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Highest Aspirations

Highest Aspirations

By Ellevation Education

On the Highest Aspirations Podcast, we engage in important conversations about the most rapidly growing student demographic in the United States - English Language Learners. We speak with educators and students, researchers and policy makers, and parents and community members about how we can help all students reach their highest aspirations.

Join us on this important journey as we bring the vibrant ELL Community together around the topics that matter most to the students we serve.
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S4/E32: Reimagining EL Education: Professional Learning for Teachers of ELs in a New Educational Landscape with Christina Lo

Highest AspirationsJun 09, 2020

00:00
37:47
S12/E5: Fostering leadership in EL families with Consuelo Castillo Kickbusch

S12/E5: Fostering leadership in EL families with Consuelo Castillo Kickbusch

What are the primary challenges EL families are facing in their communities and how can programs like FLI address them? How did COVID and other recent challenges in the education world impact absenteeism for students, and how can those issues be repaired? How can we support parents and families to address trauma they have experienced in order to improve their relationships with and outcomes for their children? We discuss these family engagement focused topics and more on this episode of Highest Aspirations featuring Consuelo Castillo Kickbusch and the work her team does through her Family Leadership Institute (FLI).

Born and raised in a small, borderside barrio of Laredo, Texas, Consuelo Castillo Kickbusch conquered the challenges of poverty, discrimination and illiteracy. Raised without material wealth, Consuelo learned from her immigrant parents that their wealth was in culture, tradition, values, and faith. The values Consuelo learned as a child were reinforced throughout her career in the United States military. After graduating from Hardin Simmons University, Consuelo entered the U.S. Army as an officer and served for two decades. During that time, she broke barriers and set records when she became the highest-ranking Mexican-American woman in the Combat Support Field of the U.S. Army. When selected to assume a command post, Consuelo disrupted her advancement by deciding to retire. She chose instead to honor her mother’s dying wish – for her to return to her roots and become

a community leader. In 1996, Consuelo Castillo Kickbusch founded the human development company, Educational Achievement Services, Inc. (EAS, Inc.), to fulfill her mission of preparing tomorrow’s leaders through grassroots leadership development. Consuelo Kickbusch affirms that her greatest achievement stems from motherhood. She loves spending time with her husband, five daughters and six grandchildren.








Mar 12, 202443:55
S12/E4: Harnessing the power of self-reflection to personalize professional growth with Shélynn Riel and Anna Ciriani-Dean

S12/E4: Harnessing the power of self-reflection to personalize professional growth with Shélynn Riel and Anna Ciriani-Dean

On this episode of Highest Aspirations, we explore the importance of building personalized professional learning opportunities that provide educators with opportunities to continuously reflect on their work. Our guests Shélynn (Shey) Riel and Anna Ciriani-Dean provide simple frameworks within an experiential learning cycle designed to improve instruction and reframe negative self-criticism into more constructive, actionable feedback. 

Shey and Anna produce and host the Teacher The Teacher Think-Aloud Podcast to create a reflective listening experience for teachers of the English language and to build a community of educators around the world who unite behind a shared fervor for teaching and learning.


Shélynn (Shey) Riel holds a Master of Education in TESOL and over fifteen years of experience in education. Alongside her work as co-host of The Teacher Think-Aloud Podcast, Shey works with Bridge Education as the Expert Series Webinar Moderator, facilitating live monthly webinars that bring together ELT experts to share insights and perspectives on the latest industry trends. Shey has held positions of leadership in curriculum development and program administration at universities and non-profits in the U.S., served as a facilitator for various digital exchanges for global English teachers, and delivered professional development to teachers on the ground in Argentina and Bangladesh. She adopts a holistic approach to education, emphasizing balanced environments for learning and reflection. Beyond the podcast, Anna works as a Learning & Development Coordinator for English Language Programs, a program of the U.S. Department of State, where she develops orientations and professional development courses on specialized topics in English language teaching for participants in teaching exchange programs worldwide. She holds an M.A. in Applied Linguistics and has worked within the field of English language education, abroad and in the U.S., for over 12 years as a teacher, assessment specialist, curriculum designer, program manager, and instructional designer. Her goal as an educator is to empower learners by giving them agency in their learning process and providing them with the tools they need to excel in their academic, professional, and personal lives.


For episode resources and more, visit our EL Community blog. Download the full episode transcript here.

Feb 27, 202449:40
S12/E3: Empowering every educator to be a teacher of language with Dr. Sarah Schmidt de Carranza
Feb 13, 202449:32
S12/E2: Fostering equity through Culturally Responsive Teaching with Dr. Sharroky Hollie
Jan 31, 202451:28
S12/E1: Making connections between languages to boost literacy with Dr. Sandra Mercuri
Jan 16, 202447:27
S11/E10: Season 11 Wrapped
Dec 20, 202306:17
S11/E9: Dual Language programs: Improve quality and ensure equity with Conor Williams

S11/E9: Dual Language programs: Improve quality and ensure equity with Conor Williams

In this episode of Highest Aspirations, we're discussing dual language programs: what key features make them successful, how we make them more equitable, the steps we can take to further progress in the dual language movement, and much more.

