“You can’t close your door here:” Leveraging teacher collaboration to improve outcomes for immigrant English Learners

Villavicencio, Adriana; Jaƒfe-Walter, Reva; Klevan, Sarah

doi:10.1016/j.tate.2020.103227

Cited by 15 publications

(4 citation statements)

References 41 publications

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“…Despite these critiques, which have been voiced by many educators and scholars (Jones et al, 2013), Clemente’s leadership continues to use this evaluation tool largely for the purposes of compliance versus authentic teacher growth and learning as illustrated further below. This lack of attention to authentic forms of teacher learning at Clemente reflected patterns within the broader professional context where teachers of EL students cited a lack of attention to the needs of EL students, professional development related to teaching ELs, and the enactment of culturally responsive approaches (Villavicencio, Jaffe-Walter & Klevan, 2021).…”

Section: Resultsmentioning

confidence: 99%

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

Jaƒfe-Walter

Villavicencio

2021

Educational Policy

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This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.

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Section: Resultsmentioning

confidence: 99%

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

Jaƒfe-Walter

Villavicencio

2021

Educational Policy

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“…Nonetheless, shared responsibility for MLs is often described primarily through teachers’ collaborative interactions, primarily focused on collaboration and coteaching among content and language teachers (e.g., Lachance & Honigsfeld, 2022; Lewis-Moreno, 2007). Scholars have pointed to the benefits of such collaboration for teacher learning and, as a result, ML outcomes (e.g., Villavicencio et al, 2021).…”

Section: Prior Conceptualizations Of Shared Responsibilitymentioning

confidence: 99%

Shared Responsibility for Multilingual Learners Across Levels of the Education System

Weddle,

Hopkins,

Lowenhaupt

et al. 2024

Educational Researcher

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Educational change efforts that prioritize equity for multilingual learners (MLs) require attention to several interconnected components of the education system. We build on prior literature and our collective research to clarify the concept of shared responsibility for ML students and to operationalize the concept at the school, district, and state levels. Drawing on institutional theory and a racialized organizations lens, we argue that shared responsibility is embedded in the mindsets, norms, and structures that shape education systems. We also attend to the complexities of fostering shared responsibility in practice, such as grappling with pervasive educator burnout and developing innovative strategies that span levels of the system. We conclude with directions for future research, including studies examining effective approaches for shifting the mindsets, norms, and routines comprising shared responsibility, and recommendations for researchers to play a more active role in shaping shared responsibility for ML students.

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“…English Language Development (ELD) teachers can help identify the language needs of their CLD learners and suggest instructional strategies to increase accessibility. Indeed, recent research points to increased academic outcomes for CLD learners when content area teachers collaborate with ELD specialists (Martin-Beltr an & Peercy, 2014;Villavicencio, Jaffe-Walter, & Klevan, 2021).…”

Section: Preparing a New Generation Of Culturally And Linguistically ...mentioning

confidence: 99%

Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students

Tigert

Leider

2021

TESOL Quarterly

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Classrooms in English‐dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre‐ and in‐service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core content areas is too limited an approach. Specifically, we take the stance that this narrow focus ignores issues of CLD students’ access to arts education (e.g., art, music, dance, theatre, etc.) and also diminishes the value and depth of both the content and language of the arts. In this article, we discuss the need for all teachers to be prepared to support CLD students, describe culturally and linguistically responsive pedagogy as a framework for developing art teacher competence, and offer suggestions for policy and practice in pre‐ and in‐service art teacher education.

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“You can’t close your door here:” Leveraging teacher collaboration to improve outcomes for immigrant English Learners

Cited by 15 publications

References 41 publications

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

Shared Responsibility for Multilingual Learners Across Levels of the Education System

Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students

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