Serving English Language Learners
Building on our research highlighting the disparity in quality learning opportunities for multilingual students, CCE offers strategies and resources for educators working in classrooms where students are developing their English proficiency and content area knowledge and skills. In effect, this means all classrooms, and especially classrooms that include English Language Learners (ELLs). Our ELL work applies the tools and practices of Aligned Instruction and Quality Performance Assessment supported by research-based best practices for ELLs.
Ensuring equity for ELLs requires supporting teachers to consider many measures of student success and building their capacity to discover how to achieve them. In an inquiry-based process, educators explore and identify challenges facing teachers and learners; develop and test solutions; continuously iterate and improve; and share their findings to affect better student outcomes across schools, districts and states that are consistent with learning targets.
Improving students’ chances of learning, and teachers’ opportunities to be better teachers
The inquiry process sets the tone for collaborative professional development with continuous improvement as the primary goal. Leaders contribute by making time and space for teachers to design, try, and assess new approaches, and communicate their learning.
Learning the tools of culturally responsive and equitable assessment for ELLs
Allowing all students to demonstrate what they know and can do, and measuring their progress on both language and content targets consistently, enhances both ELL student and teacher learning. Educators learn to evaluate their solutions and help their students move forward as confident, accomplished citizens.
Sharing and teacher leadership to promote better student outcomes.
With regular opportunities to gain colleague feedback on lesson plans and units; to analyze student work and better understand and address learning gaps; to reflect on instruction via classroom observation; and to interpret student data, design equitable assessments, and co-construct curriculum, teachers are better prepared to apply effective, research-based practices in their classrooms. Empowering teachers to design their own collaboration leads to sustainable shifts in practice and the creation of new tools, strategies and protocols. Teachers learn from and lead others similarly engaged.