The Administrator’s Role in Planning an English Learner Program
Administrators are an integral part of the process for supporting English learners in an English learner program. School and district leaders provide a vision and reinforce the benefits of school improvement on engaging and supporting English learners. A successful English learner program depends on leaders who articulate the significance of pursuing a path of improvement to better engage, educate, and include English learners. Reference Ohio Standards for Principals, Standard 9 Strategic Staffing.
As instructional leaders, administrators consistently engage and support teachers and staff in the hard work of refining practices and ensuring English learners can access the curriculum and make progress on becoming English proficient. Ohio’s educator evaluation system provides the process.
Learn more on the Creating, Enhancing and Sustaining an English Learner Program: The Basics page of the Administrator’s Resource Kit.
Table of Contents
This resource covers the topics listed below. Select a topic to jump to that section.
Articulating the Case for Change
Administrators can focus on why it is necessary to create an English learner program that may mean changes for staff. Encourage staff to explore their own purpose for supporting any changes that coincide with implementing an English learner program.
❏ Action Activity
This Action Activity is designed to reflect on the rationale behind creating and enhancing an English learner program.
Download: Driving Purpose Action Activity (Word) or Driving Purpose Action Activity (PDF)
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Enhancing the System
It is important to provide a coherent and continuous experience for English learners across grade levels and educational services. Clearly stated goals and principles provide transparency for building partnerships and aligning services.
❏ Reflection Exercise
This Reflection Exercise is designed to clarify the current goals and commitments of schools and districts and reflect on their sufficiency to support implementation of English learner programs.
Download: Clarifying and Aligning Goals Reflection Exercise (Word) or Clarifying and Aligning Goals Reflection Exercise (PDF)
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Needs Assessment
Administrators can routinely reflect on current practices and assess needs to develop improvement plans that promote the holistic success of English learners. The Needs Assessment tool supports the implementation of systems that support the development of English proficiency.
❏ Action Activity
Use the informal Needs Assessment to evaluate how much each essential component (or task) is reflected in the school and district classrooms. Reflect on how you will use the results of this assessment to create actionable goals and practices for supporting services for English learners.
Download: Informal Needs Assessment Action Activity (Word) or Informal Needs Assessment Action Activity (PDF)
School and district administrators of English learner programs are encouraged to stay current by signing up for state updates from the Ohio Department of Education and Workforce’s Lau Center and federal updates from the National Clearinghouse for English Language Acquisition (NCELA).
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References
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These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.
Last Modified: 3/10/2025 3:55:56 PM