• Summary
  • Contents
  • Subject index

This book will be the catalyst for transforming instruction for English language learners.”

—Dalane E. Bouillion, Associate Superintendent

Sprint I.S.D., Houston, TX

The author offers a wealth of ideas, strategies, suggestions, tips, and tools for implementation. There are logical and helpful conclusions on nearly every page!”

—Cathy A. Patterson, Teacher and Former Assistant Principal

Evergreen Elementary School, Diamond Bar, CA

How to give English language learners every opportunity for success

Are you faced with the challenge of making sure that English language learners succeed? This practical book shows how to shape a school culture conducive to high academic achievement for all students. An award-winning former principal and a professional development specialist provide the steps for developing teacher capacity, applying successful instructional practices, and advocating for ELLs. Written in straightforward language with quick reference charts, summaries, resources, and tools, the text provides:

Strategies for creating a culture of ELL advocacy and achievement; Case studies from school leaders who have created positive change for ELLs; Professional development tools that build teachers' knowledge of second language acquisition; Tips for strengthening home-school-community connections

Leading Academic Achievement for English Language Learners is an easy reference for faculty meetings, observations, and staff training sessions. The authors build a valuable bridge between relevant research and practical applications that will reap measurable results.

The Principal's Role in Building Capacity in the School Through Quality Professional Development
The principal's role in building capacity in the school through quality professional development

Schools are creative, generative, and responsive. Their leader's work is to cultivate learning at every turn, starting with their own.

—Donaldson (2008, p. 155)

In the previous chapter, we discussed the knowledge that principals and faculty need about English language learners (ELLs) and the language acquisition process as well as ways to gather information about the ELLs served by a campus or district. The next step—and the most challenging—is not only disseminating this knowledge to faculty members but also helping them develop and adjust their skills related to curriculum and instruction as they implement their new knowledge at the classroom level. During ...

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