This episode of Highest Aspirations features Carly Spina, an author and passionate advocate for English learners, as she shares her inspiring journey and groundbreaking work.

Join us to hear how Carly's upbringing profoundly shaped her deep commitment to ELs, tracing her path from early experiences on Chicago's North Side to becoming a leading voice in education. We'll delve into her impactful work at the Illinois Resource Center, where she dedicates herself to supporting educators in creating more equitable and effective learning environments for these students. Discover the core philosophy behind her first acclaimed book, Moving Beyond for Multilingual Learners, and get an exclusive sneak peek into her new book, Igniting Real Change for Multilingual Learners. This latest work aims to spark even more profound and urgent action within the field. This powerful episode offers a vital call to action for anyone committed to championing all students.

Key questions we address:

1. What is the deeper, systemic responsibility of educators beyond compliance when serving English learners, and how can we "do right" by them and their families?
2. What instructional strategies and philosophical shifts are necessary for content-area teachers to effectively serve and include newcomer English learners in mainstream classrooms?
3. How can school systems and educators move beyond inherited or problematic practices to genuinely "ignite real change" for English learners, fostering their growth and ensuring their equitable access to advanced opportunities?

For additional episode and community resources:

• Download the transcript here.

• Learn more about the Illinois Resource Center.

• Purchase Carly Spina’s first book Moving Beyond for Multilingual Learners.

• Pre-order Carly Spina’s new book Igniting Real Change for Multilingual Learners.

• For additional free resources geared toward supporting English learners, ⁠visit our blog.

Carly Spina has two decades of experience in Multilingual Education across various roles. She is currently a multilingual education specialist at the Illinois Resource Center, providing professional learning opportunities and technical assistance support to educators and leaders across the country. Her first book, Moving Beyond for Multilingual Learners, was a 2023 Equity in Excellence Award Winner. Her second book, Igniting Real Change: Equity and Advocacy In Action, will be published in June of 2025.

This episode of Highest Aspirations features Sarah Nandi, Alaina Peterson, and Thomas Hekma—former educators who now work at Ellevation—sharing how their classroom experiences shape the way they support educators across the country.

Tune in to hear how their journeys from teaching multilingual learners to working in edtech help them build tools and resources that are relevant, empathetic, and grounded in real classroom needs. Learn how they stay connected to what matters most for teachers and students, and how their roles at Ellevation allow them to amplify the impact they once made in a single school or district.

For additional episode and community resources:

• Download the transcript here.

• For additional free resources geared toward supporting English learners, ⁠visit our blog.

This episode of Highest Aspirations welcomes Alice Collins from the Colorado Department of Education and Dr. Esther De Jong from the University of Colorado Denver to explore the dynamic landscape of bilingual education in the state. Discover the innovative programs designed to support Colorado's growing number of multilingual learners and the crucial initiatives aimed at building a strong pipeline of qualified bilingual educators.

Tune in to gain insights into the collaborative efforts between the state and universities to equip teachers with the specialized skills needed to serve multilingual students effectively. Learn about the various courses and programs available that empower educators to create inclusive and successful learning environments for all students, fostering academic growth and linguistic development.

Key questions we address:

1. What types of bilingual education programs are available for Colorado's multilingual learners?

2. How does the University of Colorado Denver support the training and development of teachers for multilingual students?

3. What are the key strategies discussed for supporting and retaining qualified teachers of multilingual learners in Colorado?

For additional episode and community resources:

• Download the transcript here.

• Newcomer resources course - Free 1-hour webinar

• Online, self-directed newcomer course with deep dives (ideal for Professional Learning Communities)

• Radical Candor: Be a Kick-Ass Boss Without Losing Your Humanity

• Discover, Connect, Respond

• Finding Me: A Memoir

• T-PREP: The Partnership for Rural Educator Preparation at University of Colorado Denver 

• Learn more about the Ellevation Scholarship and how to apply. 

• For additional free resources geared toward supporting English learners, ⁠visit our blog.

Alice Collins is an ELD Senior Consultant with the Colorado Department of Education serving the state of Colorado in the office of Culturally and Linguistically Diverse Education. She partners with districts across the state to ensure quality language programming for the Multilingual Learners. Alice has many years of experience serving MLs, some of those roles include, teacher, CLDE Specialist, Instructional Coach, Assistant Principal, and CLDE Director. She has received multiple Teacher of the Year awards as well as CLDE Director of the Year. Alice is dedicated to providing every opportunity possible for ML students to succeed in education.

