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California Leadership for English Learner Success

Tuesday, October 3, 2017
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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.

The Instructors

Maria SantosMaria Santos

Co-Chair and Senior Advisor, Understanding Language

María Santos is the co-chair and Senior Advisor for Leadership at Understanding Language. She is the former Deputy Superintendent for Instruction, Leadership and Equity-in-Action at the Oakland Unified School District. She has also been a Mathematics & Science Supervisor at San Francisco Unified School District, and Executive Director of the Office of English Learners at the New York City Department of Education. Santos was recently named one of EdWeek's Leaders to Learn from in 2014.


Claude Goldberg

Professor of Education, Graduate School of Education, Stanford University

Claude Goldenberg is the Nomellini & Olivier Professor of Education in the Graduate School of Education at Stanford University. A native of Argentina, his areas of research and professional interest center on promoting academic achievement among language minority children and youth. Prior to his arrival at Stanford, Goldenberg was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER) at California State University, Long Beach.
Goldenberg received his A.B. in history from Princeton University and M.A. and Ph.D. from Graduate School of Education, UCLA. He has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in the Los Angeles area.


Annie KuoAnnie Kuo

Postdoctoral Scholar, Understanding Language at Stanford University

Annie Camey Kuo is a Postdoctoral Scholar at Understanding Language at Stanford University. Prior to joining the team, she worked with pre-service and in-service teachers and international school leaders in supporting culturally and linguistically diverse students at the University of Washington, where she received her Ph.D. in Language, Literacy, and Culture. Her dissertation focused on the adolescent English learner experience with problem-based learning across mainstream content areas. Annie also holds an M.A. from New York University in TESOL and Foreign Language Education and a B.A. in Mandarin Chinese and English from the University of California, Santa Barbara. She is a 1.5- generation immigrant from Taiwan and has taught ESOL at the secondary and college level in Los Angeles and New York. Annie's research interest is broadly around English learners and currently focuses on the student experience and problem- and project-based learning.


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