National Policy Board for Educational Administration

Leaders in education are often faced with challenges in providing students who have English as a Second Language (ESL) a positive learning experience. It takes creativity, open communication, and cultural sensitivity to ensure these students receive a quality education. Think for a moment about how your education setting promotes a quality education for ESL students. How do administrators collaborate to guarantee a positive learning experience?

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To prepare for this Discussion, review this week’s Learning Resources. Also, select an article from the Walden Library that highlights best practices in providing quality education for ESL students (see selected article from Walden Library in the attachment). Consider how you, as a leader in education, would provide a quality education for these students.

Learning Resources:

National Policy Board for Educational Administration. (2002). Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. Retrieved from http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
Williams, K. (2015). 9 techniques for building solid parent-teacher relationships. Scholastic. Retrieved from http://www.scholastic.com/teachers/article/9-techniques-building-solid-parent-teacher-relationships
Diversity Proficiencies (see attachment)

Post an explanation of one way you can promote a student’s native language while providing quality education in an English-speaking educational system. Describe at least two challenges to this situation. Support your response with the current literature and best practices. Which strategies might you use that are most effective to address this need? Use examples from your educational setting to support your response as well as the current literature.

Note: Please use APA format. Do not forget to list your references and include the in-text citations. Also please use current (meaning within the past 2 years) scholarly journal articles as references. Thanks

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Diversity Proficiencies The Council for the Accreditation of Educator Preparation (CAEP) defines diversity as: “Differences among groups of people and individuals based on ethnicity, race, culture, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation or identification, geographic origin, or any number of other factors” and states that “regardless of their residence, personal circumstances, and preparation experiences, candidates need opportunities to develop professional capabilities that will enable them to adjust and adapt instruction in appropriate ways for the diversity they are likely to encounter in their professional lives.” (CAEP Standards, 2013, p. 20) Throughout your program, the curriculum will provide multiple opportunities for you to learn about cultural and individual differences, and you will