For this conversation, we're interviewing Conor Williams, a senior fellow at The Century Foundation, where he writes about education, immigration, early education, school choice, and work-life balance challenges for American families. He is an expert on American educational inequity, English learner students, dual immersion programs, urban education reform, and the history of progressivism. He was previously a senior researcher in New America’s Education Policy Program, a senior researcher in its Early Education Initiative, and the founding director of its Dual Language Learners National Work Group. He has taught postsecondary courses at Georgetown University, George Washington University, and American University. He is a member of the Children’s Equity Project and the National Conference of State Legislatures’ State Policy and Research for Early Education (SPREE) Working Group.

Williams is a regular columnist at the 74 Million. His work has also been published by the New York Times, Atlantic Monthly, Washington Post, The New Republic, Dissent, Commonweal, The Daily Beast, Vox, Talking Points Memo, and elsewhere.

Williams holds a PhD and MA in government from Georgetown University, an MS in teaching from Pace University, and a BA in government and Spanish from Bowdoin College. Before beginning his doctoral research, he taught first grade in Brooklyn, New York. Williams attended public schools for his K–12 education, and has two children enrolled in a public elementary school in Washington, D.C.

We hope you enjoy the conversation - and invite you to find additional episode takeaways and resources on our EL blog. You can download the full episode transcript here and access the report referenced throughout the interview here.

Dec 05, 202358:17
S11/E8: Student perspective for improving school experience for children of immigrants with Falmari Rojas-Barrios.
Nov 21, 202335:14
S11/E7: Independent study for gathering & sharing immigration stories with Dr. Joanna Dreby and Dr. Eric Macias

S11/E7: Independent study for gathering & sharing immigration stories with Dr. Joanna Dreby and Dr. Eric Macias

We have a repeat guest on Highest Aspirations today. I first talked with Dr. Joanna Dreby and some of her students back in March of 2022. We discussed the challenges that US-born children of immigrants face in school, family, and social environments. The two episodes we did were really eye-opening for me and many of our listeners. Joanna and one of the students we profiled in the series - Falmari Rojas-Barrios - will be joining us at our upcoming IMPACT conference to talk more about this topic, but we also decided to put this episode together around some of the other work Joanna and her team are doing at the University of Albany. Dr. Eric Macias has been an integral part of this work, and he joins us in this interview to make connections between what they are doing with undergraduate students and how we might be able to apply their learnings to K-12 settings as well. 

We dig into an impactful independent study experience they designed at the University of Albany to facilitate meaningful discussions among undergraduate students on immigration, the strategies they used to create a conducive environment for sharing personal migration stories, how K-12 educators can create inclusive and supportive environments for students to share their immigration experiences, and much more. 

As always, thanks for listening to Highest Aspirations and please enjoy our conversation with Dr. Joanna Dreby and Dr. Eric Macias. 



, and visit our EL Community blog for additional episode takeaways and a library of free resources for educators of multilingual learners.

Nov 07, 202358:15
S11/E6: Combating compassion fatigue: Self-care for educators with Dorina Sackman-Ebuwa

S11/E6: Combating compassion fatigue: Self-care for educators with Dorina Sackman-Ebuwa

How has a misinterpretation of “self-care” led to burnout in the education field? How can heightened emotional intelligence improve our ability to understand and manage our emotions, particularly when advocating for our MLLs? What are some improvements or changes we can call for in the educational ecosystem to provide better, meaningful emotional support for educators?


Dorina Sackman-Ebuwa in an honest, vulnerable, and sometimes emotional conversation about how a misinterpretation of “self-care” has led to burnout in the education field, how heightened emotional intelligence improves our ability to understand and manage our emotions, particularly when advocating for our MLLs, and some improvements we can call for to provide better, more meaningful emotional support for educators. 

Dr. Dorina Sackman-Ebuwa is known as The Lab Coat Teacher and affectionately “Miss Dorito” by her students and colleagues from around the world. A Top 4 Finalist for National Teacher of the Year and Florida Teacher of the Year, polyglot Dorina takes her 26-year ELL/Bilingual/ELSVA classroom experiences and doctoral research on Transformative Emotional Intelligence and travels the globe inspiring, motivating, empowering, and elevating educators with professional and personal learning that starts from within. From trainings from the heart using her YouTube Channel BELIEVE_Café, to her authentic and humorous real talk “Keyshops” on reflequity® through Emotional Intelligence, Dorina Sackman-Ebuwa encourages all to B.E.L.I.E.V.E.! ® - Be the Educators who Lead to Inspire and Empower Via Empathy! When not wearing the many hats of an educator, Dorina dons a Stetson and works on her “Franch”, tending to her beloved special needs rescue cows, goats, chickens, ponies, mini donkeys, and barn cat named “Cool Ranch”. Find Miss Dorito on twitter @Dorina_BELIEVE or visit www.dorinasackman.com




Oct 24, 202301:01:17
S11/E5: A real conversation about how implicit bias impacts student expectations & potential with Amy King and Yvonne Williams

S11/E5: A real conversation about how implicit bias impacts student expectations & potential with Amy King and Yvonne Williams

How can we determine the difference between pushing our language learners to productive struggle vs. past their frustration point? What can educators do to intentionally address or decrease the impact that our own implicit bias may have on our expectations for our students? How can we support students, particularly multilingual learners, in un-learning low self-esteem or self-confidence for their own learning abilities?

We address these questions and more with Amy King and Yvonne Williams from WCEPS, who each have over 20 years of experience in multilingual education in a variety of roles. They specialize in providing highly effective professional learning opportunities to help educators best serve their multilingual learners.