Dr. Ester de Jong is a Professor in Culturally and Linguistically Diverse Education and Interim Associate Dean for Graduate Education and Advanced programs at the University of Colorado Denver.  Her research interests include two-way bilingual education and other integrated models for language minority schooling, educational language policy, and teacher preparation for bilingual students.  Prior to UC Denver, she was the Director of the School of Teaching and Learning and Professor in ESOL/Bilingual Education at the University of Florida in Gainesville, Florida. She has been in the field of ESL/bilingual education for over thirty years, as a practitioner and a researcher. Her research focuses on preparing teachers to work with bilingual learners in K-12 schools, and integrated approaches to the schooling of bilingual learners, including two-way bilingual education. Her book, “Foundations of Multilingualism in Education” lays out a principles-based approach to educational equity for bilingual learners.  Dr. de Jong was President of TESOL International Association (2017-2018). She is the co-editor of the Handbook of Research on Dual Language Bilingual Education (Routledge, 2023) and co-Editor of the Bilingual Research Journal.

Elise White Diaz, a passionate advocate for trauma-informed multilingual education, joins Highest Aspirations to discuss practical strategies for connecting with and supporting students who have experienced trauma or come from challenging backgrounds. Drawing on her extensive work in diverse settings, Elise emphasizes the power of understanding students' experiences and building trust as foundational elements for effective teaching.

This episode explores the impact of trauma on learning and language acquisition, highlighting the importance of emotional attunement in the classroom. Elise introduces her "Discover, Connect, Respond" framework and the practical "Four S's" routine as actionable ways for educators to create safe and supportive environments. Learn how fostering secure connections and responding empathetically to student needs can unlock their potential and promote growth.

Key questions we address:

1. What are some key principles of trauma-informed practice that educators should understand when working with multilingual learners who may have experienced adversity?
2. How does trauma impact a student's brain and their ability to acquire language and engage in learning, and what are some practical classroom strategies to address these challenges?
3. Why is the concept of attachment theory particularly relevant when supporting multilingual learners with trauma histories, and how can educators foster secure connections in the classroom to promote healing and growth?

For additional episode and community resources:

• Download the transcript here.
• Learn more about Elise and her work with Seidlitz here.
• Pre-order Elise’s upcoming book Discover, Connect, Respond. 
• Dr. Dan Siegel’s video How our Relationships Shape Us.
• Order book by Jonathan Haidt The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness.
• Learn more about the Ellevation Scholarship and how to apply. 
• For additional free resources geared toward supporting English learners, ⁠visit our blog.

Elise White Diaz is well-versed in the challenges facing students from hard places. Her journey in trauma-informed education began in Honduras, where she dedicated herself to a school for child laborers in the city's garbage dump. 

Elise brought her global experience to a diverse district in North Texas. There, she integrated principles of culturally relevant, trauma-informed education with language acquisition strategies, driving substantial growth in student performance. 

As a consultant with Seidlitz Education, Elise travels nationwide to assist districts in fostering language development and cross-cultural connections. She is honored to keynote state conferences and is the author of the forthcoming book, Discover, Connect, Respond: A Practical Approach for Trauma-Informed Education.

Valentina Gonzalez, a passionate advocate for multilingual learners, joins Highest Aspirations to discuss her collaborative work on Welcome to Teaching Multilingual Learners and her solo project, Equitable Instruction for English Learners in the Content Area. With a focus on bridging content and language instruction, Valentina shares her experience working alongside renowned educators Drs. Fisher and Frey, highlighting the transformative power of co-authorship and her unique visual approach. This episode dives into the practical strategies and the foundational "why" behind her books, offering educators the tools to create more inclusive and equitable classrooms.

Valentina explores key principles in her work, emphasizing culturally inclusive pedagogy, oracy development, and essential skills instruction. She underscores the importance of understanding and valuing the diverse backgrounds of students, going beyond surface-level vocabulary to address the deeper linguistic needs of multilingual learners. Through her insights, listeners discover how to foster collaborative learning environments and implement strategies that support both language acquisition and meaningful content engagement. This episode is an invaluable resource for educators seeking to transform their practices and create a welcoming classroom for all students.

Key questions we address:

1. How can educators apply the "Golden Circle" theory to design instruction that aligns with their core values and meaningfully supports multilingual learners?
2. What are some practical strategies that content area teachers can use to create inclusive learning environments that address the linguistic and cultural needs of multilingual learners?
3. In what ways can collaborative learning and book studies, such as co-authoring and book clubs, enhance professional development and improve teaching practices for educators working with multilingual learners?

