Enacting Asset-Based Approaches for Critically Conscious Dual Language Teachers: The Administrator’s Role in a Professional Learning Community
DOI:
https://doi.org/10.32674/jsard.v7i1.2471Keywords:
dual language education, administrator's role in professional learning, asset-based professional developmentAbstract
Equity minded administrators must perceive professional learning not only to focus on using strategies that promote language and literacy development for students, but also to address teachers’ deficit discourses and assumptions about their students (Molle, 2013; Kolano et al., 2014). Dual Language (DL) teachers and administrators participated in a professional learning community (PLC) to improve the instruction of DL learners by engaging in a critical examination of equity across three districts. The research used a framework to understand the cultural and linguistic assets of students by using a “learning about my students” approach with a focus on the strengths and abilities of their students––rather than deficits. Concurrently, the study examined the leadership role and collaboration of administrators in planning and implementing professional learning with their DL teachers. Results concluded key roles and supports of administrators to participants in the PLC as: 1) examining teacher’s critical consciousness, 2) leading with a cultural growth mindset, and 3) commitment to equity in capacity building.
Downloads
References
Alfaro, C. & Hernández, A. M. (2016). Dual language equity lens: A conceptual framework for educators. Multilingual Educator, 2016 California Association for Bilingual Education Conference Edition, 8-11. Retrieved from http://www.gocabe.org/wp-content/uploads/2016/03/ME2016.pdf
Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14.
Babinski, L.M., Amendum, S.J., Knotek, S.E., Sánchez, M. & Malone, P. (2018). Improving young English learners’ language and literacy skills through teacher professional development: Randomized controlled trial. American Educational Research Journal, 55(1), 117-143. DOI: https://doi.org/10.3102/0002831217732335
Bartolomé, L. (2008). Ideologies in education: Unmasking the trap of teacher neutrality. New York, NY: Peter Lang Pub.
Bear, D. R, Invernizzi, M., Templeton, S., & Johnston, F. (2015). Words their way: Words study for phonics, vocabulary and spelling (6th ed.). England: Pearson.
Blankstein, A. M., & Noguera, P. (2015). Excellence through equity: Five Principles of courageous leadership to guide achievement for every student. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Burns, J. M. (1978). Leadership. New York: Harper and Row.
Cadiero-Kaplan, K. & Rodríguez, J. L. (2008). The preparation of highly qualified teachers of English language learners: Educational responsiveness for unmet needs. Equity and Excellence in Education, 41(3), 372-387. DOI: https://doi.org/10.1080/10665680802179444
California Department of Education. (2019). Global California 2030: Executive summary. Retrieved from https://www.cde.ca.gov/sp/el/er/documents/globalca2030.pdf
Darling-Hammond, L., & Friedlaender, D. (2008). Creating excellent and equitable schools. Educational Leadership, 65(8), 14-21.
Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Report retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf DOI: https://doi.org/10.54300/122.311
DeMatthews, D., & Izquierdo, E. (2016). School leadership for dual language education: A social justice approach. The Educational Forum, 80(3), 278-293. doi:10.1080/00131725.2016.1173152 DOI: https://doi.org/10.1080/00131725.2016.1173152
Dweck, C. S. (2006). Mindset. New York, NY: Random House.
Ebersohn, L., & Eloff, I. (2006). Identifying asset-based trends in sustainable programmes which support vulnerable children. South African Journal of Education, 26(3), 275-467. Retrieved from http://sajournalofeducation.co.za/index.php/saje/article/view/86/48
Gándara, P., Rumberger, R., Maxwell-Jolly, J. and Callahan, R., (2003). English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11(36). Retrieved from http://epaa.asu.edu/epaa/v11n36/ DOI: https://doi.org/10.14507/epaa.v11n36.2003
Gay, G. (2018). Culturally responsive teaching: theory, research and practice (3rd ed.). New York, NY: Teachers College Press.
Green, J. D., Gonzalez, E. M., López-Velásquez, A. M., & Howard, E. R. (2013). Hands-on professional development: Middle school teachers’ experiences with a curriculum intervention research project. Middle School Journal, 45(2), 27-32. DOI: https://doi.org/10.1080/00940771.2013.11461884
Hernández, A. M., & Daoud, A. (2022). Learning about my students: Examination of cultural asset-based assessments in dual language education. In M. Machado-Casas, S. I. Maldonado, & B. Bustos Flores (eds.) Assessment and Evaluation in Bilingual Education Critical Studies of Latinx in the Americas. Volume 28. New York: Peter Lang International Academic Publishers.