Download the full episode transcript here and find additional episode resources and takeaways on our EL Community blog. Finally visit our EL Community Facebook page where you’ll find valuable tips from others as well as the connections you need to help you grow professionally. There is also a thread dedicated to this particular episode.


Yvonne is the Director of Multilingual Learner Educator Engagement at WCEPS.  She collaborates closely with LEAs to discuss educator goals and needs to develop the best path to topics that align with those goals. Prior to WCEPS, she spent three years with WIDA, as a Professional Learning Specialist working in both international and domestic settings. She has worked in education for 25+ years, teaching a variety of language learners from grades Kinder to High School. She also worked as a District ELL Trainer, ELL Instructional Coach, Family Literacy Coordinator, and High School Parent Involvement Coordinator. Yvonne was born in Chihuahua Chihuahua Mexico and came to the US when she was 5. Her experience as an English language learner adds passion to her work. She is joined by her two sisters as first-generation graduates with a master's degree. Her journey as an EL student has provided her with insights that promote high expectations, recognizing potential and leveraging the cultural assets that bilingual students bring to school communities. She now lives in Washington State with her husband but lived in Las Vegas, Nevada for over 23 years prior to moving to Washington. Her two bi-racial sons are proud to hold bachelor's degrees and live in Nevada and Washington states. She believes in family first and values the value that public education can provide for all students. She earned her bachelor’s in business administration from Angelo State University in Texas and her Master's in Bilingual Education from NOVA Southeastern University, Florida. Her endorsements include TESL, Bilingual, and Computer Literacy.

Amy King has more than 20 years of experience in the field of English language teaching and learning both in the US and overseas. Before joining WCEPS, Ms. King was a Senior Professional Learning Specialist at WIDA for more than six years. She taught ESL in K–12 public schools, private language schools, and adult education programs. Internationally, she has taught in both Slovakia and South Korea. In Banska Bystrica, she was a visiting lecturer at Mateja Bela University. In Seoul, she worked at Shin–il High School as a Fulbright English Teaching Assistant and at the Foreign Language Institute of Yonsei University. She was an English Language Fellow at Hanoi Metropolitan University in Vietnam through a program sponsored by the US State Department. She holds a BS in Speech and an MS in Journalism from Northwestern University near Chicago. She earned a TESOL Certificate from American University in Washington, DC and a Multiple–Subject Teaching Credential from National University in San Diego. In addition to certificates in Blended Learning, Microlearning and E–Learning, she earned a Master of Instructional Design from the Association of Talent Development. She is currently working on a MS in Educational and Instructional Technology through National University.



Oct 10, 202350:44
S11/E4: School-wide systems of improvement for more equitable instruction with Sarah Ottow
Sep 26, 202350:49
S11/E3: Empowering bilingual, biliterate, and bicultural students with NABE TOY Sonia Águila

S11/E3: Empowering bilingual, biliterate, and bicultural students with NABE TOY Sonia Águila

How can teachers use relationship building to improve learning outcomes for hesitant or disconnected students? How can we encourage our students to embrace and celebrate their bilingualism?

We dive into these questions and more with Sonia Águila, a California dual language teacher who has been recognized in her district, her state, and nationally for the work she has done in the field of multilingual education.

Born in Santa Barbara, California, Sonia Águila grew up in a small town near Guadalajara, Mexico. She returned to California at age 11 only knowing how to count to ten in English. After experiencing many challenges and even being discouraged from pursuing a higher education as a young student, she was eventually selected as her high school Salutatorian and Latino Student of the Year at the University of California, Santa Barbara. She followed her lifelong dream of becoming a teacher after  obtaining an Elementary Teaching Credential with an emphasis in Spanish and a Masters Degree in Education.


Sonia is currently a 2nd grade Dual Language Immersion Teacher at Canalino Elementary School and the Dual Language Immersion Chairperson for Carpinteria Unified School District, where co-wrote the Plan Maestro for the Dual Language Immersion Program.

She was Carpinteria Unified School District Teacher of the Year in 2017,  

California Bilingual Teacher of the Year in 2022,

And National Bilingual Teacher of the Year un 2023.

Download the full episode transcript here, and find more free resources for multilingual educators on our website.

Sep 12, 202348:07
S11/E2: Creating environments for intrinsic motivation to flourish with Larry Ferlazzo
Aug 29, 202350:41
S11/E1: Learn to discuss, discuss to learn with Dr. Mariana Castro

S11/E1: Learn to discuss, discuss to learn with Dr. Mariana Castro

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 transform each episode into digestible blog posts, useful graphics, and compelling posts on social media and post them on our EL Community page. 

Speaking of social media and community, I am excited to announce the launch of our new Ellevation Educator Facebook Group. The group’s primary goal is to foster meaningful connections among educators who support English learners in their schools. In this inclusive space, we encourage members to engage in thoughtful discussions, exchange valuable insights, and share best practices that empower multilingual students on their language journey. This group warmly welcomes all levels of expertise - whether you're an experienced educator, seasoned advocate of English learners or just starting to explore the world of multilingual education. To join, just search for Ellevation Educator Community under the Groups tab on Facebook. Then go ahead and post on the group to let us know what you learned from this episode. 

Subscribe to the show here: https://open.spotify.com/show/0W4CYdurgYRIwFGif3H6Qk

Visit our EL Community page for episode resources, related content and more. Download the episode transcript here.

