And Justice for ELs. Ayanna Cooper
compliance.
Margarita Espino Calderón
President/CEO, Margarita Calderón & Associates, Inc.
Professor Emerita, Senior Research Scientist
John Hopkins University, Graduate School of Education
References
Calderón, M. E. (2012-2019). Recommendations for the Massachusetts Department of Elementary and Secondary Education on the Delivery and Materials for Preparing Teachers and Administrators on Effective Instruction for ELLs: Reports to the United States Department of Justice. Washington, DC: USDOJ.
U.S. Department of Justice & U.S. Department of Education (2015, January 7). Retrieved from https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
Joyce, B., and Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Leithwood, K. Louis, K.S., Anderson, A. & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. New York, NY: The Wallace Foundation. Retrieved from https://www.wallacefoundation.org/knowledge-center/pages/a-review-of-research-how-leadership-influences-student-learning.aspx
Slakk, S., & Calderón, M. E. (2020). From compliance to excellence. In D. Alpert (Ed.), M. E. Calderón, M. G. Dove, D. S. Fennter, M. Gottlieb, A. Honigsfeld, T. W. Singer, … , D. Zacarian, Breaking down the wall: Essential shifts for English learners’ success (pp. 21–45). Thousand Oaks, CA: Corwin Press.
Acknowledgments
Author’s Acknowledgments
This book project started because of the leadership learning communities I have been so fortunate to be part of. Throughout this process, there have been a number of colleagues who have served as my peers, partners, critics, encouragers, motivators, and fellow advocates for traditionally marginalized students, specifically English learners. It is my hope that this book serves as evidence of the power of our synergy.
For those leaders who have been dedicated champions for the students and communities they serve, for allowing me to engage in the work alongside you, thank you for what you do each day for students. This list includes Kwame Asanti, Chris Bearden, Roy Dawson, Babatunji Ifarinu, Nadia Ramcharan, LaVern Shan, Naja Solomon, and Mark Willimas.
I’d also like to thank those who serve as teacher educators with a focus on culturally and linguistically diverse learners. Thank you for your dedication to preparing the next generation of teachers: Holly Arnold, Kisha Bryan, Elfrieda Lepp-Kaethler, Christine Leader, and Margo Williams. Thank you to those who support state, district, and school initiatives with a focus on equity, access, and high-quality standards-based instruction for all: Julie Carroll, Shelley Jallow, Kirsi Laine, Kiesha Lamb, Tiffany Alvarez-Smith, Cherrilynn Woods-Washington, Mayra Valtierrez, and Vanna White. I commend you all for the work you have committed to and for the work we have done together.
I especially appreciate those educators who contributed to this book by directly sharing their experiences through writing. Thank you to Asha Asby, Chanda Austin, Maria Rodriguez Burns, Phoenicia Grant, Norman Sauce, and Kimberly Skukalek. To Laura Gardner, for her guidance and contributions to Chapter 5, thank you for helping me to bring attention to these issues.
Thank you to the Corwin community, without whose support this book might never have come into existence. To Dan Alpert, who thoroughly listened to and welcomed my idea for this book: Many thanks to you for remaining dedicated to the causes of assuring equity, access and the civil rights of English learners. To the editorial staff Mia Rodriguez and Lucas Schleicher and my marketing manager, Maura Sullivan, thank you for supporting this work. To Megha Negi, my production editor, thank you for all your hard work. To Tomiko Breland, I cannot express my appreciation enough for your partnership and expertise as editor throughout the development of this book.
Finally, I’d like to express my sincere appreciation to my family members. To my nieces, the next generation of social justice advocates. Brandi Artez (for those lyrics) and Teneal Cooper for the engaging conversations (via text message). To my husband Ronnie, our children Ronnie and Breanna, my grandson Hendrix, and my mother Deborah for their ongoing support and unwavering belief that I could and would be successful in writing this book.
Publisher’s Acknowledgments
Corwin gratefully acknowledges the contributions of the following reviewers:
Barbara Marler
Educational Administrator
Skokie School District 68 and National Louis University
Skokie, IL
Dana Salles Trevethan
Superintendent
Turlock Unified School District
Turlock, CA
Debra Paradowski
Associate Principal
Arrowhead Union High School
Hartland, WI
Jacie Maslyk
Assistant Superintendent
Hopewell Area School District
Aliquippa, PA
Joseph N. Cerna, EdD
Elementary Principal and Adjunct Professor Educational Leadership
Fort Sam Houston Elementary and Texas A&M San Antonio
Fort Sam Houston, TX
Laura Schaffer Metcalfe
Education Faculty
Grand Canyon University
Phoenix, AZ
Lindsay Morhart
Teacher
Regina Catholic School Division
Regina, Saskatchewan
Marianne Lucas Lescher, PhD
School Principal
Kyrene Traditional Academy
Chandler AZ
Maryam Hasan
Vice Principal
Toronto District School Board
Toronto, Ontario
About the Author