Hernández, A. M., Daoud, A. & Guerrero-Lopez, L. (2021) Asset-based approaches for dual language teachers of English learners: Examining critical consciousness through a professional learning community. California Association for School-University Partnerships: CASUP Connections.
Kolano, L. Q., Dávila, L.T., Lachance, J. & Coffey, H. (2014). Multicultural teacher education: Why teachers say it matters in preparing them for English language learners. The CATESOL Journal, 25(1), 41-65.
Lammert, J. D., Johnson, L., & Fiore, T. A. (2015). Conceptualizing capacity building. Rockville, MD: Westat.
Leithwood, K., Harris, A., & Hopkins, A. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 21-42. doi:10.1080/13632430701800060 DOI: https://doi.org/10.1080/13632430701800060
Lubbe, C., & Eloff, I. (2004). Asset-based assessment in educational psychology: Capturing perceptions during a paradigm shift. The California School Psychologist, 9(1), 29-38. CA Association of School Psychologists. DOI: https://doi.org/10.1007/BF03340905
Martinez, J. (2022). Examining the role of critically conscious leadership in dual language education programs: A multi-case study approach. [Unpublished doctoral dissertation]. Joint Doctoral Program at University of California San Diego and California State University San Marcos.
Miles, M., Huberman, A. & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. (3rd Edition). Sage Publishing, Los Angeles, CA.
Molle, D. (2013). The pitfalls of focusing on instructional strategies in professional development for teachers of English learners. Teacher Education Quarterly, Winter, 101-124.
Pace, E. (May 6, 1997). Paulo Freire, 75, Is Dead; Educator of the Poor in Brazil. The New York Times, World News. Retrieved from http://www.nytimes.com/1997/05/06/world/paulo- freire-75-is-dead-educator-of-the-poor-in-brazil.html
Pang, V. O. (2018). Diversity and equity in the classroom. Cengage Learning. Boston, MA.
Rhee, S., Furlong, M., Turner, J., & Harari, J. (2001). Integrating strength-based perspectives in psychoeducational evaluations. The California School Psychologist, 6(1), 5-17. CA Association of School Psychologists. DOI: https://doi.org/10.1007/BF03340879
Rodrigues, H. P. & Ávila de Lima, J. (2021). Instructional leadership and student achievement: School leaders’ perspectives. International Journal of Leadership in Education, Vol. ahead-of-print, 1-25. DOI: 10.1080/13603124.2020.1869312 DOI: https://doi.org/10.1080/13603124.2020.1869312
Scanlan, M., & López, F. (2012). ¡Vamos! How school leaders promote equity and excellence for bilingual students. Educational Administration Quarterly, 48(4), 583-625. DOI: https://doi.org/10.1177/0013161X11436270
Saldaña, J. (2015). The coding manual for qualitative researchers. Sage Publications.
Skutnabb-Kangas, T., Phillipson, R., Mophanty, A. K., & Panda, M. (2009). Social justice through multilingual education (Linguistic Diversity and Language Rights Series). Bristol, UK: Multilingual Matters. DOI: https://doi.org/10.21832/9781847691910
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221- 258. doi:10.1007/s10833-006-0001-8 DOI: https://doi.org/10.1007/s10833-006-0001-8
Theoharis, G. (2007). Social justice educational leaders and Resistance: Toward a Theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. DOI: https://doi.org/10.1177/0013161X06293717
Valenzuela, A. (2016). Growing critically conscious teachers: A social justice curriculum for educators of Latino / a Youth. New York: Teachers College Press.
Walker, C. & Edstam, T. (2013). Staff development while you teach: Collaborating to serve English learners. TESOL Journal, 42, 345-359. DOI: https://doi.org/10.1002/tesj.81
Wiemelt, J. & Welton, A. (2015). Challenging the dominant narrative: Critical bilingual leadership ("liderazgo") for emergent bilingual Latin@ students. International Journal of Multicultural Education, 17(1), 82-101. DOI: https://doi.org/10.18251/ijme.v17i1.877
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Journal of School Administration Research and Development
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.
.png)