Aug 15, 202350:51
S10/E10: Innovative Approaches to Newcomer Programs with Kimberly Mitchell

S10/E10: Innovative Approaches to Newcomer Programs with Kimberly Mitchell

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 for its newcomer centers for years - so much so that people from other districts have visited them to learn more about how to create similar programs. But the disruption caused by the pandemic forced district leaders at Katy to make significant changes - and the result has been magical. 

I sat down with Kimberly Mitchell, Instructional Officer for Secondary ESL at Katy ISD to talk about how the challenge her district was facing turned into an opportunity, and how other districts can learn from their journey. From change management to rolling out PD programs with very little time, Kimberly shares a wealth of ideas and resources that will encourage you to rethink traditional newcomer programs and energize teachers in the face of significant transitions. 

I hope you enjoy this last episode of the season. We’ll be back in August for Season 11, but in the meantime, please visit our EL Community to access all our free resources, including every episode of the Highest Aspirations podcast. 

Kimberly Mitchell holds a Bachelor of Arts in Literature and a Master’s of Education in Curriculum and Instruction with an emphasis on literacy from the University of Texas at Arlington. She began her career in Alvin, Texas teaching English as a Second Language at the high school and junior high levels. Since then she has worked in the Office of Other Languages for Katy ISD in Texas. Currently, she is the Instructional Officer for Secondary ESL. She is passionate about supporting campus staff in effectively providing ESL program services for secondary emergent bilingual students

Visit our EL Community page for episode resources, related content and more.Download the episode transcript here.

May 16, 202343:57
S10/E9: An overview of the history of ELs in education policy with Ellevation co-founder Teddy Rice
May 02, 202352:22
S10/E8: The future of AI in K12 Education with Chris Mah
Apr 18, 202352:14
S10/E7: Embracing mathematical mindsets to improve instruction for MLLs with Adrian Mendoza
Apr 04, 202351:03
S10/E6: Tasting history: How sharing a recipe can connect cultures featuring 3 students from Lowell High School

S10/E6: Tasting history: How sharing a recipe can connect cultures featuring 3 students from Lowell High School

Mar 21, 202326:52
S10/E5: Supporting Long Term English Learners - Start by Changing the Label with Tan Huynh and Beth Skelton
Mar 07, 202355:27
S10/E4: Collaborating with reluctant teachers in support of multilingual learners with Dr. Andrea Honigsfeld and Valentina Gonzalez

S10/E4: Collaborating with reluctant teachers in support of multilingual learners with Dr. Andrea Honigsfeld and Valentina Gonzalez

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 is an educational consultant and content creator for Seidlitz Education. She is also a longtime educator serving emergent bilingual students and their families from around the globe. Her personal experience as an immigrant from Yugoslavia and language learner fuel her desire to advocate for multilingual children and support teachers with the best research-based teaching methods. Valentina is the co-author of Reading & Writing with English Learners: A Framework for K-5. Her work has also been published in numerous journals and professional publications such as Edutopia, MiddleWeb, TEPSA, Ed Week, and School Library Journal.

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.
Download the episode
transcript here.

Feb 21, 202354:36
S10/E3: Improving processes for giving and receiving feedback with Dr. Esteban Hernandez

S10/E3: Improving processes for giving and receiving feedback with Dr. Esteban Hernandez

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 future college and career opportunities. Dr. H. holds an M.A with emphasis in curriculum and instruction, and a PH.D. in Educational Leadership with research dissertation titled: "The Influence of In-Situational Coaching on the Reading Achievement of English Learners in Fifth Grade."

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.
Download the episode
transcript here.

Feb 07, 202348:45
S10/E2: How educators can self-direct their professional learning with Carol Salva, Tan Huynh, and Katie Toppel

S10/E2: How educators can self-direct their professional learning with Carol Salva, Tan Huynh, and Katie Toppel

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, state leaders, and local education agencies to support multilingual learners at all language levels. She is the co-author of both Boosting Achievement, Reaching Students with Interrupted or Minimal Education, and also DIYPD: A Guide to Self-Directed Learning for Teachers of Multilingual Learners. Dr. Salva has taught Elementary, Middle, and High school. She is a Certified Gomez & Gomez Dual Language Trainer, and a Certified Abydos Writing Trainer.

Tan Huynh (@TanKHuynh) is a career teacher, consultant, and author specializing in language acquisition and literacy development. Tan has taught students from 5th to 10th grade in public, private, charter, and international schools.  He has served as a language specialist and is currently a secondary social studies teacher.  Tan shares teaching strategies on his blog and podcast with the hopes of celebrating teachers who answer the call to serve multilingual learners.

Dr. Katie Toppel is an English Language Development Specialist at the elementary
level, serving multilingual learners through collaboration, co-teaching, and small-group
instruction. Dr. Toppel is the newest member of the SIOP author team and co-author of the book DIY PD: A Guide to Self-Directed Learning for Educators of Multilingual Learners. She is also the co-founder of

#MLLChat_BkClub on Twitter, which is a virtual book club aimed at improving instructional
practices for 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.
Download the episode
transcript here.

Jan 24, 202301:04:46
S10/E1: Nebraska’s 2022 Teacher of the Year is an EL Teacher - We discuss what is working in EL education

S10/E1: Nebraska’s 2022 Teacher of the Year is an EL Teacher - We discuss what is working in EL education

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 preparation to serve ESL students. We sat down with him to hear some of the most important messages he wants educators to know about working with this student population and to share what strategies and approaches he has found success with in his ESL education career.

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.
Download the episode
transcript here.

