What might a leadership role look like in a primary school? Specialists in the field of English as an additional language (EAL) have a distinctive body of knowledge and expertise that complements that of classroom teachers, literacy specialists and learning support leaders such as SENCOs. It is a significant, and sometimes complex, field of knowledge in its own right which is central to the success of bilingual and multilingual students and their families’ engagement with schools. When discussing this role with a group of leaders recently, some of the chat was about the more non-specific and essential leader characteristics or variables; nurturing, accepting, valuing. Others placed high importance on promoting translanguaging practices, and the visibility of languages and cultures within a school environment. Responding to challenges and willingness to change or initiate new actions were also highlighted. Yet these leaders also noted that decision-making about teaching practices or programmes for improved English language output was sometimes ‘muddied’ by competing approaches. An ‘Evaluation of the Nature and Efficacy of Support for English Language Learners’ by Allen and Clarke (2022) found that schools are autonomous in their decisions on how to develop supplementary language support and use Ministry of Education funding, but this leads to wide variation of practice. Within the detail provided, one recommendation stood out; ‘Reconsider the policy setting of ‘special educational needs’ through which ELLs are currently funded and align it with government policies and funding mechanisms that relate directly to learning, diversity and settlement outcomes.’
This would have implications for the source of leadership expertise and the ‘umbrella’ pedagogy under which bilingual and multilingual language support sits within some primary schools. The current emphasis within the Special Educational Needs area should be strongly considered at a school level.
The leadership and delivery of an intervention programme to elevate student language and achievement requires time and specialist knowledge. A successful ‘intervention’ is one which is connected to the schoolwide curriculum. English language learners need carefully planned teaching programmes that enable access to the New Zealand Curriculum at age-appropriate levels as soon as possible. Support can be provided through a combination of differentiated and scaffolded classroom tasks, as well as specific targeted support delivered by trained ESOL staff, either in class or in a small-group teaching situation.
Ultimately, what we all desire is effective school processes. When identifying features of leadership for bilingual/multilingual students there are a range of aspects that could be considered. This role might carry a release time allocation and/or some extra recognition such as ‘management units’ for the role. Following is a description of some possible languages support/ESOL leader responsibilities which you can adapt for your school context as necessary.
The role descriptions cover:
- Welcoming and information sharing between school and families
- Communication and school processes for a culturally and linguistically responsive focus
- Languages support and ESOL programme content and delivery (including using a system that is transparent and determined by appropriate rationale or criteria.)
- Monitoring progress of students and applying for relevant funding
- Professional development and leadership of colleagues
The leader will: Keep Identity, Language and Culture (at the heart) – make connections and build relationships
Welcome & Enrolment
- Attend an enrolment interview, meet the student(s) and family members, and assist the parents/caregivers to fill out a supplementary enrolment form which highlights the child’s strengths and interests, including in thie home languages. Arrange for a support person or interpreter to be present if necessary.
- Provide families with an enrolment pack which includes translated school information if appropriate.
- Either at the interview or as soon as practical afterwards, conduct or arrange for a tour of the school, preferably with a same language buddy for the child.
- In consultation with the principal, decide on an appropriate class placement for the child.
- Assist the class teacher to prepare for the child’s arrival, with cultural and language information, items for a welcome box, suitable choice of buddy, suggested classroom activities etc, as required.
Communication / Cultural Inclusiveness
- Keep in touch with parents / families regarding school events and processes, and student progress.
- Identify and make staff aware of local people that are able to support – interpreters, cultural leaders, ethnic affairs personnel etc.
- Provide brief messages into the school newsletter on such topics as the importance of first language maintenance, how parents can help at home, etc.
- Acknowledge cultural festivals and observations, mark International Languages Day etc
- Facilitate translanguaging practices at school in the use of multiple languages in classrooms and visibility of relevant resources (dual texts, info for parents in library …).
- Keep the specific cultural needs of ELLS in front of the staff.
The leader will: Examine the development of school provision for languages/ESOL support and language enrichment
Languages support/programme delivery
- Decide on the appropriate level and type of English language support.
- Arrange the ESOL support timetable and groupings using a transparent process of Supplementary Support and identifying needs.
- Liaise with classroom teachers to ensure that the ESOL programme is closely connected to the class curriculum and the needs of the students.
- Ensure class teachers are kept fully informed about the content and coverage of ESOL/languages support and the progress of the students.
- Where teacher aides are involved in ESOL delivery, meet regularly with them , at a scheduled time, for planning and to discuss any highlights or concerns.
- Provide close guidance and instruction for teacher aides in their delivery of ESOL support.
- Manage the ESOL budget and purchase resources to support the ELLs and the ESOL programme.
The leader will: Ensure school-wide tracking and monitoring – A process for noticing student learning and progress
Assessment
- After an appropriate settling-in period, carry out an initial assessment or support the class teacher with this process.
- Based on knowledge gained from the initial assessment process (including observation of the student in the classroom), use the English Language Learning Progressions to determine the students ‘best fit’ stage of English Language. This will help the ESOL leader and class teacher to understand the degree of scaffolding that will be required for teaching.
- Make an initial application for Ministry of Education for ESOL funding to support the teaching of the student.
- Distribute Ministry of Education ESOL forms in July and November for teachers to update before the August and March funding returns. Provide resources and support as required for teachers to make an accurate judgement of the Stage of their students English Language Learning using the English Language Learning Progressions ELLP (Pathway).
- Using the information from ELLP update the MoE ESOL status list and use this to create a student register for school-wide decision-making.
- Use information from assessment processes to provide moderation discussions between teachers, especially for Listening and Speaking (oral language modes) which may not be monitored explicitly in class.
- Provide relevant information about students to class teachers which may be included in reports or learning conferences.
The leader will: Take a ‘learning to learn’ focus with teachers and colleagues
Professional Development
- Take part in cluster meetings and other professional development opportunities as they arise, in order to ensure that professional knowledge is current.
- Take steps to gain a TESOL qualification, such as that offered through MoE scholarship opportunity .
- Keep up to date with information from the Ministry of Education concerning new resources or programmes, and pass this information on to other staff.
- Use a regular slot in staff meetings to mention any issues regarding the ESOL programme or students.
- Provide handbooks of key documents and other written information for staff.
- Arrange staff professional development sessions as appropriate and relevant, and encourage staff to attend training in TESOL.
- Identify professional development opportunities for teacher aides.
Please note that languages/ESOL teaching should be delivered by a trained teacher, or a trained teacher should oversee the programme and the work of any designated bilingual support assistants or teaching assistants. Planning and communication in advance to support staff are crucial. See Teaching assistant planning notes, Bilingual support teacher guidelines…
