Principal - September/October 2019 - 35

By engaging in experiences that require collaboration, they are able to share their strengths with
peers. We intentionally avoid scheduling language support instruction at this time, because
we understand that this approach supports other
academic areas as well.
3. Create learner profiles. We have seen students
experience success when schools have systems in
place to profile ELs as learners beyond a percentage or score. Educators who dig into students'
personal stories are better able to support those
who speak another language. We have found that
qualitative information has a significant impact
on a performance. A student who experienced
trauma while moving to the country or has trouble adjusting to an American school will look
different from a student whose parents moved to
the country to work for an embassy. Taking time
to know each student allows educators to adjust
the personalized experience based on individuals' language proficiency levels, as well as their
social and emotional needs.
4. Use data-driven conversations. Data is an
important piece of personalized learning for ELs.
Looking beyond standardized tests allows teachers to gain a better understanding of students'
strengths. In supporting schools, we discuss data
openly to evaluate the effectiveness of ELs' learning experiences. Creating conditions under which
socioeconomic status and language ability are not
at the center of education has allowed schools to
embrace an "all kids matter" attitude. Evaluating
learning experiences to provide additional support
based on the data has allowed our teachers and
school leaders to be intentional about the experiences they craft.
5. Provide targeted instruction. Teachers who
master the art of differentiation are better
able to ensure that students have access to the
curriculum, and this is part of the experience
we strive to provide to ELs and all learners.
Differentiation in curriculum requires intentionality and a clear understanding that students
are expected to have access to state standards
without watering them down. Students succeed
in classrooms where there is flexibility, and we
provide targeted instruction in a variety of models, including rotations, project-based learning,
small-group instruction, co-teaching, and other
models. Our goal is to consider a variety of
approaches that make each student's experience
personal to that student's unique needs.
www.naesp.org

6. Encourage student reflection. Student
feedback and reflection can be one of the
most powerful tools in personalized learning, and knowing this can offer educators
a greater lens on their capabilities. Taking
ownership of learning is one thing, but getting students who speak another language
to reflect on their experience can shape the
way they see themselves as learners. The goal
of self- reflection is to give students ownership of the learning process and progress.
Actively listen to students and ask them
to share their views on their progress and
potential areas of improvement. Use questions that are grounded in your knowledge
of the students, and you'll often get authentic feedback. After student-led conferences,
we have also seen parents benefit from listening to their students' self-reflection and
improvement plans.
7. Enhance the approach with technology.
Many see personalized learning as something
heavily connected to technology. While this
may be true, school and district leaders must
be intentional about the software they use to
support ELs. Ask questions about the applications under consideration and how they
handle the needs of unique learners; the key
is to make sure students have access to digital
experiences in which language ability progresses alongside knowledge of the standards.
Resources such as Lexia Core 5, the Apple
Book Creator App, Nearpod, Brain Pop, and
Flocabulary may be appropriate.
Coming together as a team to craft personalized experiences for ELs can be a daunting
task, but if you focus on authenticity, it can
be of great support. Allowing students to join
the learning process and asking them for
feedback will help them grow into creative
individuals who are engaged in their own
learning. Every student needs to have access
to learning that prepares them to be a successful member of our global society. It takes
time to build a personalized learning environment, but you can help ELs reach their goals
and full potential.

RESOURCES FOR
REFLECTION
For guidance on using
student-led conferences and
other tools to build selfreflection among students,
look to the following:
❚ Student-led conferences:
eleducation.org/
resources/chapter5-student-ledconferences
❚ Developing agency
in students: www.
edutopia.org/
video/developingagency-studentled-conferences
❚ Voice Thread, a platform
where students develop
critical thinking,
communication,
collaboration, and
creativity skills:
voicethread.com

Lynmara Colón is director of EL Programs and
Services for Prince William County Schools in
Virginia.
Rita E. Goss is associate superintendent for Student
Learning at Prince William County Schools.
Principal n September/October 2019

35


http://www.eleducation.org/resources/chapter-5-student-ledconferences http://www.eleducation.org/resources/chapter-5-student-ledconferences http://www.eleducation.org/resources/chapter-5-student-ledconferences http://www.eleducation.org/resources/chapter-5-student-ledconferences http://www.edutopia.org/video/developingagency-studentled-conferences http://www.edutopia.org/video/developingagency-studentled-conferences http://www.edutopia.org/video/developingagency-studentled-conferences http://www.edutopia.org/video/developingagency-studentled-conferences http://www.edutopia.org/video/developingagency-studentled-conferences http://www.voicethread.com http://www.naesp.org

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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