Implementation with fidelity, integrity & impact
Fostering ELD Teacher Leadership
During my time in Boulder Valley School District, I led the initiative to cultivate teacher leadership among ELD teachers across the district at the secondary level. We met regularly to discuss challenges and solutions to supporting general education teachers who served emerging bilingual students to implement best practices and improve outcomes for emerging bilingual students. Each Secondary ELD teacher developed a change project that yielded in change in practices & improved outcomes for students. We engaged in collaborative professional learning utilizing my TWT-CLRP Cycles of Inquiry Model and participating teachers earned CEU credit.
The Teachers Working Together to develop and implement Culturally and Linguistically Responsive Practices (TWT-CLRP) was a multi-year schoolwide collaborative professional learning research & development project at Bruce Randolph 6-12 School in Denver Public School District. ALL teachers across 6-12 grades engaged in learning communities to read latest research in serving multilingual learners and engaged in cycles of inquiry to test out & gather data on customized best practices they implemented in their classrooms. Practices that yielded the best results were showcased in a Conversation Café whereby cross-content and cross-grade group conversations took place. The project yielded ALL teachers adopting an ethos as a language teacher, increased adoption of research-based best practices for Multilingual learners AND increased achievement for multilingual learners at the school. See AERA paper.
Reducing Significant Disproportionality in Special Education
Reducing Significant Disproportionality in Special Education of Latinx students was a priority driven by the Office of Civil Rights in Boulder Valley School District. I co-lead this initiative with directors from Special Education, MTSS, Literacy, and Language Development Departments and collaborated with Data Visualization team, ELD coaches & teachers, ancillary staff in Special Education (OT, PT, SLP, SPsY), as well as principals from across the district. I developed a district wide protocol to reduce inappropriate referral, develop appropriate Culturally and linguistically responsive supports and assist in successfully exiting emerging bilingual learners who were inappropriately identified early in their educational career.
I have developed comprehensive program evaluation for professional learning and endorsement programs that serve to better prepare monolingual English general educators to serve multilingual learners. I served as an external evaluator for the Canyons ESL Endorsement program for the Education, Culture & Society Department at the University of Utah in collaboration with Canyons School District. I developed a comprehensive evaluation plan for continuous improvement and to measure impact on teacher candidates as well as instructional practice. I served as a senior evaluator for a multi-year National Professional Development (NPD) grant funded by OELA at the University of Nebraska-Lincoln, entitled International Consortium of Multilingual Excellence in Education (ICMEE), where I served as a senior evaluator an customized a survey tool measuring the type and extent of transformation teachers experienced by participating in the ICMEE online modules.
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