VASCD Journal

Fall 2019

Issue link: http://publications.catstonepress.com/i/1178774

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Kristina J. Doubet, Ph.D. Kristina J. Doubet, Ph.D. is an award-winning professor in the College of Education at James Madison University where she works with preservice teachers to prepare them for careers in the classroom while partnering with experienced teachers to help them improve their practice. Her ten years of experience in her own classroom and seventeen years as a consultant and coach help her weave practicality into everything she does. She regularly partners with schools, districts, and organizations to implement initiatives in differentiated instruction, curriculum design (UBD), digital learning, and performance-based assessment. Along with numerous articles, she has published two books through ASCD (Differentiation in Middle and High School and Differentiation in the Elementary Grades) and one through Corwin (The Differentiated Flipped Classroom). Her current projects include the book, Authentic Performance Tasks and Projects: Overcoming Challenges to Success (with Jay McTighe and Eric Carbaugh), as well as an ongoing research project focused on innovative programs for English Learners. "The teachers who made a difference recognized that I wasn't just a kid who couldn't speak English; they saw that I was someone who could think…. They had high expectations and asked me to do worthwhile things" (Monroy, 2012). Claudette Monroy's description of her experience as a middle and high school English Language Learner in several Virginia school systems speaks to the necessity of both a supportive learning environment and teachers who hold a growth mindset for their students. Often, studies of what works for English language learners focus on instructional strategies and associated linguistic approaches that almost exclusively target student deficits. But a study of innovative middle and high school programs for students learning English revealed that, as Claudette asserts, targeting student strengths— in terms of academic interests, linguistic background, and social-emotional learning— is vital for student success. The study also revealed the crucial role school leadership plays in cultivating a strengths-based learning environment. This article focuses on that vital administrative role. e Administrator's Role in Innovating Strengths-Based Programs for Secondary English Language Learners vascd.org VASCD Journal Vol. 16 2019 62

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