Principal - September/October 2019 - 34

backgrounds and prior schooling, we are
relentless when it comes to motivating them
to achieve their fullest potential. We focus on
addressing students' individual needs effectively, and we make every effort to ensure that
teachers are prepared to address diverse learning styles. We also work closely with school
leaders to provide resources and support that
help ensure a quality personalized experience.
Since our division serves more than 20,000
ELs, we understand the importance of providing every student access to the learning
experience they deserve. Making a difference in
practice and planning for quality personalized
experiences goes beyond the "why," though.
Below are seven examples of the "hows" we have
experienced in the field in providing personalized instruction for all ELs:

Taking time to know each student
allows educators to adjust the
personalized experience based
on each individual's language
proficiency level.
create pathways for students to take part in this
experience. However, a common theme is the
back-and-forth between teachers and students
around what is "meaningful" learning.
Seeing ELs as the center of the learning
process in spite of their language ability has
given personalized learning a new meaning for
us. Our schools create environments in which
students from diverse backgrounds are empowered and encouraged to take on challenges that
advance their learning. Curriculum unit guides,
programs, and courses developed by teachers
and central office leaders are carefully crafted
for ELs. Conversations about progress measurement take place weekly, and a robust teacher
professional learning plan is in place.
While we understand that ELs can present unique challenges depending on their

34

Principal n September/October 2019

1. Start with the mindset that all English learners can. We deny access to students when we
adopt a deficit mindset, and a deficit mindset
skews the way we view our students' potential.
So, we must adopt a developmental strength
and growth mindset. Build on strengths and
focus on the promise and potential in each student. Every student deserves an educator who
believes in them, regardless of the language
they speak. Educators must understand ELs,
and content instruction should not be the only
educational priority. You can address this in
answering the PLC question, "What will we do
when students do not know the answer?"
Our district provides rigorous professional
learning that prepares teachers to understand
ELs as individual learners. Additionally, we have
high expectations for all students, regardless of
their first language. When we plan personalized
experiences, we never lower expectations due to
their backgrounds or relative strengths. Instead,
we believe that all ELs are as capable as other
students of thinking at high cognitive levels.
2. Let students drive the learning. In order to
provide students with a unique personalized experience, a strong, positive, and trusting relationship
between student and teacher must exist. Just
because a student is from another country doesn't
mean they aren't literate in their own language. It
is only by getting to know our learners that we can
tap into their true knowledge and potential.
We have replicated the "Genius Hour" in several schools. Regardless of language proficiency,
students at one school regularly spend time
exploring areas of personal interest and passion.
www.naesp.org


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Principal - September/October 2019

Table of Contents for the Digital Edition of Principal - September/October 2019

From the Editor
Snapshots
5 Things
Getting to Why
A Brighter Future for Personalized Learning
Models of Voice and Choice
When Rural Gets Personal
Research Roundup: The Personal Touch
New Sensation
The Language of Learning
Giving Back, Together
In the Spotlight
Practitioner’s Corner
Early Career
Raising the Bar
The Reflective Principal
Speaking Out
Parents & Schools
NAESP Partners & Advertiser Index
Principal - September/October 2019 - Cover1
Principal - September/October 2019 - Cover2
Principal - September/October 2019 - 1
Principal - September/October 2019 - 2
Principal - September/October 2019 - 3
Principal - September/October 2019 - From the Editor
Principal - September/October 2019 - 5
Principal - September/October 2019 - Snapshots
Principal - September/October 2019 - 7
Principal - September/October 2019 - 5 Things
Principal - September/October 2019 - 9
Principal - September/October 2019 - Getting to Why
Principal - September/October 2019 - 11
Principal - September/October 2019 - 12
Principal - September/October 2019 - 13
Principal - September/October 2019 - 14
Principal - September/October 2019 - 15
Principal - September/October 2019 - A Brighter Future for Personalized Learning
Principal - September/October 2019 - 17
Principal - September/October 2019 - 18
Principal - September/October 2019 - 19
Principal - September/October 2019 - Models of Voice and Choice
Principal - September/October 2019 - 21
Principal - September/October 2019 - 22
Principal - September/October 2019 - 23
Principal - September/October 2019 - When Rural Gets Personal
Principal - September/October 2019 - 25
Principal - September/October 2019 - 26
Principal - September/October 2019 - 27
Principal - September/October 2019 - Research Roundup: The Personal Touch
Principal - September/October 2019 - 29
Principal - September/October 2019 - New Sensation
Principal - September/October 2019 - 31
Principal - September/October 2019 - The Language of Learning
Principal - September/October 2019 - 33
Principal - September/October 2019 - 34
Principal - September/October 2019 - 35
Principal - September/October 2019 - Giving Back, Together
Principal - September/October 2019 - 37
Principal - September/October 2019 - 38
Principal - September/October 2019 - 39
Principal - September/October 2019 - In the Spotlight
Principal - September/October 2019 - 41
Principal - September/October 2019 - Practitioner’s Corner
Principal - September/October 2019 - 43
Principal - September/October 2019 - Early Career
Principal - September/October 2019 - 45
Principal - September/October 2019 - Raising the Bar
Principal - September/October 2019 - 47
Principal - September/October 2019 - The Reflective Principal
Principal - September/October 2019 - 49
Principal - September/October 2019 - 50
Principal - September/October 2019 - 51
Principal - September/October 2019 - Speaking Out
Principal - September/October 2019 - 53
Principal - September/October 2019 - Parents & Schools
Principal - September/October 2019 - NAESP Partners & Advertiser Index
Principal - September/October 2019 - 56
Principal - September/October 2019 - Cover3
Principal - September/October 2019 - Cover4
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