Jan 10, 202349:05
S9/E10: 2022 Learnings and 2023 Predictions with Sandra Medrano-Arroyo

S9/E10: 2022 Learnings and 2023 Predictions with Sandra Medrano-Arroyo

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 NABE and La Cosecha among others. In over 23 years in education, she has served the needs of emergent bilinguals and various sub-groups in a number of roles: teacher, academic coordinator, school director, recruiter, instructional specialist, and program planner. Prior to Ellevation, Sandra served as the Manager of Multicultural Education for the 11th largest school district in the US, overseeing the ESOL program for over 34,000 students, including a two-way dual language program that served over 9,000 students. Since 2016, she has also served as a PD Consultant for the National Association for Bilingual Education.

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.

Download the episode transcript here.

Dec 13, 202251:37
S9/E9: Collaborative Support for Multilingual Learners with Disabilities with Dr. Sara Kangas

S9/E9: Collaborative Support for Multilingual Learners with Disabilities with Dr. Sara Kangas

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 schools can employ a collaborative approach in addressing inequities. Dr. Sara Kangas is an associate professor in the College of Education at Lehigh University.  She is an applied linguist whose research focuses on the school-age population of multilingual learners (MLs) with disabilities.  Using ethnography and interpretive policy analysis, Dr. Kangas investigates opportunity to learn for MLs with disabilities, with particular attention to the ways in which education policies, school structures, and ideologies affect their everyday learning experiences.  Grounded in interpretivist and critical frameworks, her research seeks to promote social justice through advocating and expanding the learning opportunities and educational rights of MLs with disabilities.

Dr. Kangas has published in top-tier journals such as the American Educational Research Journal, Teaching and Teacher Education, and TESOL Quarterly, among others.  Her scholarship has received the James E. Alatis Prize (2018), TESOL Award for Distinguished Research (2015), and the Wilga Rivers Memorial Graduate Student Award (2015).  Dr. Kangas earned her Ph.D. in Education with a concentration in applied linguistics at Temple University.

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.

Nov 29, 202245:05
S9/E8: How to Cultivate a Sense of Belonging for Immigrant-origin Students with Jessica Lander

S9/E8: How to Cultivate a Sense of Belonging for Immigrant-origin Students with Jessica Lander

Nov 15, 202259:10
S9/E7: Giving Teachers What They Need to Support Multilingual Learners with Renae Skarin

S9/E7: Giving Teachers What They Need to Support Multilingual Learners with Renae Skarin

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, curriculum developer, and project manager for projects specializing in issues of equity and accessibility for diverse learners and has a strong background in second language teaching and teacher education both in the U.S. and abroad.

Download the episode transcript here.

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.

Nov 03, 202249:48
S9/E6: Ensuring Refugees and Newcomers Receive the Education They Deserve with Jo Napolitano

S9/E6: Ensuring Refugees and Newcomers Receive the Education They Deserve with Jo Napolitano

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 primary focus, and for good reason: It was the only means  through which she would escape poverty.

Born in Bogota, Colombia, Napolitano was abandoned at a bus stop by her birthmother when she was just a day old. Placed in an orphanage, she nearly died of starvation before she was adopted by a blue-collar family from New York. She was raised by a single parent and is a first-generation college graduate having earned her bachelors from Medill at Northwestern University.  She  believes no child’s life should be left to chance.

Download the episode transcript here.

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.

Oct 18, 202246:33
S9/E5: Using ESSER Funds to Support Multilingual Learners with Rosario Quiroz Villareal and Cici Matheny

S9/E5: Using ESSER Funds to Support Multilingual Learners with Rosario Quiroz Villareal and Cici Matheny

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 policies and practices that ensure effective teaching in every classroom. Rosario got her start in policy through Next100, a startup think tank created for—and by—the next generation of policy leaders. Her orientation to education started with multilingual learners, as a bilingual educator in Texas and New York, and as a multilingual learner herself.

Cici Matheny is a policy analyst at TNTP and holds a master’s of public administration from the Marxe School of Public and International Affairs at Baruch College, City University of New York. She worked with middle, high school and college students for eight years at a sports-based afterschool program in New York City before pivoting to education policy. At TNTP, she researches policy issues across the country impacting the teacher workforce and student outcomes in the wake of the pandemic.

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.

Oct 04, 202238:52
S9/E4: Unpacking the Relationship Between Literacy and Math with Diane Kue
Sep 20, 202238:29
S9/E3: Implementing Sustainable Professional Development with Leticia Trower
Sep 06, 202246:03
S9/Bonus Episode: Meet Yerahm and Bryan, Two Recipients of the 2022 Ellevation Scholarship
Aug 30, 202223:40
S9/E2: Embracing Spanglish as Translanguaging in the Classroom with Alexandra Medrano

S9/E2: Embracing Spanglish as Translanguaging in the Classroom with Alexandra Medrano

How can educators shift their practice from tearing down students for translanguaging or using “Spanglish” to building this up? How can tactics like co-teaching and professional learning opportunities be leveraged to support multilingual students and create more equitable classrooms? What can educators do to incorporate their students’ entire linguistic repertoire and validate their experiences in the classroom to build confidence?

Spanglish has historically been discouraged in both English and Spanish classrooms across the US. However, by discrediting this blended language we are not allowing students to use their entire linguistic repertoire. Not only is Spanglish, which is the blending of word parts from both Spanish and English, a significant part of many heritage Spanish speaking students’ identities, it is a valuable form of translanguaging.

