Presentation of

Learning
High Tech High Graduate School of Education
Education Leadership, Class of 2021
 Who is in
the room?
Thank you all for
being here and for
being part of my
journey.
The purpose of this
evening...

My hope is for this to be a meaningful

experience for all parties involved! Yes you
will hear my reflections, but I hope you will
gain inspiration for your own work, and get
involved in the future of mine!
TABLE OF
CONTENTS
IMPLICATIONS FOR SELF (10)
1 How I’ve grown, personally & professionally.

IMPLICATIONS FOR SITE (10)

2 How my capstone project impacted my school site.

IMPLICATIONS FOR SECTOR (10)

3 How my project can improve, expand, and inspire.

FEEDBACK CAROUSEL PROTOCOL (30)

4 How you think this work can continue to grow!
 1

IMPLICATIONS FOR
SELF
How I’ve grown, personally & professionally.
“When you can't find
the sunshine, be the
sunshine.”
—Unknown
OUR
COMPANY
I can change the world one
student, one classroom, one
school, one community, etc. at a
time.
OUR
COMPANY
“I hope to learn how to be an impactful, thoughtful, and
inspiring leader in education. I want to learn how to
facilitate adult learning in a way that makes any staff
feel excited to engage in the work. I hope to learn
about the politics, laws, and current events impacting
education, then figure out how to take action and/or
get involved in a way that makes a difference.”
- Personal Learning Statement, September 2019
■ One of my goals is to be a school director. The G.S.E. can support me
in realizing this goal by encouraging and guiding me to step as a
leader within my school community now. I would love to sit down
with someone to coach me through what that process even looks
like. I also would need to receive an administrator credential, so I
would like to be able to do that through HTH.
■ Another goal of mine is to get involved in local government. This is a
big risk dream of mine, but it’s something I’ve always set my heart
on. I can only do so much for my kids and their families while
working within the walls of my school. My locus of control is
seemingly small when I think about all the things we have the power
to change. Working in local government would give me access to
have a larger impact on the community my kids and their families
live in. With this dream in mind, I honestly don’t even know where to
begin. It would be very helpful for me to meet and engage with local
school board members, mayors, and representatives who work to
improve our education system.
--Person Learning Plan September 2019
STRENGTHS FINDER

AS A LEADER, MY
STRENGTHS
INCLUDE:

1. Communication
2. Positivity
3. Developer
4. Empathy
5. Includer
SELF-DISCOVERY THROUGH COURSEWORK
EDU 610: Cultivating
Conditions for Deeper
Learning
I am a meticulous and
creative planner
EDU 625: Financial Resourcing
for Equity
I want to fight for what
is right
EDU 605: Leading for Diversity,
Equity, and Integration
I strive to grow and be
more self-aware and
take care of groups
EDU 630: Leading Innovative
Schools
I love to think big but
not without small
details
SELF-DISCOVERY THROUGH COURSEWORK

EDU 655 A - F: Leadership

EDU 670 - 680: Inquiry Into Fieldwork
Practice
I struggle with conflict
I enjoy facilitating
adult learning
I struggle with the
idea of creating
Don’t reinvent the
discomfort
wheel and ask for help!
I want to make a
Be clear and always
difference more than I
have a purpose/goal in
want to feel
mind
comfortable
LEADERSHIP COMPETENCIES

I grew in:

1. Self-Knowledge
2. Relationships
3. Facilitative Leadership
4. Instructional Leadership
5. Vision
WHAT I WANT TO CONTINUE TO GROW IN:
WHAT I WANT TO CONTINUE TO GROW IN:

I want to continue to grow in:

1. Relationships amidst courageous

conversations
2. Reflective practices and constantly seeking
feedback
 2

IMPLICATIONS FOR
SITE
How my capstone project impacted my school site.
“In a gentle way, you
can shake the world.”

—Mahatma Gandhi
MY CAPSTONE
PROJECT
Improving Teacher
Efficacy to Increase
Emerging Multilingual
Learner Success and
Belonging at High
Tech Middle North
County
FOCUS OF PRACTICE

“By not servicing our EML population as the state of

California mandates, we are not only ignoring the
requirements set by the CDE, but we are also infringing on
students’ 14th amendment rights to an equal education. This
is a huge issue of inequity. For HTH to truly be the equity
project it aspires to be, it must ensure student success for
EMLs.”

-Theory of Action, Fall 2020

PROBLEM STATEMENT:

EML students at HTMNC are

disproportionately
represented on D/F lists and in
summer enrichment referrals.
DUAL AIMS:

■ By May 2021, teachers at HTMNC will report an

increased sense of efficacy and feeling of
confidence in their support and teaching of EML
students.
■ By May 2021, at least 80% of EML students at
HTMNC will make progress towards one or more
of their individualized EML language
development goals.
FINDINGS: ANALYSIS OF LEARNING CYCLES

In total, 88% of the EML population achieved at least

one goal! This reveals that the first part of this project’s
aim was met, because the number of students who
partially met or fully met a goal was higher than 80%.
FINDINGS: ANALYSIS OF LEARNING CYCLES
FINDINGS: ANALYSIS OF LEARNING CYCLES
I feel prepared to help my EML students grow
+23% Growth in the Always Category

I seek feedback from colleagues to help me adjust lessons to better service EML
students
+24% Growth in the Always Category

I seek feedback from EML students to help me adjust lessons to better service EML
students
+24% Growth in the Always Category

I embed California’s English Language Development Standards into my classroom

lessons
+23% Growth in the Always Category

I provide specific classroom accommodations to my EML students that will help them
improve their English language development
+24% Growth in the Always Category

I know how to communicate the purpose of the ELPAC to my EML students

+20% Growth in the Always Category

I confidently communicate with parents of EML students

+23% Growth in the Always Category
FINDINGS: ANALYSIS OF LEARNING CYCLES

1. Teachers need the time, space, structures,

and focused professional development to
service their EML students
2. Goal setting is an art that also needs to be
explicitly taught to teachers and must
include students
3. Empathy & Understanding Motivates the
People to Act
 3

IMPLICATIONS FOR
SECTOR
How my project can improve, expand, and inspire.
CONCLUSIONS
1. Give teachers the time, space,
structures, and focused
professional development to
service their EML students
2. Goal setting is an art that also
needs to be explicitly taught to
teachers and must include
students
3. Facilitate opportunities for
teachers to step into the shoes of
the communities they serve
“On average, ELLs’ academic achievement tends to be low”
across the United States (Goldenberg, 2008, p. 14). To be more
specific, ELL students are, on average, about 40 percentage
points behind their non-ELL peers in both fourth-grade reading
and eighth-grade math exams (Murphy, 2015, p. 2)

WE WILL NOT ACCEPT

THIS.
 4

FEEDBACK CAROUSEL
PROTOCOL
How you think this work can continue to grow!
Where do
we go from
here?
BRIGHT SPOTS
OF THE WORK
(10)
WHAT DID YOU APPRECIATE?
WHAT DO YOU WANT TO SEE MORE
OF?
 CLARIFYING QUESTIONS PROBING QUESTIONS

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DEBRIEF! (10)
THANK
YOU