Highest Aspirations

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:

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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:

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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:

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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.

Newcomer students bring diverse strengths and experiences to their schools but often face unique challenges in adjusting to a new country, culture, and educational system. Amy King and Yvonne Williams from WCEPS join Highest Aspirations to discuss how clear communication, culturally responsive practices, and meaningful family engagement can help schools support newcomer families effectively.

In this episode, King and Williams share actionable strategies for building partnerships with families, fostering inclusive environments, and addressing the diverse needs of students and families. From leveraging families’ strengths to shifting deficit-based perspectives, this conversation offers valuable insights for educators committed to creating spaces where all students can succeed.

Key questions we address:

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Yvonne Williams is the Director of Multilingual Learner Educator Engagement at WCEPS, where she works closely with Local Education Agencies (LEAs) to support educators in meeting their goals. As an immigrant from Chihuahua, Mexico, and a former English language learner, Yvonne brings a deeply personal perspective to her work. Her 25+ years of experience in education, including her time as a WIDA Professional Learning Specialist, have shaped her dedication to helping diverse language learners succeed.

Amy King has more than 20 years of experience in the field of English language teaching both in the US and overseas. She served as a Senior Professional Learning Specialist at WIDA, taught ESL in K–12 public schools, private language schools, and adult education programs. Internationally, she has taught in both Slovakia and South Korea.

Newcomer students face unique challenges as they adjust to life in a new country, culture, and educational system. Dr. Marie Heath, an international educational consultant with over 30 years of experience, joins Highest Aspirations to share her expertise on acculturation and bicultural identity. Drawing from her own experience as the child of an immigrant and her doctoral research at Texas A&M Commerce, Dr. Heath discusses strategies for helping newcomer students build their bicultural identities while navigating the complexities of their new environment.

In this episode, Dr. Heath explores the importance of creating a welcoming space, building connections between schools and families, and equipping students with the tools they need to thrive academically, socially, and emotionally. From developing systematic approaches to supporting newcomers to celebrating their strengths and unique contributions, this conversation provides actionable insights for educators dedicated to fostering inclusive classrooms.

Key questions we address:

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Dr. Marie Heath is an international educational consultant with over 30 years of experience in education. She earned her doctorate from Texas A&M Commerce, focusing on acculturation for immigrant adolescents and successful bicultural and bilingual integration. Growing up as the child of an immigrant, Dr. Heath understands the complexities of navigating multiple cultural worlds and has dedicated her career to what she calls “the beautiful art of grafting multicultural identities.”

Today, Dr. Heath works to help newcomer students and their families adjust to new cultural, linguistic, and academic environments, offering practical tools for fostering resilience and celebrating diversity.

In this episode of Highest Aspirations, Sandra sits down with Rocío Figueroa, Senior Instructional Content Manager at Ellevation, to explore how personalized professional development can transform teaching and learning for English learners. Drawing from her diverse experiences as a teacher, instructional coach, administrator, and consultant, Rocío shares practical strategies for tailoring professional learning to meet the unique needs of educators across content areas and grade levels.

They discuss the power of data-driven approaches to PD, the value of leveraging internal expertise within schools, and the importance of building collaborative teacher communities. As a speaker at Ellevation’s upcoming IMPACT Conference, Rocío offers a preview of her session, which focuses on creating actionable and meaningful learning opportunities that empower educators to better support their multilingual students.

⁠Resister for IMPACT Conference 2024 ⁠

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To expand your connection within the Ellevation community by join our⁠ ⁠Ellevation Educator Facebook Group⁠.

The IMPACT Conference was born out of a desire to bring educators together during a time of unprecedented isolation and challenge. In this episode of Highest Aspirations, Ben McNelly and Steve Sofronas join us to reflect on the journey of the conference—from its inception during the height of the pandemic to its evolution into a dynamic virtual event that continues to serve educators nationwide.

They share insights into how the conference has grown to support English learners, the importance of fostering community among educators, and the ongoing commitment to making professional development accessible for all. As we look ahead to this year’s conference, Ben and Steve discuss how the theme of “Paving the way: Strengthening spaces where EL students can thrive” aligns with Ellevation’s mission to create spaces where multilingual students can succeed.

Resister for IMPACT Conference 2024

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