To explore this topic in depth, we spoke with Alexandra Medrano, a teacher in Colorado who shares her journey from discouraging to celebrating Spanglish in her classroom. She also highlights other strategies she uses to create a more supportive and welcoming learning environment.

Alexandra (Alex) Medrano was a founding team member of DSST: Conservatory Green High School, a public charter school in North East Denver. The school is now in its fifth year, and her role has changed from founding Spanish teacher to Senior Academy Dean of Culture and instructional coach. For the last three years, she was the campus Multilinigual Education program coordinator, ensuring that emerging bilinguals receive effective instruction in their content courses by monitoring English proficiency data, analyzing gaps between emerging bilingual and monolingual students, and leading professional development to staff about the best practices to support emerging bilinguals.

Additionally, she co-taught English language development integrated history courses, with explicit language instruction. Alexandra is a 2013 Colorado Springs Teach for America alumni and has earned a master's in Educational Equity and Cultural Diversity from CU Boulder. This is her tenth year in education.

For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community

Find the full episode transcript here. Visit our EL Community page for episode resources, related content and more.

Aug 23, 202239:42
S9/E1: Crafting Content, Language, and Culture Learning Targets with Dr. José Medina

S9/E1: Crafting Content, Language, and Culture Learning Targets with Dr. José Medina

What are culture learning targets and why are they critical for creating non-oppressive learning environments? How can individual teachers lesson plan in a way that can disrupt the status quo of a monolingual centric approach to learning? How can educators support their multilingual learners in making cross-linguistic connections and fostering a practice of metalinguistic awareness?

Welcome back to Season 9 of the Highest Aspirations podcast, a show where we explore how we can help make an impact on our nation’s highest growing student demographic multilingual learners. Our first guest of the season is Dr. José Medina.

Dr. 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 district leader who has also served as an administrator, educator, and advocate at the elementary, middle, and high school levels. Dr. Medina is a co-author of the third edition and widely-used Guiding Principles for Dual Language Education and creator of the C6 Biliteracy Instructional framework, which we discuss during this interview. Dr. Medina is also a member of Ellevation's Instructional Advisory Board.

To download the full episode transcript click here.

For episode recap and resources, additional multimedia content and exclusive community webinars and toolkits, visit www.ellevationeducation.com/el-community

Aug 09, 202250:48
S8/E13: Creating Intentional Opportunities to Improve Listening Comprehension with Paul Hernandez and Theresa Blanchard
Jun 21, 202251:34
S8/E12: Providing Equitable Assessments to Identify Gifted English Learners with Dr. Jack Naglieri
Jun 07, 202248:21
S8/E11: Helping Newcomers Cross the Finish Line: Graduation and Beyond with Pamela Broussard

S8/E11: Helping Newcomers Cross the Finish Line: Graduation and Beyond with Pamela Broussard

What vital roles do social and cultural capital play in determining the opportunities available to new arrivals? How can peers be leveraged to help newcomers cross the we/them divide while growing academically? What does it mean for new arrivals to “cross the finish line” and what are a few key steps educators can take to help them get there?

We discuss these questions and much more with Pamela Broussard. Pamela Broussard is a passionate keynote speaker, presenter, and high school New Arrival Center teacher from Houston, Texas. She has more than  30 years of teaching experience ranging from elementary to master's degree prep courses. She has taught Regular Ed., Special Ed.,  ESL/EL/ML, SLIFE, and New Arrivals.  She has taught in the USA and abroad.  In addition to teaching, she is Rotary International Peace Fellow. She has traveled to more than 35 countries including working in Afghanistan for seven years. She has spent time in: refugee camps, war zones, orphanages, trash heaps, and human trafficking zones.  These experiences and trainings have given her a wealth of experience with Social Emotional Learning, Cultural Responsive Teaching, and Trauma-Informed Teaching. When she's not teaching, you can find her with hands covered in paint, glue stuck to her fingers, and collage supplies across her desk doing art.

You’ll find multimedia resources - including a transcript of this episode, accompanying blog posts, videos, collaboration opportunities, and more - on our learning community. For episode resources and additional content visit our EL Community page.

Find the full episode transcript here.

May 24, 202252:23
S8/E10: The Role of Teacher Identity in Culturally Responsive Instruction with Tanji Reed Marshall

S8/E10: The Role of Teacher Identity in Culturally Responsive Instruction with Tanji Reed Marshall

How can concepts like “teacher identity” and “learning leader” transform how educators show up in the classroom? What is the difference between directive and generative scaffolding, and how can one be significantly more constructive for ELs? What roles can deep culture, identity, and instructional power play in crafting more equitable teaching styles?

We discuss these questions and much more with Tanji Reed Marshall, who was highly recommended by our friend Jeff Zwiers form Stanford Graduate School of Education. Tanji Reed Marshall, Ph.D., is the director of p-12 practice, leading Ed Trust’s Equity in Motion assignment analysis work. Prior to joining Ed Trust, Tanji worked in the Office of Academic Programs at Virginia Polytechnic Institute and State University to prepare the school of education’s accreditation with the Council for the Accreditation of Educator Preparation. Before that, she supported prospective secondary English teachers who were working to obtain licensure through the school of education.

You’ll find multimedia resources - including a transcript of this episode, accompanying blog posts, videos, collaboration opportunities, and more - on our learning community. For episode resources and additional content visit our EL Community page.

Download the full episode transcript here.

