Highest Aspirations

Have you ever avoided calling someone by name for fear of mispronouncing it? Have you given students nicknames to make it easier for you and fellow students to address them? How can mispronouncing, altering, or altogether changing students’ names affect their personal, educational, and social trajectories? Why is it important to change the narrative around names that some might consider difficult to pronounce and what can we do to begin? We discuss these topics and much more with N’Jameh Camara. N'Jameh Camara is an actor and author currently residing in New York. She is a proud first generation American of Filipina and Gambian roots. Having recently wrapped up the post-Broadway run of JUNK by Ayad Akhtar, she is currently performing in Macbeth at Classic Stage Company directed by John Doyle. She also did a year long run in the principal role of Nettie in the Tony Winning Revival of The Color Purple Broadway Tour, directed by John Doyle. Other credits include the World Premier of X: or Betty Shabazz vs. The N

What are some misconceptions about dyslexia and how do they affect English learners? What are some strategies educators can use to help identify dyslexia in English learners? How does family engagement come into play once a student is diagnosed with dyslexia and what challenges might emerge with families of English learners? We discuss these questions and much more in our conversation with Dr. Kelli Sandman-Hurley. Kelli Sandman-Hurley, Ed.D. is an author and co-founder of the Dyslexia Training Institute. She received her doctorate in literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. She is also completing her TESOL certification. Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has training in mediation and also serves as an expert witness in the area of dyslexia. Dr. Kelli is a Past-President of the San Diego Branch of the International

Michelle Benegas, of Hamline University and the ELM Project dropped by to talk about site-based EL teacher leadership, the evolving (and elevated) role of the EL teachers, and how Ellevation is serving as a conduit for conversations about EL progress. Learn more about EL teacher leadership and professional development by listening to our full interview with Michelle and her colleague Amy Stolpestad.

Dr. Yue Vang, Director of the Office of Multilingual Learning at St. Paul Schools in Minnesota stopped by the booth to discuss equity for multilingual learners, a collective approach to EL education, and how the new ESSA regulations might make a positive impact for EL programs

Kristina Robertson, EL Program Administrator at Roseville Public Schools in Minnesota, chatted with us about the our collective responsibility to educate English learners, how ESSA might helping support teachers who work with ELs, and her favorite features of Ellevation for both administrators and teachers.

Laura Gardner of Immigrant Connections stopped by to discuss the ABC’s of family engagement, looking at EL students holistically, and a new awareness of what it means to create a welcoming environment for EL students and their families. For more on family and community engagement strategies, check out our full interview with Laura. 

David Holbrook of TransACT stopped by our booth at the WIDA Conference in Providence, RI to talk about the impact of ESSA on EL programs, shifts from Title 3 into Title 1, and family engagement. You can read David's bio and find his recent contributions on TransACT's website. To learn more about ESSA's impact on English learners, be sure to listen to our full podcast episode David Holbrook and Ellevation's President and co-founder Teddy Rice.

What are civil rights of English learners and how can schools sometimes unintentionally violate them? How can civil rights issues affect EL reclassification rates, access to advanced courses, and more?  Why do violations happen and how can schools avoid them? We discuss these questions and more with Dr. Ayanna Cooper. Dr. Ayanna Cooper is an author, keynote speaker and advocate for culturally and linguistically diverse learners. She is the author of Creating and Sustaining Equitable Schools with English Learners (in press), co-editor of Black Immigrants in the United States: Essays on the Politics of Race, Language, and Voice (with Ibrahim, in press), and co-author of Evaluating ALL Teachers of English Learners and Students with Disabilities: Supporting Great Teaching (with Staher Fenner & Kozik). Her projects involve providing technical assistance internationally and in the U.S. to State Departments of Education, school districts and non-profit organizations. Dr. Cooper recently returned from a

How does project based learning support the diverse language skills of English learners? What is the sustained inquiry process and how can it serve as a first step toward increased student communication and collaboration? How can project based learning enhance cultural responsiveness and help support English learners as assets to our school communities? We discuss these questions and much more with Elizabeth Leone. Elizabeth is an ESL teacher and Project-based Learning (PBL) coach in Manchester, New Hampshire. She teaches in a sheltered instructional settings for newcomers from all over the world. She completed her Masters in TESOL and her undergraduate studies in Elementary Education. Elizabeth is passionate about making learning more equitable and attainable for all students, especially those with limited or interrupted formal education (SLIFE). She uses project-based learning as a way to meet learners where they are with their language skills and rapidly streamline their education to get them into mainstre

How do we go about creating successful co-teaching and co-planning partnerships to support English learners? What are some protocols that co-teaching and co-planning pairs should have in place to help mitigate any conflicts that may arise between co-teachers? How can school leaders support and amplify the practice to maximize impact on students? We discuss these questions and much more in our conversation with Andrea Honigsfeld and Maria G. Dove. Together, they have co-authored five best-selling Corwin books, including their most  recent, Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). Andrea Honigsfeld, EdD, is Associate Dean and Professor in the Division of Education at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and

