Voices Unidas: Leadership in DLBE | Pre-Conference Advocacy Roundtable by Phyllis Hardy

2025-03-07 14:31:09 UTC

Is the DLI admin cert required by the state dept of ed, and/or does it map onto any type of endorsement or certification by the state, or is it purely a university/academic certificate? If it's the latter, are there issues in recruiting administrators into it, or is it embedded into your overall administrator certification program so non-negotiable?

What is FLANC?

megburns — 2025-03-07 14:53:30 UTC

Is the “toolbox” of mentoring and supporting instructional leadership available?

megburns — 2025-03-07 14:58:02 UTC

They are housed in Canvas, Dr. Ringler can ask students if they're willing to share.

Can out of state folks attend?

megburns — 2025-03-07 14:58:58 UTC

Yes, program is fully online. Also, anyone can join the network without enrolling in the program.

megburns — 2025-03-07 15:19:32 UTC

It should also be a part of the LEA’s goals. In PPSD, increasing Dual Language programming is a part of district’s turnaround action plan.

megburns — 2025-03-07 15:23:24 UTC

Leadership needs to be mindful about how they elevate certain Spanish over others, and thinking through how equitably they seek out external supports. Follow up conversations need to also heavily involve current union representation that confirms collective bargaining agreements and financial compensation that considers cost of living and district responsibilities to that agreement.

megburns — 2025-03-07 15:46:38 UTC

Building on Amanda’s response - How do we make sure that student surveys like Panorama are written to get this info

megburns — 2025-03-07 15:59:32 UTC

PPSD has a Dual Language Advisory Board made up of DL /Bilingual Teachers and administrators. The group meets 1x per month and is a great way to keep teachers and leadership connected and focused on programming.

megburns — 2025-03-07 15:59:45 UTC

As an additional resource- NCELA has recently released DLI Playbooks. Many of the same issues being discussed here today are addressed in the playbooks as well. https://ncela.ed.gov/resources/oela-resources/playbooks/dual-language-immersion-playbook

I would like articles that address how SoReading is detrimental to Dual language programs

2025-03-07 16:01:16 UTC

Support during the next 4 years

2025-03-07 16:01:20 UTC

What kinds of strategic collaboration will be designed for enduring these years?

RI is in the process of updating certification regulations and they are recommending an international certificate to support recruitment.

2025-03-07 16:02:33 UTC

Is there any state wide effort to capitalize on the materials being generative by teachers/students/communities?

2025-03-07 16:02:42 UTC

megburns — 2025-03-07 16:04:14 UTC

CAL has student and caregiver surveys too as part of their program evaluation tools - we used this as a starting point and modified.

2025-03-07 16:05:40 UTC

What insights do the panelists have regarding the collaboration opportunities that can benefit DL teachers in our district?

How does the current leadership make opportunities for giving space to nuturing new leaders? eg linking MEd graduates to MABE, etc.

2025-03-07 16:05:53 UTC

How to meaningfully implement HQIM

areigstad1 — 2025-03-07 16:06:48 UTC

We heard about how to have conversations with district leadership about whether or not to implement HQIM depending on if it is a good fit for DL programs. On the other side of that, if HQIM is definitively coming down the pipeline and the decision has already been made, how would you recommend building in structures to support creative integration in a way that makes sense for DL programs?