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No. 14, March 2024: Advancing Coherence: Aligning Educator Preparation With California’S English Learner Roadmap Policy, Magaly Lavadenz, Ph.D., Anaida Colón-Muñiz, Ed.D., Elvira G. Armas, Ed.D.
No. 14, March 2024: Advancing Coherence: Aligning Educator Preparation With California’S English Learner Roadmap Policy, Magaly Lavadenz, Ph.D., Anaida Colón-Muñiz, Ed.D., Elvira G. Armas, Ed.D.
Education and Policy Briefs
The purpose of this brief is to support English Learner success by encouraging stronger alignment between educator preparation efforts in IHEs and TK-12 policies and practices The current study explores the implementation and alignment of core concepts of the California English Learner Roadmap (ELR) in institutions of higher education (IHEs) – where the majority of California’s future educators are being prepared to serve our students. Researchers conducted a rigorous inquiry process to analyze the degree to which educator program expectations for teaching, school counseling, and administration/leadership are aligned to the ELR. Findings reveal that that there is currently insufficient alignment …
No. 13, January 2024: Bilingual Teacher Residencies In California: Findings And Recommendations For Policy And Practice, Elvira G. Armas , Ed.D., Magaly Lavadenz , Ph.D.
No. 13, January 2024: Bilingual Teacher Residencies In California: Findings And Recommendations For Policy And Practice, Elvira G. Armas , Ed.D., Magaly Lavadenz , Ph.D.
Education and Policy Briefs
This research brief presents a study that explores one type of teacher residency program, bilingual teacher residencies (BTRs). The Center for Equity for English Learners at Loyola Marymount University (LMU CEEL) partnered with the Californians Dedication to Education Foundation (CDEF) to investigate BTRs participating in CDEF’s California Teacher Residency Lab (The Lab). To expand the knowledge base around bilingual teacher residencies and provide policy and practice recommendations, researchers conducted interviews with a sample of BTR grantee program leaders to capture and analyze their perspectives regarding BTRs based on their implementation phase and context. Four key findings emerged: (1) Bilingual Teacher …
No. 12, October 2023. The Impact Of The Bilingual Teacher Professional Development Program: Expanding Opportunities To Grow The Profession, Linda R. G. Kaminski , Ed.D., Magaly Lavadenz , Ph.D., Elvira G. Armas , Ed.D.
No. 12, October 2023. The Impact Of The Bilingual Teacher Professional Development Program: Expanding Opportunities To Grow The Profession, Linda R. G. Kaminski , Ed.D., Magaly Lavadenz , Ph.D., Elvira G. Armas , Ed.D.
Education and Policy Briefs
This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findings revealed successes in increasing the bilingual teacher workforce as well as challenges that must be addressed to ensure the state’s vision can …
No. 9, September 2021: Leaders’ Perspectives On The Preparation Of Bilingual/Dual Language Teachers, Magaly Lavadenz, Ph.D., Jongyeon Ee, Ph.D., Elvira G. Armas, Ed.D., Grecya V. López, M.S.Ed.
No. 9, September 2021: Leaders’ Perspectives On The Preparation Of Bilingual/Dual Language Teachers, Magaly Lavadenz, Ph.D., Jongyeon Ee, Ph.D., Elvira G. Armas, Ed.D., Grecya V. López, M.S.Ed.
Education and Policy Briefs
This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide …
No.7, March 2019: Bilingual Teacher Residency Programs In California: Considerations For Development And Expansion, Magaly Lavadenz Ph.D., Elvira G. Armas Ed.D., Natividad Robles
No.7, March 2019: Bilingual Teacher Residency Programs In California: Considerations For Development And Expansion, Magaly Lavadenz Ph.D., Elvira G. Armas Ed.D., Natividad Robles
Education and Policy Briefs
Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to …
No.5, April 2017: The Latin@ Teacher Shortage: Learning From The Past To Inform The Future, Magaly Lavadenz Ph.D., Anaida Colón-Muñiz Ed.D.
No.5, April 2017: The Latin@ Teacher Shortage: Learning From The Past To Inform The Future, Magaly Lavadenz Ph.D., Anaida Colón-Muñiz Ed.D.
Education and Policy Briefs
This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency …
No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice In Teacher Training: An Opportunity To Improve Instruction For Young Dual Language Learners In Transitional Kindergarten, Carola Matera Ph.D.
Education and Policy Briefs
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a …
No.3, January 2011: The Promise Model: An English-Learner Focused Approach To School Reform, Laurie Olsen Ph.D.
No.3, January 2011: The Promise Model: An English-Learner Focused Approach To School Reform, Laurie Olsen Ph.D.
Education and Policy Briefs
Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific …
Essential Elements Of Effective Practices For English Learners, Karen Cadiero Kaplan, Ph.D., Magaly Lavadenz, Ph.D., Elvira G. Armas, Ed.D.
Essential Elements Of Effective Practices For English Learners, Karen Cadiero Kaplan, Ph.D., Magaly Lavadenz, Ph.D., Elvira G. Armas, Ed.D.
Education and Policy Briefs
One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that …
No.2, April 2009: Vision As An Impetus For Success: Perspectives Of Site Principals, Franca Dell'olio Ed.D., Kristen Anguiano
No.2, April 2009: Vision As An Impetus For Success: Perspectives Of Site Principals, Franca Dell'olio Ed.D., Kristen Anguiano
Education and Policy Briefs
Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting …