help their MLL students be more successful in their schools and communities. You can find more information about Tasting History and much more on Jessica’s website: jessicalander.com.  Thanks for listening to Highest Aspirations and please enjoy this conversation with some

Is the term “Long Term English Learners” limiting opportunities and academic achievement for this subgroup of students? How can we help these students by uncovering the “hidden curriculum” of language in lessons in order to scaffold support from input to output? What strategies can be used for a school-wide implementation of these practices that foster an environment where all multilingual learners can thrive? We’ll discuss these questions and much more with our guests Beth Skelton and Tan Huynh. You’re likely familiar with their work and they have come together to write a new book - Long Term Success for Experienced Multilinguals - a fitting title.  Check out their bios in our show notes and accompanying blog post. Subscribe to the show here: https://open.spotify.com/show/0W4CYdurgYRIwFGif3H6Qk For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community. Visit our EL Community page for episode resource

How can we support or encourage reluctant colleagues to increase collaboration in order to support MLLs? How can we help educators unlearn the often negative perceptions of dreaded observations by administrators and fellow teachers so they can collaborate more effectively? Do schools that have effective collaborative practices in place retain more teachers? We discuss these questions and much more with Dr. Andrea Honigsfeld and Valentina Gonzalez. Dr. Andrea Honigsfeld is TESOL professor at Molloy University , Rockville Centre, NY.  Before entering the field of teacher education, she was an English as a Foreign Language teacher in Hungary (grades 5-8 and adult), an English as a Second Language teacher in New York City (grades K-3 and adult), and taught Hungarian at New York University. A Fulbright Scholar and sought after national presenter, Andrea is the coauthor or coeditor of 27 books on education and numerous chapters and research articles related to the needs of diverse learners. Valentina Gonzalez

How can we give colleagues feedback in a way that is timely and actionable, and what impact can we expect when this is done effectively? What foundational elements to a working relationship must be present before feedback can be given and received? What kinds of information do principals and school leaders need to have and to share prior to beginning an observation and feedback cycle? We discuss these questions and much more with Dr. Esteban F. Hernández is Director of Research and Accountability for the Alisal Union School District in Salinas, California. Originally from Puerto Rico, Dr. Hernández graduated from the UPR with a BA in Elementary Education with an emphasis on teaching English to Spanish speakers. He has been an educator for more than 30 years and has served as teacher, school principal and director. As an English learner himself, Dr. Hernández strives to advocate for equity for all students so they can develop English language fluency to penetrate content and succeed as individuals and in futur

What are some benefits we have seen from the rise of virtual professional development opportunities since the pandemic? How can educators drive self-directed professional learning that can lead to deeper knowledge and sustained results? How can school leaders best support high-quality PD opportunities? This week we bring back two familiar contributors to Highest Aspirations - Dr. Carol Salva and Tan Huynh along with one guest who somehow is making her first appearance, Katie Toppel. These three incredible people provide our community with a wealth of resources to ensure we are well-equipped to maximize the potential of multilingual learners. In this interview, we focus on how educators can engage in self-directed professional learning - specifically for multilingual learners. They’ve recently released a book on the topic, appropriately titled DIY PD: A Guide to Self-Directed Learning for Educators of Multilingual Learners. Dr. Carol Salva is an author and Seidlitz Education consultant. She works with schools,

What are some common misconceptions about EL/SLIFE students and ESL instruction? How can professional development be leveraged to help educators support multilingual learners? What are some particularly effective instructional strategies for multilingual learners in mainstream classrooms? We discuss these questions and more in an impassioned discussion with Nebraska’s 2022 Teacher of the Year Lee Perez. Perez is the first ESL teacher to win Teacher of the Year award in Nebraska, the recipient of the 2021 Award for Teaching Excellence through the Nebraska State Education Association, was named a Cox Communications Education Hero for the Omaha area, and is currently a 2023 Horseman Awards for Teaching Excellence finalist. He is a fifth- through eighth-grade English as a Second Language (ESL) teacher at Alice Buffett Magnet Middle School in Omaha, Nebraska. He has traveled around the state speaking to current and aspiring educators to share best practices in EL education and advocate for better teacher preparati

How has family engagement evolved post-pandemic remote learning? Why has online professional learning had staying-power after schools reopened? What are some predictions for trends and changes in store for education in 2023? We’re concluding Season 9 of Highest Aspirations by reflecting on what has been a year full of learning how to best serve our students. We’ll also get into some predictions for 2023. Sandra Medrano Arroyo, my colleague at Ellevation, joins us today to discuss some of our learnings from 2022 as well as some predictions and hopes for 2023. Sandra is in a unique position to provide this information given her background and current work. She works with me here at Ellevation Education as our Dual Language Instructional Content Specialist, where she has spearheaded the creation of two new instructional practices specific to the needs of Dual Language programs. She has also brought her knowledge and expertise to various conferences over the course of the year, with impactful presentations at NAB

This interview is episode 9 from Season 9 of Highest Aspirations, a podcast from Ellevation where we engage in important conversations about the most rapidly growing student demographic in the United States - English Language Learners. What impacts have we seen on recent policy changes to reclassification or exiting of ELs with disabilities? How can schools prioritize collaboration and improve their current processes for determining reclassification for SPED ELs? What strategies can we use to ensure that these students are integrated into general education classrooms without compromising on learning in a supportive, language rich environment? We discuss these questions and much more with Dr. Sara Kangas, who returns to HA after joining us back in 2018 to discuss how schools are accommodating English Learners with disabilities and the impacts that EL and disability status have on reclassification or exiting. We sat down to catch up with Dr. Kangas and learn about the latest challenges facing students and how s

