Highest Aspirations

What are some ways to address the challenge of differentiating for a wide variety of learners in both language learning and content mastery as we shift between in remote, hybrid and face to face instructional settings? How might we go about measuring student progress over the course of this academic year and what data should we be examining to ensure equitable access to instruction moving forward? How can we keep English learners motivated to learn in such rapidly evolving educational environments? We discuss these questions and much more in our fourth episode with ESOL Director Vicky Saldala and Cooper City High School Literacy Coach Melissa Cabrera from Broward County Public Schools in Florida. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also f

How are EL students and their teachers doing now that the back to school season has transitioned into what is normally a very busy time of the year? What can EL educators do to prepare for upcoming state assessments? How is collaboration between EL Specialists and content teachers evolving as schools begin to assess student progress since the start of the school year?  We discuss these questions and much more in our latest conversation with Juan Corona, Director of English Learners at Maywood District 89, just outside of Chicago, IL. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. ---

How might we expand on the workshop model for reading and writing to ensure English learners have the accommodations they need to learn? What is the role and responsibility of teachers during shared, guided, and independent reading and writing times?  How can well-designed reading and writing activities help build learning communities and allow teachers to get to know their students better? We discuss these topics and much more in our conversation with Valentina Gonzalez and Melinda Miller, authors of the new book “Reading and Writing with English Learners”, available now on the Seidlitz Education website. Valentina Gonzalez (@ValentinaESL) has worked in public education for 21 years, serving as a classroom teacher, an ESL co-teacher and pull-out teacher, a district ESL facilitator and a district professional development specialist for English learners. She has appeared on Highest Aspirations to discuss the workshop model for reading and writing, sharing resources during remote learning and more. Valenti

How are school districts implementing remote, in person and hybrid models all at the same time? What impact is this having on teachers, students and families they serve, particularly as it pertains to educational equity? What are some ways we can effectively identify and mitigate learning loss among English learners? We discuss these questions and much more with Rowena Mak, District Coordinator, Services for English Learners at Saddleback Valley Unified School District in California. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherev

Dr. Adrian Johnson, Superintendent of Schools at Hearne ISD in Texas, talks about how his district is taking a gradual approach to bringing students and teachers back to school buildings, what they have learned about school community exposure to COVID, making the most of quality time with students and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. --- Send in a voice message: https://anchor.fm/highest-aspir

High School Literacy Coach Melissa Cabrera joins ESOL Director Vicky Saldala to discuss how she and her students are dealing with changes in learning environments, why differentiating and grouping students is still a challenge, how they are identifying and coping with learning loss and more. Melissa and Vicky's transparency and willingness to discuss difficult topics provide listeners with the information and inspiration they need to work through challenges together. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get y

How is lesson planning directly related to dismantling or supporting systems of oppression? Why is it so important to recognize that approaching education from a monolingual lens has not served many of our students and what can we do to change it? How does the C6 Biliteracy Instructional Framework help educators design learning opportunities that are culturally supportive rather than culturally destructive? We discuss these questions and much more in our conversation with Dr. José Medina. Dr. José Medina is the founder and Chief Educational Advocate for Dr. José Medina: Educational Solutions. Prior to establishing the boutique consulting firm, Dr. Medina served as Research Scientist and Director of Dual Language and Bilingual Education at the Center for Applied Linguistics (CAL) in Washington, DC. José provides dual language technical assistance, professional development, and job-embedded support to dual language programs across the United States and globally. He is a former dual language school principal and

From Maywood District 89, IL, Director of ELs Juan Corona and Assistant Superintendent Maribel Taboada discuss building a culture of collaboration between EL specialists and content teachers, planning for a hybrid model, overcoming technology issues and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Prince William County Director of EL Programs and Services Lynmara Colón discusses professional development, the power of productive struggle, her district's plans organize a summit to support EL education in a hybrid environment and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

What are some of the affordances we can leverage to engage English learners in STEM classes in remote and hybrid learning environments? How might we make synchronous meetings more engaging to promote growth in content area knowledge, language skills and collaborative work? What are some tools and strategies we can use to incorporate effective visuals, manipulatives and other supports in remote environments? We discuss these questions and much more in our conversation with Dr. Stephen Fleenor. Stephen is a scientist-turned-educator who is inspired by the principles of sheltered instruction and growth mindset, particularly in the service of English learners. In 2014, Stephen earned his PhD in Developmental Neurobiology and sought to empower the next generation of thinkers as a high school science teacher at a Title I school in San Antonio. He has developed innovative approaches to working with ELs and economically disadvantaged students, and has presented his ideas across various districts, as well as at region