May 10, 202253:43
S8/E9: An Inside Look into the 7 Steps to a Language Rich Classroom with Author John Seidlitz

S8/E9: An Inside Look into the 7 Steps to a Language Rich Classroom with Author John Seidlitz

How does the teaching outlined in his book 7 Steps to a Language Rich classroom help bridge the gap between research and practice? What outcomes or impact has John and his team seen on student performance in classrooms where the 7 steps methodology has been implemented? What would John say to educators who may be interested in trying the 7 Steps but may have lingering questions about the potential loss of agency or the level of fidelity needed to effectively implement?

On this episode, we bring back our friend John Seidlitz to catch up on the work he has been doing for the newest version of his well known 7 Steps to a Language Rich Classroom book. It is always great to connect with John but the interview you’re about to hear is just one part of our exploration of this topic. You’ll find multimedia resources - including a transcript of this episode, accompanying blog posts, videos, collaboration opportunities, and more - on our learning community. For episode resources and additional content visit our EL Community page

Find the full episode transcript here.

John Seidlitz is an independent educational consultant and the author of Sheltered Instruction Plus: A Guide for Texas Teachers of English Learners; Navigating the ELPS: Using the New Standards to Improve Instruction for English Learners; and a contributing author for The SIOP® Model for Teaching History-Social Studies for English Learners. He is the co-author of numerous publications including the 7 Steps to Developing a Language-Rich Interactive Classroom®. Mr. Seidlitz has been a member of the SIOP® National faculty and guest lecturer for many regional and national language development conferences. He taught social studies and ESL, served as a secondary ESL program coordinator, and held the position of education specialist at ESC Region 20 in San Antonio, Texas. In 2005, Mr. Seidlitz founded Seidlitz Education which is dedicated to the mission of Giving Kids the Gift of Academic Language™.

Apr 26, 202256:08
Bonus Episode: Meet 2021 Ellevation Scholarship Recipient Shreya Rohatgi

Bonus Episode: Meet 2021 Ellevation Scholarship Recipient Shreya Rohatgi

How can relationship building and interpersonal connection play a vital role in English learners developing a love of reading? What can educators do to encourage students to move outside of their comfort zone at school, especially when it comes to reading academic content? How can providing students with leadership opportunities enhance learning and inspire students to think in new ways?

We discuss these questions and more with Shreya Rohatgi, a first-year college student at the University of Oklahoma who earned one of Ellevation’s scholarships last year. Shreya is a biochemistry major with a minor in psychology. She is also intentionally taking classes that invoke her creative side, which she feels is an important part of a well-rounded education. She is also a member of the Presidents Leaders Club, where she has been lucky to be part of what she calls patchwork of people whose individual talents and experiences come together to create something powerful.

We caught up with Shreya in the middle of our application period for Ellevation’s 2022 scholarship. We hope our conversation with her inspires you to encourage your students to apply. We’ll accept applications through May 12th and you can find all the information you need on our Community page. You can also find multimedia resources - including a transcript of this episode, accompanying blog posts, videos, collaboration opportunities, and more - on our learning community. 

As always, thanks for listening to Highest Aspirations.

Apr 18, 202234:06
S8/E8: Why Decoding Isn’t Enough for Literacy: The Path Toward Comprehension with Dr. Kathy Escamilla and Dr. Sue Hopewell

S8/E8: Why Decoding Isn’t Enough for Literacy: The Path Toward Comprehension with Dr. Kathy Escamilla and Dr. Sue Hopewell

What is the relationship between decoding and comprehension when reading, and why is it important for educators to prioritize both? Why are key literacy resources like school librarians or educational media specialists and classroom libraries growing scarce and what are the consequences? How can listeners begin to take steps on a micro and macro level to improve flawed education policies that are impacting multilingual learners?

We discuss these questions and much more with Dr. Kathy Escamilla and Dr. Sue Hopewell.

For episode resources, additional content and much more visit our EL Community page. Find the episode transcript here

Dr. Kathy Escamilla is a Professor Emerita of Education in the Division of Equity, Bilingualism and Biliteracy at the University of Colorado, Boulder. She held the Bob and Judy Charles endowed chair in this division. Dr. Escamilla’s research focuses on issues related to the development of bilingualism and biliteracy for Spanish-speaking emerging bilingual children in US schools. Her research has also examined assessment practices for emerging bilingual learners.

Sue Hopewell is the Director and Co-Founder of Literacy Squared® and an Associate Professor at the University of Colorado Boulder in the division Equity, Bilingualism and Biliteracy in the School of Education. Her research focuses on issues of language, culture, equity, and identity especially as they impact, or are affected by, bilingualism and the related literacy practices at the elementary school level

Apr 12, 202247:20
S8/E7: Student's Perspective: Challenges that US Born Children of Immigrants Face with Rachel Lim, Iliana Perez and Falmari Rojas (Part 2)
Apr 05, 202233:27
S8/E6: Sociologist's Perspective: Challenges that US Born Children of Immigrants Face with Joanna Dreby (Part 1)

S8/E6: Sociologist's Perspective: Challenges that US Born Children of Immigrants Face with Joanna Dreby (Part 1)

How are the challenges and experiences of English learners born in the US different than those who have recently arrived and why is so important for educators to understand them? In what ways does family members’ citizenship status and fear of deportation or separation affect these students? What kinds of social-emotional supports can educators leverage to help support these students in the classroom, and what policy changes can they advocate for at a local level?