For additional episode and community resources:

• Download the transcript here.
• Valentina’s book with Douglas Fisher and Nancy Frey Welcome to Teaching Multilingual Learners!
• Valentina’s second book mentioned Equitable Instruction for English Learners in the Content Areas
• Simon Sinek’s book Start with Why
• Simon Sinek’s TEDTalk
• For additional free resources geared toward supporting English learners, ⁠visit our blog

Valentina Gonzalez is known for her passionate advocacy and dedication to multilingual learners. As a sought-after speaker and keynote presenter, she travels nationwide to inspire educators with the message that bilingualism is a gift. Valentina has remained steadfast in her commitment to promoting literacy, celebrating cultural diversity, and nurturing language development. Her mission to ensure high-quality education for multilingual learners is deeply personal, fueled by her own experiences as an immigrant and English learner.

Drs. Margo Gottlieb and Andrea Honigsfeld, authors of Collaborative Assessment for Multilingual Learners and Teachers, join Highest Aspirations to discuss how administrators can support educators in transforming assessment practices. Moving beyond traditional methods, they emphasize the role of school leaders in fostering a collaborative approach that centers multilingual learners and empowers teachers.

This episode explores the essential role of administrators in the five phases of collaborative assessment and how they integrate into the instructional cycle. Drs. Gottlieb and Honigsfeld discuss strategies for creating a culture of shared assessment, supporting teacher collaboration, and ensuring multilingual learners' voices are honored throughout the process. Learn how school leaders can make assessment a meaningful and equitable part of the learning journey.

Key questions we address:

1. How can administrators support teachers in implementing collaborative assessment?
2. What structures and supports help create a culture of shared assessment in schools?
3. How do we collaboratively examine student learning within instructional and assessment cycles across grade levels and content areas?

For additional episode and community resources:

• Download the transcript here.
• Dr. Andrea Honigsfeld and Dr. Margo Gottlieb book discussed: Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships
• Companion site for book to access the resources included with your purchase.
• University of Chicago researchers, Bryk and Schneider’s Trust in Schools: A Core Resource for Improvement
• Steve Barkley Ponders Out Loud Podcast
• For additional free resources geared toward supporting English learners, ⁠visit our blog

Andrea Honigsfeld, EdD, is a professor at Molloy College, teaching graduate courses on cultural and linguistic diversity and TESOL methodology. Previously, she taught ESL/EFL in Hungary and New York City. She researches individualized instruction and has published extensively on multilingual learners and collaborative practices. A Fulbright Scholar, she has presented internationally and provides professional learning on content and language integration and collaborative practices. She has coauthored over 60 articles and chapters and over 30 books, including 11 national bestsellers.

Dr. Margo Gottlieb, WIDA co-founder and lead developer, has a distinguished career as a language teacher, coordinator, facilitator, and consultant. A Fulbright Senior Scholar and TESOL 50@50 honoree, she has presented internationally and authored over 100 publications, including "Assessing Multilingual Learners: Bridges to Empowerment" (3rd ed., 2024), "Classroom Assessment in Multiple Languages" (2021/2022), and "Collaborative Assessment for Multilingual Learners and Teachers" (with Andrea Honigsfeld).

Drs. Margo Gottlieb and Andrea Honigsfeld, authors of "Collaborative Assessment for Multilingual Learners and Teachers," join Highest Aspirations to discuss transforming assessment practices. Moving beyond traditional methods, they advocate for a collaborative approach that centers multilingual learners and empowers educators.

This episode explores the five phases of collaborative assessment and how they integrate into the instruction cycle. Drs. Gottlieb and Honigsfeld delve into student-led conferences, practical strategies for co-reflection, and building trust within collaborative teams. Learn how to make assessment an integral part of the learning journey, fostering student ownership and honoring the voices of multilingual learners.

Key questions we address:

1. What is collaborative assessment and how does it differ from traditional assessment practices?
2. How do we collaboratively examine student learning within instructional and assessment cycles across grade levels and content areas?
3. What are some specific strategies and tools that teachers can use to implement collaborative assessment and engage multilingual learners in the process?

For additional episode and community resources:

• Download the transcript here.
• Dr. Andrea Honigsfeld and Dr. Margo Gottlieb book discussed: Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships
• Companion site for book to access the resources included with your purchase.
• Language Magazine article mentioned: Collaborative Planning: Never Having to Go It Alone
• Brené Brown TED Talk: The power of vulnerability
• Chimamanda Ngozi Adichie TED Talk: The danger of a single story
• For additional free resources geared toward supporting English learners, ⁠visit our blog

Andrea Honigsfeld, EdD, is a professor at Molloy College, teaching graduate courses on cultural and linguistic diversity and TESOL methodology. Previously, she taught ESL/EFL in Hungary and New York City. She researches individualized instruction and has published extensively on multilingual learners and collaborative practices. A Fulbright Scholar, she has presented internationally and provides professional learning on content and language integration and collaborative practices. She has coauthored over 60 articles and chapters and over 30 books, including 11 national bestsellers.

