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"To create districts and schools that embrace and support English learners well, the entire school community has to feel and enact ownership
of the English learner students and proactively work toward eliminating the opportunity and achievement gap."

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When I look at a student's data or talk to them and see them stills struggling to pass the CELDT after starting Kinder . . .

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Seeing Long Term EL students in High School 

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Seeing Long Term EL students in High School 

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"Articulate with purpose and urgency...focusing on equity and social justice". If not us, who...If not now, when? (RH)

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"Articulate with purpose and urgency...focusing on equity and social justice". If not us, who...If not now, when? (RH)

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•    Creating a network (or cohort group or PLC) of site leaders working in similar situations with dedicated collaboration time

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•    Creating a network (or cohort group or PLC) of site leaders working in similar situations with dedicated collaboration time

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Collaboration and time - being sure to do my part to support opportunities for development, collaboration and implementation.

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Collaboration and time - being sure to do my part to support opportunities for development, collaboration and implementation.

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Effective leaders build around them the supports, connections, and

allies to stand with them, to be thought-partners to think through the challenges of standing up to exclusionary

forces, and to collectively serve as a voice for equity

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DuFour, DuFour, Eaker, and Many (2006) describe three important elements of a successful PLC: focus on learning, collaborative culture, and results-oriented thinking. A PLC focuses on learning instead of on teaching, drastically changing the role of the principal.

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DuFour, DuFour, Eaker, and Many (2006) describe three important elements of a successful PLC: focus on learning, collaborative culture, and results-oriented thinking. A PLC focuses on learning instead of on teaching, drastically changing the role of the principal.

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We are a team - we work together to support students. Help is available.

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We are a team - we work together to support students. Help is available.

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Definitely - Long term EL data in our district - more time for inquiry with a team, utilize data analysis protocols (Focus in on the details and find the change that works...to spread!)

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Definitely - Long term EL data in our district - more time for inquiry with a team, utilize data analysis protocols (Focus in on the details and find the change that works...to spread!)

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Advocacy-oriented leaders also intentionally and strategically build allies within their school site, looking for and cultivating those within their school community who share the commitment to equity, social justice, and assets based schooling. They seek out and invite those allies to be engaged on school committees, in school planning, and in roles in which those voices need to be heard.

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Providing time for teachers to plan EL lessons, model lessons for each other and structure debrief and share out.

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Providing time for teachers to plan EL lessons, model lessons for each other and structure debrief and share out.

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We talk about common unity must be all allies. Would like to see more EL parent participation in ELAC, PTO, SSC.  We need to hear their voice.

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PLC not implemented correctly. It becomes paperwork instead of a way to inform teachers on student learning.

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PLC not implemented correctly. It becomes paperwork instead of a way to inform teachers on student learning.

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We need a network of advocates that can hold each other up, give each other strength, and give us the energy to move on. And we need to build capacity so the network only grows.

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Even though we are pressed for time, short on human capital, and in need of resources, it is important to continue being that voice of purpose and urgency for our EL students. The encouragement we receive from one another will be powerful in continuing to motivate this within our districts.