Grounded in current research and award-winning practice, this important book provides a blueprint for school leaders to successfully implement programs and policies for creating an equitable learning environment for English Language Learners (ELLs). Full of accessible examples, strategies, checklists and solutions, this book covers topics such as elementary and secondary home visitation, family literacy programs, first-generation college attendance, family-school partnerships, second-language instruction, culturally responsive teaching and professional development. The guidance provided in Leading Learning for ELL Students can be put into practice immediately, and will help leaders at all levels address the changing landscape of their student populations to ensure the success of all students.
Table of Contents
Meet the Authors
Chapter 1 Successful Strategies for Immigrant Students
Chapter 2 The Three Legged Stool: Balancing the Roles of the School, the Students and the Parents
Chapter 3 High Impact Professional Development
Chapter 4 Culturally Proficient Pedagogy
Chapter 5 Leveling the Playing Field
Chapter 6 Preparing for Life After High School
Chapter 7 Diversity vs Inclusion
Catherine Beck is Assistant Superintendent of Student Learning in Summit School District, Colorado and Adjunct Professor at Concordia University and the American College of Education, USA.
Heidi Pace is a former Superintendent and teaches in the Education Department at Concordia University and Colorado College, USA.
"With the growing number of English Language Learners in U.S. schools, we teachers need all the strategies we can get to support them. Catherine Beck and Heidi Pace deliver plenty in Leading Learning for ELL Students."
-Larry Ferlazzo, co-author of The ESL/ELL Teacher's Survival Guide, and teacher, Luther Burbank High School
"There is a tremendous need for this book. Nationally, 1 in 4 students in public schools is an English Language Learner. This ratio is even greater in urban school districts across the country. So much of the literature about ELL students centers on classroom instruction, but this book addresses what administrative leadership can do to create supportive systems for all students."
-Paul Boyd-Batstone, California State University, Long Beach