EDL540 Human Resource Leadership
English Learner Standards Reflections
EDL540 M8 Part 1 ELS
English Learner Standards Reflections
To illustrate English Learner Standards (ELS) covered in EDL540, and since two out of eight ELSs have been incorporated into only one assignment in this course, I will list the individual standards verbatim, followed by a reflection on how the linked artifact meets the standards (in italics).
5.09 Quality Standard I: Educators are knowledgeable about CLD populations
5.09(1) ELEMENT A: Educators are knowledgeable in, understand, and able to apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for CLD student populations.
5.12 Quality Standard IV: Educators are knowledgeable in the teaching strategies, including methods, materials, and assessments for CLD students.
5.12(1) ELEMENT A: Educators are knowledgeable in, understand, and are able to use the major theories, concepts and research related to language acquisition and language development for CLD students.
The one assignment in EDL540 linked to English Learner Standards was the EDL540 M4 Discussion Post Assignment, which was about PLCs and in my case did not relate to the ELSs. However, the assignment for the EDL 540 M8 Discussion Post included a review of Case Law examples from the U.S. Department of Justice's website. While I chose a Title IV sex discrimination case, I saw that 57 out of about 300 examples dealt with ‘National Origin’ of which 18 mentioned EL students in the summary. Of note is a 2017 case in Westminster Colorado that “Under the agreement, the District will: identify and place EL students appropriately when they enroll in school; ensure that all ELs, including those with disabilities, receive adequate language services so that they can become proficient in English; provide ELs with access to appropriate grade-level content within the District’s Competency Based System; train teachers and administrators who implement the EL program adequately; monitor the academic performance of current, former, and long-term EL students; evaluate the effectiveness of the EL program over time; and ensure meaningful communication with Limited English Proficient parents about District and school programs and activities.”
Similarly, Adams 12 Five Star needed two rulings including one 2010 agreement for “the school district's obligations to: ensure timely, adequate and appropriate EL services; train EL teachers and administrators; recruit and hire qualified staff for EL students; provide translation services for parents and guardians; ensure EL students are appropriately evaluated for special education and receive dual services when eligible; provide adequate and appropriate materials for EL classes; monitor current and exited EL students; and evaluate its EL programs adequately.” Then again in 2016, a 2018 agreement requiring “the District to: provide adequate language services to all EL students; provide EL students with appropriate access to core content through sheltered instruction; adequately train the administrators and teachers who provide language services and implement the EL program, including on how to use its curricula for EL students; adequately monitor the academic performance of current and former EL students; and properly evaluate the effectiveness of the EL program over time.”
While the Crestone Charter School has an under 4% EL student population, reading these case studies from Colorado and around the nation brings to my awareness the need for diligence in serving EL students. While these do not directly demonstrate proficiency in ELS 5.9a and 5.12a, it is the closest this EDL540 course comes, and I have written other assignments for other courses during my Principal Licensure program with CSUGlobal that do.
References
Civil Rights Division | Case Summaries. (n.d.). Department of Justice. Retrieved January 12, 2025, from https://www.justice.gov/crt/case-summaries
EL PD Hours Matrix w/ overview and reflection expectations