We discuss these questions and much more in a special two-part series with University of Albany professor and author Dr. Joanna Dreby and three of her former and current students who are also English learners born in the US. In this episode, Dr. Dreby shares her experience and expertise in working with students who have grown up as children of immigrants. As you'll hear in our conversation, the challenges they face stretch well beyond learning English. All too often, these students find themselves growing up far too quickly as a result of their parents’ immigration status and lack of familiarity with the US educational system. They are often put in positions where they are expected to act as adults in their homes, their communities, and even in the court system. The trauma all this creates has a direct impact on social-emotional and academic progress, and forces many of these students to question their identities.

Check back next week for part two featuring three of her graduate students, and visit the EL Community page for episode takeaways, resources and more!

Find the full episode transcript here.

Dr. Dreby’s research explores family dynamics under conditions of increased globalization, with specific expertise on international migration, gender, and children.

She is author of two award-winning books Divided by Borders: Mexican Migrants and their Children (University of California Press 2010) and Everyday Illegal: When Policies Undermine Immigrant Families (University of California Press 2015), and the award-winning article "The Burden of Deportation on Children in Mexican Immigrant Families" (Journal of Marriage and Family 2012). She is co-editor of the volume Family and Work in Everyday Ethnography (Temple University Press 2013). Dr. Dreby has published more than 30 peer reviewed journal articles and book chapters on a range of topics including child care fatalities, transnational families, gender and generational relations in families, work-family balance, and the impacts of immigration enforcement policies on children.

In 2017, Dr. Dreby was a Fulbright Scholar to Costa Rica and she received a Fulbright-Garcia Robles Grant in 2004-2005 for field research in Mexico. Her research on children and youth has been funded by the Foundation for Child Development (2009-2012), and her current project titled “the Aftermath of Immigration Enforcement Episodes” is funded by the Russell Sage Foundation (2019-2022). She uses a variety of qualitative methods, emphasizing ethnography, comparative research and in-depth interview techniques. She has a background in social services and retains interest in community based work. Dr. Dreby received her Ph.D. in Sociology from the CUNY Graduate Center in 2007.

Mar 29, 202237:21
S8/E5: Identifying and Supporting Gifted and Talented Multilingual Learners with Marcy Voss

S8/E5: Identifying and Supporting Gifted and Talented Multilingual Learners with Marcy Voss

Mar 15, 202240:43
S8/E4: Listening Comprehension, Academic Language, and Culturally Responsive Teaching - How They Fit Together with Monica Brady-Myerov

S8/E4: Listening Comprehension, Academic Language, and Culturally Responsive Teaching - How They Fit Together with Monica Brady-Myerov

Mar 01, 202242:13
S8/E3: Using Guided Reading Strategies to Support English Learners with Melanie Sembritski, Wesley Sever and Kelsi Iturralde
Feb 15, 202239:35
S8/E2: Internalizing Academic Vocabulary and Increasing Student Engagement with Natalia Heckman

S8/E2: Internalizing Academic Vocabulary and Increasing Student Engagement with Natalia Heckman

Feb 01, 202253:23
S8/E1: Advancing Equity in Professional Learning for Educators of Multilingual Learners with Silvia Romero-Johnson and Mariana Castro

S8/E1: Advancing Equity in Professional Learning for Educators of Multilingual Learners with Silvia Romero-Johnson and Mariana Castro

How might we design and ensure access to equitable professional learning opportunities, specifically to address the unique needs of multilingual learners? What are some tools that can be used to monitor the progress of educators through professional learning and how do we measure its impact on student progress and learning? What are some strategies to design and implement equitable professional learning opportunities that are both introspective and connected to practice?

We discuss these questions and much more with Silvia Romero-Johnson and Mariana Castro, authors of the new book, Advancing Equity in Dual Language Education: A Guide for Leaders. One note on the title - Silvia and Mariana define leaders with a wide lens. The information and resources shared in the book and in this episode are relevant and useful for any educator working with multilingual learners - particularly in dual-language programs. We would actually go so far as to say that it is useful for ALL educators. In this interview, we focused on one chapter of the book specifically dedicated to equitable professional learning.

You can read access more resources, including a transcript of this episode, on the accompanying blog post on our learning community

Find the episode transcript here. 

Guest Bios

Mariana Castro, Ph.D. is Deputy Director of the Wisconsin Center of Education Research at the University of Wisconsin Madison and a leader and researcher at WIDA, a project with the mission of advancing the academic achievement of multilingual learners. Castro has served the field of education as a science teacher, an ESL and bilingual educator and administrator, as a teacher educator and as a researcher. Her work as a qualitative researcher has focused on issues at the intersection of policy and practice in the education of multilingual learners.  Castro’s research on the language practices and language development of multilingual learners has provided a foundation to her work leading the development of language standards for K-12 students and early years, in both English and Spanish. 

Dr. Silvia Romero-Johnson is currently serving as Director of Bilingual Programs and Instructional Equity in the Verona Area School District in Verona, WI. She has served in the education field in a variety of capacities including: Interim Chief Academic Officer and Assistant Superintendent for the Office of English Learners in the Boston Public Schools in Boston MA. As the Executive Director of the Office of Multilingual and Global Education in the Madison Metropolitan School District in Madison, WI, she led the district’s transition from transitional bilingual education to dual language immersion education. She was the principal of Nuestro Mundo Community School, MMSD’s first two-way bilingual immersion charter school. 

Jan 18, 202253:50