How might a conceptual framework help educators better communicate around EL program management, instructional practices, and more? How can using a framework encourage educators to assess their practice and identify where they can improve? What benefits does all this have for multilingual learners? We discuss these questions and much more with Ellevation’s own Adam Howard. Adam is currently a project manager here at Ellevation Education, where he works with school districts across the country to onboard and roll-out a suite of software that manages data analysis, teacher development, and student instruction. He has an extensive background in education, having spent nearly ten years in the English Language Development classroom supporting learners from all over the world. Adam has spent his career focused on integrating 21st-century technology into the classroom, disrupting the outdated, and promoting equitable learning opportunities to empower all students.  His background in educational technology contr

How does growing up in a diverse community impact the educational outcome of English learners? What kinds of learning experiences have the most impact on diverse learners? What advice would a recent high school graduate and former English learner give to students facing similar challenges? We discuss these questions and much more in our conversation with Take the Pledge scholarship winner Camila Garcia.  Camila recently began studying English at the University of Illinois at Urbana-Champaign after graduating high school in Beardstown, IL. As we discuss in the episode, Camila is an avid reader, a quality which she believes helped her achieve English proficiency. She is particularly fond of The Book Thief, by Markus Zusak.   Her story is an inspirational reminder of how all students can reach their highest aspirations when provided with the necessary support and opportunities in school. 

What does the research say about the benefits of bringing teachers of color into our classrooms? Are teacher licensure exams creating barriers to enter the teaching profession - particularly for teachers of color? How might alternatives like community based assessments help bring in more aspiring teachers of color? We discuss these questions and much more with Emery Petchauer. Emery Petchauer is an associate professor in the Department of Teacher Education at Michigan State University. His research has focused on the aesthetic practices of urban arts, particularly hip-hop culture, and their connections to teaching, learning, and living. He is the author of Hip-Hop Culture in College Students’ Lives (Routledge, 2012), the first scholarly study of hip-hop culture on college campuses, and the co-editor of Schooling Hip-Hop: Expanding Hip-Hop Based Education Across the Curriculum (Teachers College Press, 2013).Dr. Petchauer also studies high-stakes teacher licensure exams and their relationship to the racial dive

Why are advanced STEM classes a good fit for many English learners? What strategies can teachers leverage to maximize impact on diverse learners in STEM classes? How might we remove barriers that prevent many English learners from taking advanced classes throughout their academic careers? 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 regional conferences. A central component of Stephen’s pedagogy is student ownership of personal growth throughout the school y

What if schools were run like Disney? How would this philosophy affect the educational experiences of all students, and particularly ELs? What can we learn from Disney about providing access to opportunities that keep students coming back? We discuss these questions and much more with Lynmara Colón, Director of English Learner Programs at Prince Williams County Public Schools in Maryland. Lynn brings the perspective of a teacher, assistant principal, and principal—positions she has held since joining education in 2003. As principal of an elementary school in 2014, she served over 1,000 students in grades kindergarten through fifth grade and was able to increase reading engagement by leading a culture of literacy, personalized learning, and collaborative learning teams. Lynn believes all schools should be run like Disney; providing magical experiences to every student regardless or their background. She now heads the office that provides comprehensive registration services to English learners and immigrant chi

How can shadowing EL students help educators, schools, and districts improve their instruction and outcomes? What are some ways we can link quantitative data from assessments with qualitative data gathered while shadowing students? What are the protocols that teachers should use when shadowing students and what action steps should be taken after the experience? We discuss the questions and much more with Dr. Ivannia Soto. Dr. Soto is professor of Education at Whittier College in California, where she specializes in second language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English Language Development to a population made of up 99.9% Latinos, who either were or had been ELLs. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and district office administrator. She has presented on literacy and language topics at various conferences, includi

How do students deal with the stigma sometimes associated with English learners and immigrants in our schools and communities? What are some of the main factors that help ensure success for English learners? What can educators do to best support English learners? We discuss these questions and much more in our conversation with Take the Pledge scholarship winner Melany Quintero. Melany is a recent high school graduate from Pembroke Pines, Florida, just outside Miami. She is beginning her higher education journey at Dartmouth College this fall, where she is studying Biomedical Engineering. She came to the US from Cuba at age 9 and as you’ll hear in the episode, she attributes much of her English learning to the Hannah Montana series. Melany’s story exemplifies the educational journey of so many English learners across the country. For more information about Ellevation’s Take the Pledge Scholarship for English learners, visit takethepledge.net. You can read the full transcription of our conversation with Melany

How might we create and nurture a classroom and school culture that encourages respectful conversations where everyone has a chance to participate?  What are some practical ways to increase quality conversations with English learners? What is QSSSA and how might it help engage all students in high quality classroom conversations?  We discuss these questions and much more in our conversation with John Seidlitz, founder and CEO of Seidlitz Education.  Seidlitz Education's mission is to support school districts and teachers with increasing academic achievement for English Language Learners. They provide research-based consultations, trainings, coaching, and products with innovative educational tools that focus on ways we can help give students the gift of academic language. We are always looking for user-friendly ways to help teachers give students rich background knowledge and the ability to communicate in academic settings. John Seidlitz is an independent educational consultant and the author of