Stanford University Online

California Leadership for English Learner Success

Instructors:
Maria Santos, Co-Chair and Senior Advisor, Understanding Language
Annie Kuo, Postdoctoral Scholar, Understanding Language at Stanford University
Claude Goldenberg, Professor of Education, Graduate School of Education, Stanford University
A free course from Stanford University

The Course

This course supports educational leaders in driving educational change for English Learner (EL) students in California. Participants examine existing systemic thinking and structures that support the education of English Learners, use tools to look more deeply at practices for ELs, and develop (or refine) an EL implemenation plan to propel systemic change and shift practices.

The overall goal is for participating educators to better understand their EL population, their schooling experiences, needs, and successes, and use what they learn to design and implement higher quality educational experiences that build disciplinary knowledge and skills. Participants will hear from both experts in the field as well as from district leaders on how LCAP/LCFF can be used to drive systemic improvements in the education of English learners.

The course organizes a community of practice for educators as they think carefully about how LCAP/LCFF planning and implementation can support systemic improvements for their ELs. To improve the quality of systemic practices, educators need to collaborate with educators across schools and district to design, test and refine their programs, policies and practices. This course engages leadership teams in collaborative inquiry and plan construction.

Through a facilitated planning process, the course asks participants to gather, analyze, and share examples of products drawn from their planning processes. These will include items such as

  • a vision statement for English Learners
  • a language development framework
  • theory of action
  • an EL implementation plan

Course Objectives:

The main objectives of this course are for participants to:

  1. Study more carefully ELs' experiences and use a variety of analysis tools to analyze students' experiences, aspirations, needs, and strategies for success.
  2. Develop a practical understanding of academically-engaged classroom discourse.
  3. Learn and practice leadership strategies as a local EL implementation plan is built.
  4. Give and receive feedback from peers and experts as teams develop components of the plan.
  5. Collaborate with other educational leaders and build professional relationships that result in a community focused on quality educational experiences that build ELLs' disciplinary knowledge and skills.