What is implicit bias and what does it mean for teachers of multilingual students? How can educators take steps to recognize their own implicit biases so they can better serve students? How can weaving cultural responsiveness into curriculum and pedagogy create more opportunities for communication and collaboration? We discuss these questions and much more with Megan Fuciarelli. Megan Fuciarelli is a retired superintendent of schools with over 20 years of experience in the social justice realm. Now residing in Michigan, Fuciarelli has spent the bulk of her career in the Chicago area. As the Executive Director & Principal Consultant of US 2 , she works with a team of like-minded individuals whose primary goal is to help Unite Society through equity and inclusion work. Throughout her career, she has presented for local, state, national, and international audiences in the areas of Bias, Cultural Consciousness, Equity & Inclusion, and Culturally Responsive Pedagogy. She is very proud of her work with Teac

We catch up with ESOL Director Vicky Saldala to discuss Broward County's Parent University program, differentiating for the wide spectrum of English learners, leveraging staff diversity, and more.  This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Director of ELs Juan Corona and Assistant Superintendent Maribel Taboada discuss implementing remote communication strategies for students and families, providing teachers with real time data for their ELs, planning for differentiated instruction and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Lynmara Colón provides an update on differentiation, thriving in a virtual environment, learning to love new teaching strategies and more. Prince William County Public Schools is the second largest district in Virginia and serves almost 92,000 students, 25% of whom are English learners. While most students will go back to remote learning, English learners and other vulnerable student populations will be given access to some in school learning opportunities. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts.

How does increasing efficiency through the use of technology allow for more collaboration between EL specialists and content teachers? What are some best practices for involving students in goal setting and tracking and how might we implement processes to make it happen? How can educators continue meeting with students, families and other stakeholders to document progress in a remote setting? We discuss these questions and much more in our conversation with Carolyn Grenz. Carolyn currently serves as Title III Teacher on Special Assignment (TOSA) for the Hillsboro School District in Oregon. Prior to joining the Hillsboro School District as a middle school Spanish and English learner (EL) teacher, Carolyn taught Spanish at The Dalles Middle School and English to adult immigrants at Columbia Gorge Community College. As a seasoned educator, Carolyn strives to ensure that the educational experience of ELs is future and asset-oriented, with high aspirations for success. She asserts that effective classrooms draw

Superintendent of Schools Dr. Adrian Johnson talks about how his roots as an ESL / Migrant teacher has informed his work as Superintendent of Schools at Hearne ISD, a rural district in central Texas.  Dr. Johnson and his team recently deployed “Hearne Online”, a remote learning initiative designed to serve all students in the district as they transition back into school. We talk about Hearne’s success in connecting with families, supporting teachers, empowering diversity, and more. This episode is part of our "In This Together" docuseries, where we follow the triumphs and challenges of a cross section of EL program directors as they strive to deliver equitable experiences for students this school year. You can find all episodes (video and audio) on our "In This Together" channel. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or w

How might tried and true theories of learning help us navigate the uncertainties of remote and hybrid learning models? How can backwards design help teachers spend more time providing support and feedback to students in remote environments? How might we strike the appropriate balance between synchronous and asynchronous learning when planning interpersonal, interpretive and presentational communication activities? We discuss these questions and much more in our second conversation with Dr. Karen Gregory and Dr. Gretchen Oliver from Clarkson University in New York. We released our first interview in March 2020 as schools began closing as a result of the global pandemic. We are grateful to bring Karen and Gretchen back to find out what they have learned since then and what they are planning as they prepare new and experienced teachers to work with English learners. Gretchen Oliver is the Assistant Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital R

Bilingual / ESOL Department Director Vicky Saldala highlights the challenge of families who cannot be home to support their children's’ learning, the importance of understanding students’ needs, the new face of professional development, and more. Broward County Public Schools is the sixth largest district in the country and the second largest in Florida, with 32,500 ELs representing 147 different languages. Students will start the year with remote learning through the first quarter while the district evaluates the situation on the ground.  To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. --- Send in a voice message: https://anchor

Director of English Learner Language Learners Juan Corona and Assistant Superintendent Maribel Taboada talk with us about the challenge of maintaining strong connections with families and community, the advantages of planning for remote, hybrid, and in person scenarios, and more. They come to us from Maywood District 89, a public elementary school district outside of Chicago, IL serving 5,000 students from preschool to 8th grade. 1,400 of their students are English learners, 90% are minority, and 60% come from low income families. After planning for all three scenarios, District 89 will start the year fully remote.  To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and

Dr. Adrian Johnson talks with us about providing equitable access to services and instruction for students without internet access, creating safe in-person opportunities for ELs and their families to get the information they need in their home languages, and more. Hearne ISD is located in Robertson County, TX just north of Texas A&M University. The district is 95.5 economically disadvantaged and faces unique challenges due to its rural location. Schools will start the first 4-8 weeks in a fully remote environment while monitoring the situation on the ground.  To watch the entire "In This Together" docuseries, visit our new channel here. You can also find free tools to help ensure your English learners and their families receive equitable access to instruction and services on our Equity in Action page. Please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations. --- Send in a voice