Monterey





Monterey's CELA Growth Report as follows:



1. As you consider the purpose of the English Language Learner Leadership Academy, “//To build your capacity to implement Classroom Instruction That Works with English Language Learners strategies through Shared Leadership//”, to what degree do you believe your team has been able to achieve this purpose? Our team is at a progressive level where visiblity has been our starting point to further our initiative. Having a lot of discussions about assessing and prioritizing needs in our building has been part of our beginning. We are exciting and motivated to put our action plan into play for the school year. LK

2. How has your team’s shared leadership approach to the implementation influenced your ELL initiative? Our teams has worked with the staff to identify strengths and weaknesses in the staff and communicated how we can build on our strengths and work together to share the responsibilities. MB We have identified our tangible and intangible assests to create our action plan which mainly coordinates around conducting a book study based on that most teachers are looking the skills to teach ELL more effectively. This on the long run will facilitate a smoother transition into the initiative of mainstreaming ELL. LK

3. As you engaged your colleagues in professional development designed to support them in becoming teachers of language development to implement Classroom Instruction That Works with ELLs strategies, how did you use the leadereship responsibilities to manage their personal transitions (of those colleagues who would have responded "yes" to any of the following four questions) and the implications of second order change:
 * a break from the past?
 * inconsistent with organizational norms?
 * incongruent with personal values?
 * requiring new knowledge and skills?

4. As you reflect on the implementation of your ELL initiative, what leadership responsibilities did you find most helpful and how did you apply them in your context? I found that having a staff with common beliefs and ideals is most helpful in implementing the ELL initiative. Our staff seems very committed to the success of each student. Our staff also supports each other through affirmation. When something is working we try to anayliz and share that information. MB The following are some of the leadership responsibilities that have proven extremely beneficial to our building: Visibility-interactions with teachers or formal data conversations and informally ti facilitate relationships. Ideas/Beliefs-clear misconceptions, model best practices in the teaching of ELL students. Situational Awareness-assessing needs and feelings of new teachers with teaching ELL. Affirmation-successes and needs in order to grow and become more effective in teaching ELL students. LK

5. Do you believe the implementation of your ELL initiative influenced student achievement at your school? What evidence do you have to support your response?

6. As you reflect on your experience in the English Language Learner Leadership Academy and the implementation of your ELL initiative, what aspects of the experience were most successful and which would you do differently in the future?

7. Do you have evidence of changes in teacher practices or behaviors that you attribute to the implementation of your ELL initiative or the English Language Learner Leadership Academy? Several teachers on staff have been receptive to the strategies and practices to work with ELL students and incorporated changes after presentations. The teachers provide feedback and ask further questions after they make the changes. MB

8. As you reflect upon the four English Language Learner Leadership Academy sessions, what concepts / approaches did you find the most helpful? Which one’s were least helpful?