1
Leadership for ELL Success
Powerful Learning Experience #2: Leading ELL Instruction
Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and
sustaining a school culture and instructional program conducive to ELL student learning and staff professional growth.
 Supervise and evaluate ELL instruction
 Develop the instructional capacity of staff to address ELL needs
Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members,
responding to diverse ELL community interests and needs, and mobilizing community resources.
 Promote understanding, appreciation, and use of the ELL community’s diverse cultural, social, and intellectual resources
Standard 6: An educational leader promotes the success of every ELL student by understanding, responding to and influencing the
political, social, economic, legal and cultural context.
 Act to influence local, district, state, and national decisions affecting ELL student learning
Candidate Goals
To what extent do
candidates
understand the
complexity of ELL
learning needs?
Level 1
The candidate does
not distinguish ELL
needs from those of
the general
population of
students.
Byrne-Jiménez/Thompson
Level 2
The candidate
indicated that ELLs
have different
needs and believes
they can be
addressed through
the traditions
instructional
program.
Level 3
The candidate
identifies the
specific needs that
ELLs have and
specifies specific
programs to
address those
needs.
Level 4
The candidate
identifies the
specific needs that
ELLs have and
specifies specific
programs to
address those
needs. In addition,
stakeholder roles
are addressed.
Level 5
The candidate
identifies the
specific needs that
ELLs have and
specifies specific
programs to
address those
needs. In addition,
identifies the
impact of school
culture in the
context of social,
human resource,
structural and
symbolic frames on
Hofstra University
2
At what levels of
understanding do
candidates identify
and the scope and
depth of strategies
to maximize ELL
instructional
outcomes?
The candidate does
not identify
strategies for ELLs.
Identified strategies
reflect general
characteristic of
students.
ELL strategies are
identified that draw
on readings and the
specific
characteristics of
ELLs.
ELL supports are
identified that
support a positive
literacy
environment and
draw on students’
prior learning and
experience,
social/emotional
development and
interests. Supports
are research based.
What is the level of
understanding
candidates have of
the challenges
faced by teachers as
they address ELL
learning needs?
Candidates’
assessment of
teachers is focused
on students and is
limited to what
ELLs cannot do.
Candidates’
assessment of
teachers is
exclusively data
driven.
Candidates assess
teachers based on
their ability to
address student
academic language
development
including their
justification for the
use of specific
strategies for ELLs.
What processes do
candidates use to
make instruction
Candidate does
Candidate makes
distinguish between decisions based
ELL and the
exclusively on
Candidates
recognize the need
for teachers to
understand the
language demands
of ELLs that are
central to their
learning and
supports them
through
professional
development
Candidates make
decision using
disaggregated
ELL learning.
ELL supports are
identified that
support a positive
literacy
environment and
draw on students’
prior learning and
experience,
social/emotional
development and
interests. Strategies
are research-based.
and school
resources are
modified to
implement ELL
strategies.
Candidates assess
teachers based on
their ability to
address student
academic language
at various level of
their development
through the needs
and strengths of
ELLs.
Candidates makes
decision using
disaggregated
Candidates uses a
strategic planning
approach to
Byrne-Jiménez/Thompson
Hofstra University
3
program decisions
that support ELL
learning needs?
general student
population in
making decisions
about the
instructional
program.
Byrne-Jiménez/Thompson
summative data and student data,
legal mandates.
teacher
characteristics and
legal mandates.
student
data ,teacher
characteristics, and
legal mandates, In
addition, school
climate is
considered in the
decision making
process.
decision making
that embraces all
stakeholders in the
internal and the
external
community.
Hofstra University