How can a school leader best ensure that teachers address the needs of English learners (ELs)?

The most effective way for a school leader to ensure that teachers address the needs of English learners (ELs) is by requiring that lesson plans demonstrate evidence of differentiation for ELs at various proficiency levels. This approach directly impacts instructional practices by holding teachers accountable for providing tailored support to ELs based on their specific language needs. Differentiation ensures that each student receives appropriate instruction that takes into account their proficiency in English, which can improve their engagement and academic outcomes.

When teachers are required to include strategies for differentiating instruction for ELs, it encourages them to think critically about their teaching methods and how they can best support diverse learners. This might involve using visual aids, adjusting language complexity, or implementing collaborative activities that allow students to develop language skills alongside their peers.

In contrast, simply providing additional materials may not guarantee that teachers will utilize those resources effectively or implement them in a way that is accessible to all ELs. Conducting regular language proficiency tests can help assess growth but does not directly influence teaching strategies. Similarly, scheduling extra classes exclusively for ELs may inadvertently segregate these students and limit their integration with peers, which is crucial for language acquisition.