Dr. Margo Gottlieb, WIDA co-founder and lead developer, has a distinguished career as a language teacher, coordinator, facilitator, and consultant. A Fulbright Senior Scholar and TESOL 50@50 honoree, she has presented internationally and authored over 100 publications, including "Assessing Multilingual Learners: Bridges to Empowerment" (3rd ed., 2024), "Classroom Assessment in Multiple Languages" (2021/2022), and "Collaborative Assessment for Multilingual Learners and Teachers" (with Andrea Honigsfeld).

An encore episode from season 9 of Highest Aspirations, where we discuss how schools are accommodating English learners with disabilities and the impacts that EL and disability status have on reclassification or exiting with Dr. Sara Kangas.

Key questions we address:

For additional episode and community resources:

Dr. Sara Kangas is an associate professor in the College of Education at Lehigh University. She is an applied linguist whose research focuses on the school-age population of multilingual learners (MLs) with disabilities. Using ethnography and interpretive policy analysis, Dr. Kangas investigates opportunity to learn for MLs with disabilities, with particular attention to the ways in which education policies, school structures, and ideologies affect their everyday learning experiences.

Dr. Kangas has published in top-tier journals such as the American Educational Research Journal, Teaching and Teacher Education, and TESOL Quarterly, among others. Her scholarship has received the James E. Alatis Prize (2018), TESOL Award for Distinguished Research (2015), and the Wilga Rivers Memorial Graduate Student Award (2015). Dr. Kangas earned her Ph.D. in Education with a concentration in applied linguistics at Temple University.

Jaime Gonzalez, Bilingual Director at Eagle Pass ISD, joins Highest Aspirations to share how his district fosters success for emergent bilingual students and educators. Located on the Texas-Mexico border, Eagle Pass ISD leverages its unique bicultural and bilingual community to empower students and teachers alike. Jaime discusses grassroots initiatives like the district's bilingual certification academy, leadership development programs, and empathy-driven training strategies that help educators connect with and support their students.

In this episode, Jaime explores the importance of breaking down language barriers, building strong community ties, and focusing on progress over perfection. Through practical strategies and powerful insights, this conversation highlights how collaboration and connection can transform outcomes for multilingual learners and their educators.

Key questions we address:

For additional episode and community resources:

Jaime Gonzalez, a native of Zaragoza, Coahuila, Mexico, moved to Eagle Pass in ninth grade and graduated from Eagle Pass High School. With a degree in Applied Mathematics, Jaime has dedicated 16 years to education with Eagle Pass ISD.

He began his career as a high school math teacher, teaching Geometry across ESL, Pre-AP, and regular sections for seven years. Jaime then transitioned into leadership, serving as an Elementary Instructional Officer, High School Dean of Instruction, and currently as Bilingual Director—a role he has held for six years.

In his position, Jaime is committed to transforming language barriers into opportunities, empowering students with the tools and support they need to thrive. His work reflects his passion for fostering understanding and building pathways for success within his community.

English learners with special needs often face significant barriers to accessing appropriate support in schools, and accurate identification is critical to their success. Steve Gill, a seasoned educator, school psychologist, and consultant with over 15 years of experience, joins Highest Aspirations to discuss the Critical Data Process—a framework designed to guide teams in evaluating and supporting dually identified students. Drawing from his extensive work with thousands of educators and school districts across the U.S., Gill shares his journey from recognizing the gaps in his own training to developing a system that prioritizes context, collaboration, and equity.

In this episode, Steve Gill delves into the complexities of identifying special education needs among English learners and the importance of viewing students through an asset-based lens. He highlights the value of building diverse evaluation teams, leveraging localized data, and fostering high expectations for all students. Whether you're an educator, school psychologist, or administrator, this conversation offers practical strategies for refining assessment practices, addressing systemic challenges, and ensuring that every student receives the support they need to thrive.

Key questions we address:

For additional episode and community resources:

Steve Gill is an experienced educator, school psychologist, and consultant who has dedicated his career to improving outcomes for English learners and students with special needs. With over 15 years of consulting experience, Steve has trained more than 23,000 educators across the U.S. and worked with professionals in 14 countries. His extensive career includes roles in gifted education, counseling, coaching, and developing innovative frameworks like the Critical Data Process—a tool designed to guide equitable evaluations for dually identified students.

Steve is also a prolific author, having co-authored 10 books, which reflect his passion for education, creativity, and practical solutions. Through his work, Steve continues to empower educators with strategies that foster equity, leverage data, and focus on the strengths of every student.