What are the essential elements of success for learning communities to support immigrant students? How can incorporating storytelling into the classroom be used to build empathy and understanding for both students and educators? What are examples of innovative programs or collaborative approaches that are successfully improving outcomes for newcomers and immigrant students? We discuss these questions and much more with Jessica Lander. Jessica Lander is an award-winning teacher, writer and author. She teaches history and civics to recent immigrant students in a Massachusetts public high school and has won numerous awards for her teaching, including being named a Top 50 Finalist for the Global Teacher Prize in 2021, presented by the Varkey Foundation and being named a MA Teacher of the Year Finalist in 2022, presented by the MA Department of Elementary and Secondary Education. Jessica writes frequently about education policy and teaching. She is the author of Making Americans: Stories of Historic Struggles, New

What challenges are teachers facing with the curriculum often provided by their district regarding multilingual learner instruction? What role do stakeholders such as content creators, educational leaders, and community advocates play in improving curriculum? Where are we already seeing positive changes in inclusive curriculum and how can we replicate them in other states and districts? We discuss these questions and much more with Renae Skarin, Renae Skarin is senior director, content, at the English Learners Success Forum, a collaboration of researchers, teachers, district leaders, and funders working to improve the quality and accessibility of instructional materials for English learners. She works with leading educational experts to design and implement a process for reviewing and providing feedback to curriculum developers on the strength of supports for ELs. Prior to joining the ELSF, she worked at Understanding Language, Stanford University, where she was a researcher, professional developer, curriculu

What are some flawed perceptions of immigrant and refugee students and how can these impact the education they receive? What policies or district practices have been barriers to newcomer or immigrant students receiving the full extent of education promised to them by law? How is “moving students through” the education system without adequate support or learning such a major missed opportunity for both them and their communities? We discuss these questions and more with the author of “The School I Deserve” Jo Napolitano, who spent nearly two decades reporting for The New York Times, Chicago Tribune and Newsday before winning a Spencer Education Fellowship to Columbia University in 2016 in support of her reporting on immigrant youth. Her first book, The School I Deserve: Six Young Refugees and Their Fight for Equality in America, will be published by Beacon Press in Spring 2021. Napolitano has reported on many topics throughout her award-winning career, including crime and science. But education remains her pri

What parameters do districts have for spending ARP ESSER funds, specifically relating to multilingual learners? How are some districts already using these funds to offer high impact supports for their language learners? What guidance can we offer educators who want to advocate for their district to include and even prioritize this population of students in their ESSER fund spending plans? We discuss these questions and more with Director of Policy and Advocacy Rosario Quiroz Villareal and Policy Analyst Cici Matheny of TNTP.  As you’ll here in our conversation, rosario and Cici have spent a lot of time learning about best practices for using ESSER funds and they have a lot of valuable information to share. Rosario Quiroz Villarreal is director of policy and advocacy focused on multilingual learners and immigrant students at TNTP,  an organization with the mission of ending the injustice of educational inequality by providing excellent teachers to the students who need them most and by advancing poli

What does research show about the importance of literacy skills when solving math and specifically word problems? How can educators prioritize and build in academic conversations into their classroom routines? What can teachers do to marry math and language so that multilingual learners can engage with the content more deeply? We discuss these questions and much more with Diane Kue, an educational author, speaker, and consultant with eighteen years of teaching and instructional leadership experience. Her new book, Solved: A Teacher’s Guide to Making Word Problems Comprehensible applies practical, research-supported, strategic instructional approaches to equipping learners with life-long skills applicable beyond the classroom. She has presented locally to school campuses and districts, regionally for ESC and TexTESOL, and nationally for the National Council of Teachers of Mathematics. To download the full episode transcript, click here. Visit our EL Community page for episode resources, related content and mor

What are some positive outcomes from the uptick in Virtual PD that came out of the pandemic? How can administrators roll out professional development in a way that is both sustainable and sustained? In what ways can educators take an asset-based approach in how they speak about their students, specifically multilingual learners? We discuss these questions and much more with Leticia Trower. Leticia has been passionate about language her entire life. She began her career in education as an elementary ESL teacher, and the majority of her work over the last twenty years has focused on language learners, professional learning for educators, and/or equity. She is currently Director of Professional Learning at Margarita Calderón & Associates, and a doctoral candidate in the Diversity and Equity in Education program at the University of Illinois. Her research interests include the impact of professional development in K-12 schools and the relationship between teachers’ language, beliefs, and practices. Find the

This interview is a bonus episode from Season 9 of Highest Aspirations, a podcast from Ellevation where we engage in important conversations about the most rapidly growing student demographic in the United States - English Language Learners. We got a chance to speak with Bryan Fernandez and Yerahm Hong, two recipients of the 2022 Ellevation Scholarship. Both of these students were enrolled in an EL program at some point during their K-12 education, and are currently freshmen at USC and UPenn, respectively. On this episode, we will highlight some experiences they had throughout their educational journeys to get to this point, and what advice they would give educators of multilingual learners. Subscribe to the show here: https://open.spotify.com/show/0W4CYdurgYRIwFGif3H6Qk For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community. Visit our EL Community page for episode resources, related content and more.