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Abstract
The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Camino Nuevo Charter Academy (CNCA) in a Research, Practice, Policy Partnership to investigate problems of practice and enhance literacy leaders’ focus on supporting classroom teachers to meet the needs of multilingual/English learners (ML/EL). The research question for this study focused on literacy leaders’ perceptions about how the revised Planning-Observation-Debrief (POD) cycle tools support teachers’ focus on scaffolding ML/ELs’ access to reading and writing complex text. Emerging findings emphasize the valued partnership between literacy leaders and the teachers they coach, as well as the importance of building knowledge of English Language Development (ELD) standards, utilizing data-driven instruction, and leveraging staff experience to address ML/EL needs in a sustainable manner.
Publication Date
3-2025
Disciplines
Bilingual, Multilingual, and Multicultural Education | Educational Leadership | Teacher Education and Professional Development
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Teacher Education and Professional Development Commons
Recommended Citation for Full Report
Lavadenz, M., Armas, E., & Kaminski, L. (2025). Expanding Educational Opportunity: Highlights from a Multilingual/English Learner-Focused Research, Practice, Policy Partnership. [Brief Insights]. Loyola Marymount University Center for Equity for English Learners. 10.15365/ceel.policy.17