Dual Language Immersion

Coordinator
90-Day Entry Plan

August 2022
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Statement of Purpose & Rationale

For the past nine years, I have worked at Arlington Public Schools (APS) as a Spanish Language
Arts Fifth Grade Teacher, Spanish Language Arts Specialist, Bilingual Resource Teacher for the
Gifted, and World Languages Teacher Specialist. I am extremely grateful for all the professional
opportunities afforded to me and how I have developed as a Spanish dual language teacher,
instructional coach, and educational leader while working with APS. I look forward to
continuing my career with the district in this new leadership role.

As a dual language alumna, I have always been passionate about these programs and have
firsthand experience of the positive impact they have on student achievement, especially as an
English learner. I am committed to the three pillars or goals of dual language education:
developing bilingualism and biliteracy, promoting high academic achievement for all students,
and fostering socio-cultural competency. Equity is at the heart of dual language education and it
is what has guided my work during these last nine years. I want all students to feel valued at
school and proud of their cultural and linguistic backgrounds as well as their unique individual
experiences.

In reviewing APS’ Strategic Plan, I see many commonalities between my personal values and
the district’s mission, vision, and goals of student success, inclusive communities, and strong
partnerships. To successfully implement and sustain these goals, I am prepared to work
collaboratively with the dual language immersion community and Syphax offices to align our
program to the Center For Applied Linguistics’ The Guiding Principles of Dual Language
Education. In all my professional roles, I have enjoyed working with various teams to think
about solutions and strategies for school and program improvement. I have facilitated team
meetings as grade chair, Spanish Language Arts lead, and as a member of my previous school’s
Leadership Team. I have also led professional learning sessions at APS and at state and national
conferences. In summer 2019, I led the writing of the K-5 Biliteracy curriculum with teachers
from both Claremont and Escuela Key. In fall of 2021, I was part of the Task Force charged with
leading the revisioning process of the program and helped to draft recommendations for
improvement. My work supporting teachers and students in grades K-12, across language and
content areas, as well as my cultural and language experiences abroad have taught me valuable
leadership skills that have prepared me for this position.

As the Dual Language Immersion Coordinator, I will ensure to promote the goals of dual
language education and strengthen our program through collaboration across content areas at the
school and district level.
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Vision
To provide instruction that is responsive to the diverse student population in a caring, safe, and
academically rigorous learning environment in partnership with families and the greater school
community, so that all students achieve academic success in two languages and become global
citizens motivated to build a more equitable, multicultural society.

Core Values
● Student Success
○ All students have the capacity to learn at high levels.

● Equity
○ All students deserve equal access to learning opportunities.

● Inclusivity
○ All students should feel valued at school and proud of their cultural and linguistic
backgrounds.

● Collaboration
○ All stakeholders work together to ensure student success.

Driving Forces

The driving forces behind my work include APS’ Strategic Plan, The Dual Language Immersion
Task Force Recommendations, and the Guiding Principles for Dual Language Education from
the Center for Applied Linguistics. Arlington’s Strategic Plan focuses on student success and
wellbeing and achieving that through strong partnerships, operational excellence, and an engaged
workforce. The DLI Task recommendations provide a roadmap of the priorities that are needed
to strengthen the program. Lastly, the Guiding Principles guide my planning, self-reflection, and
improvement efforts. They remind me of my commitment to the goals of our program.
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3-Year Plan

Cultivating a Lifelong Love of Language Learning

Year 1 Goals
Spanish Language Arts Reading, Planning for 80/20 Program Model, Expand Course offerings at
the High School Level
Action Steps:
● Purchase instructional materials to support reading instruction in Spanish K-9
● Adopt Core Curriculum for K-1 Spanish language arts and train teachers
● Collaborate with High School administrators and staff to offer a Dual-Enrollment course
in Spanish

Year 2 Goals
Spanish Language Arts Writing, Implement 80/20 Model, Expand HS Course Offerings
Action Steps:
● Purchase instructional materials to support writing instruction in Spanish K- 9
● Support grades K-1 for a successful implementation of the new bilingual model
● Monitor implementation of DE Course

Year 3 Goals
Content Areas in Spanish, Well-Designed Assessment System, Expand HS Course Offerings
Action Steps:
● Purchase materials to support SS and Science instruction in Spanish K-12
● An assessment system aligned to program goals and objectives, and language and literacy
standards
● Plan to offer other HS Courses
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Pre-Entry Activities

Reflection
I will take time to reflect on my leadership--my values, priorities, and goals for this role. This
will help me focus on what is important.

Information & Relationships

I will gather and analyze information that is valuable to the role and think about the relationships
I need to build to be successful in this role. I will start meeting with principals to get their
feedback on what is working well/not working well.

Needs Assessment
I will read program evaluation data and Conduct a SWOT analysis to identify strengths and
opportunities for improvement in the program K-12.
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90 Day Entry-Plan

Phase 1: Appointment - July 1

1. Letter Send a letter to the dual language immersion community sharing

my background, professional experience, and vision for our
program.

2. School Meetings Meet with school leaders and staff members that are available in
the summer.

3. Central Office Meet individually with key Central Office staff to discuss
collaboration throughout the year.

Phase 2: July 1 - August 15

1. Continue Continue meeting and collaborating with key stakeholders

Meetings including school administrators, central office administrators,
teachers, and families.

3. Purchase Get quotes and purchase instructional resources for various

materials program sites.

2. Plan Prepare staff development for the new school year focused on
Professional aligning our program to The Guiding Principles for Dual
Learning Language Education.
Include teacher training for new materials
Create a calendar to backwards plan PD sessions and trainings
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90 Day Entry-Plan

Phase 3: August 15 - August 26

1. Welcome Back Lead program orientation for new hires.

Go to the schools to introduce myself and welcome back all staff
to the school buildings.

2. Professional Engage in collective professional learning with all DLI staff.

learning

3. Shared Develop shared commitments for the year with all DLI staff.
Commitments

4. Open Houses Greet all families at Open Houses. Use this time to connect and
make families feel welcomed.

Phase 3: August 29 - September 30th

1. First Day of Be present on the first day to greet students and families. Support
School in what schools need.

2. Conduct Visit as many classrooms as possible. Take notes of strategies

Walkthroughs teachers are using and common themes that emerge.

3. Debrief with Share observation data with principals. Get their feedback and
Principals plan on ways to support.

4. Ongoing Continue training teachers on how to implement new materials

Professional and resources that will be used throughout the year.
Learning
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Next Steps

October-December

1. Finalize Spanish Schedule vendor presentations to staff and community.

Languages Arts Staff and community vote on a vendor.
Core Resource Select core resource to implement in grades K-1 in SY2022-23.

2. Meet with HS Start planning for the Dual-Enrollment Spanish course for
Staff and SY2022-23.
Administrators

3. School Visits to Plan for two school visits: one in New Mexico and one in
Observe 80/20 Virginia Beach City Public schools so staff get to see what a day
Model in Other looks like in the 80/20 immersion model.
Districts Start creating schedules for the 80/20 model in the two
elementary schools.

4. Ongoing Attend Center for Teaching for Biliteracy PD.

Professional Attend La Cosecha Dual Language Conference with staff.
Learning Train K-1 teachers on new Spanish language arts core materials.
Map out what the second half of the year looks like and include
dates for curriculum writing.
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Reflection

This process supported my thinking as I thought about entering this new role and where

to prioritize my attention and energy. It helped me self-reflect, zoom in on my vision, core

values, and the why of the work I do. I was supposed to think 90 days ahead, but I was

motivated to prepare a three-year plan and how those first 90 days would help me get closer to

my long-term goals. It reminded me that this work cannot be done alone and that I have to

collaborate with all stakeholders so that we can strengthen the dual language immersion program

together. It also got me really excited to begin this work because I had a plan on what to do from

day one. Lastly, it made me feel confident in the work that I was doing, knowing that I could

communicate my plan clearly to anyone who asked and that would add to my credibility. The

process reaffirmed that planning is essential for long term success.

Creating an entry plan for any new administrator seems almost necessary now after going

through the process myself. It is a roadmap that keeps new administrators focused on goals,

especially because it is so easy to get lost in a new position when there is so much new

information to learn. Explicitly stating the action steps that will help accomplish a goal also

makes the work seem possible and manageable during a stressful time. I see the administrator’s

vision as their “Why” and the 90-Day Plan supporting their “What” and “How.”

I found the pre-entry activities to be the most important in the process because everything

else flowed from there. The time for reflection allowed me to really think about my leadership,

how I perceive myself and how others might perceive me, and the message that I want to

communicate to others about my work. After gathering information about the role and program

data, a three-year plan with goals was formed. Suddenly, I had a destination and action steps to

get there. That is valuable for any new leader.