Culturally and Linguistically Diverse Schools: 
Leading for English Learner Equity and Achievement


Option #1: Two Days Thursdays, March 21 & March 28, 2019 ● 8:30 AM-3:30 PM
Keith Middle School 225 Hathaway Blvd., New Bedford, MA 02740

Option #2: Four Afternoons Mondays, April 8, 22, 29 & May 6, 2019● 4:00-7:00 PM
Hudson High School ● 69 Brigham Street, Hudson, MA 01749

Option #3: Two Days Fridays, May 10 & May 24, 2019● 8:30 AM-3:30 PM
Greater Lawrence Technical Vocational HS 57 River Road, Andover, MA 01870
Option #3 is at capacity, but you may sign up for the waitlist in case a seat opens up.

 For a printable version of the flyer, click here: CLD Leadership Flyer


  • Registrations are processed on a first come, first served basis.
  • This course is meant for leadership pairs or teams. See eligibility criteria below.
  • Gather the information for all team members before you begin the registration form. All team members must be registered in one form.
  • Double-check that you enter your correct email address and other requested information on the registration. 

ASSURANCE OF ATTENDANCE: Participants must commit to full attendance on all days of a workshop.

WAIT LIST: If registration is full for a particular course, you may sign up for the Wait List. You will be notified if a space becomes available. 

CANCELLATIONS:  If you have an emergency and need to cancel your registration, please be sure to send an email immediately, or, at the latest, one week ahead of the opening of the course to [email protected].




Educators who successfully complete all workshop requirements, including full attendance, will receive 15 PDPs.


  • Laptop or other device
  • School/District Improvement Plan
  • Completion of Pre-Course Assignments (these assignments will be sent to participants in advance of the beginning of the course)


AUDIENCE:  This specific course is reserved for school leaders in pairs or teams that include a principal (or vice principal, superintendent, etc.) and an EL director. This workshop is designed for administrators who are responsible for school-level policies, leading school improvement planning and data analysis processes, and making decisions about programs and professional development. Preferred Qualification: SEI Administrator Endorsement Course Completion

Eligibility Criteria for Participation - Participants must be able to answer “YES” to the following questions:

  1. Are you (at least) partially responsible for crafting school policies and the school improvement plan?
  2. Do you have the authority to make decisions related to schedules and program options at the school level?
  3. Do you have at least some control over the time and topics that are provided for professional development for staff at the school or district level?
  4. Do you lead data analysis meetings and (help) decide which data gets analyzed and who participates in the analysis?  

*While the course is designed ideally for school leaders who answer "yes" to all of the questions, if participants can answer "yes" to at least one of the questions and receive permission from the main decision maker, they are still welcome to attend.

OBJECTIVES - Participants will be able to:

  • Engage in collaborative discussions and analyze current practices in local and shared contexts to broaden understanding of the need to promote a shared and culturally-responsive vision of equity and success for English learners. (Professional Culture)
  • Explore the benefits of fostering a climate that values the assets of ELs and their families, identify opportunities to empower families as partners, and apply this information to their local context. (Family and Community Engagement)
  • Create focus goals for their own schools and districts after critically thinking through effective instructional approaches for the simultaneous development of English and content knowledge, and examining elements of guidance tools, research, and examples /non-examples of promising practices.  (Instructional Leadership)
    • Work collaboratively to evaluate leaders’ existing district/school general and language policies, action plans and practices, and plan to address problems of practice to ensure equity and success for English learners. (Management and Operations)

DESCRIPTION: Culturally and Linguistically Diverse Schools: Leading for EL Equity and Achievement is a leadership course for decision-makers serving English language learners in our increasingly diverse schools. School leaders will hone their skills in developing collaborative relationships and practices to better identify, evaluate and plan improvements to build equity and achievement for English learners.

This course is designed to build upon the understandings presented in the Massachusetts Sheltered English Endorsement Administrators course through an update on current responsibilities and expectations of leaders, research related to promising practices, and the application of current tools to support educator inquiry and school improvement. This course features interactive tasks and discussions, review of current research, connections to other state initiatives, action planning, text/video analyses and the application of deepened understandings of promising instructional and collaborative strategies to leadership roles and responsibilities. 

This course will provide leaders with opportunities to deepen their knowledge base, reflect, plan, and act on their school’s policies and systems in order to implement school and district improvement plans and initiatives that ensure equitable and achievement opportunities for English learners.

LUNCH: You will have a 60-minute lunch break. Lunch is not provided. Please bring a lunch or check the local area ahead of time to see if there are any lunch vendors nearby.

INCLEMENT WEATHER POLICY: In the event of inclement weather our policy is as follows: If the school district in which this workshop is being held is CLOSED then the workshop will be rescheduled; we will not be cancelling or rescheduling if other school districts are closed.


Note: Register as a team of 2-5 people. All participants must be registered at the same time in one registration form.

Option #1:

Two Days - Thursdays, March 21 & March 28, 2019 - 8:30 AM-3:30 PM
Keith Middle School, 225 Hathaway Blvd., New Bedford, MA 02740
Register here: Registration closed (you may sign up for the wait list in case a seat opens up)

Option #2:
Four Afternoons - Mondays, April 8, 22, 29 & May 6, 2019 - 4:00-7:00 PM
Hudson High School, 69 Brigham Street, Hudson, MA 01749
Register hereRegistration closed (you may sign up for the wait list in case a seat opens up)
Option #3:

Two Days - Fridays, May 10 & May 24, 2019 - 8:30 AM-3:30 PM
Greater Lawrence Technical Vocational HS, 57 River Road, Andover, MA 01870
Register here: Registration closed (you may sign up for the wait list in case a seat opens up)

WAIT LIST: If registration is full for a particular course, you may sign up for the Wait List by following the link below. You will be notified if a space becomes available: 

Additional Resources


In the OLA Curriculum and Instruction page, you will find:

Next Generation ESL Curriculum Resource Guide

This comprehensive document provides:

  • Information about the project's context, the curriculum design framework, and how to use that framework to develop additional ESL units.
  • Description of a continuous improvement cycle prompting critical questioning and strategic decision-making that can be used to improve instructional design.
  • A collection of collaborative templates, tools, processes, protocols, and other resources used in the development of ESL MCUs (e.g., Collaboration Tool, unit template, unit lesson plan template, language unpacking tools, unit and lesson-level protocols, etc.).
  • Resources for professional learning communities (PLCs) to support collaborative ESL curriculum development.
  • Information about other key topics related to the project, such as text complexity, Universal Design for Learning, guidance related to instruction and assessment of dually identified students (ELs with a disability), critical stance, social justice, and other significant components of effective ESL curricula.
Collaboration Tool V2

This is a multi-layered, multi-purpose tool designed to help curriculum writers operationalize WIDA standards in conjunction with state academic standards. The goal of the Collaboration Tool is to support curricular planning with the intentional, simultaneous development of language and standards-based analytical practices and concepts. It highlights the need for collaboration between language and content educators and helps teachers prioritize and strategically plan around WIDA's Key Uses of Academic Language in the context of key academic practices (Cheuk, 2013) common across the disciplines. The Collaboration Tool and related processes are planning resources that, among other uses, can help educators prepare to create clear, standards-based language learning goals for developing curricula using the ESL unit template. For more information, please visit the Massachusetts Next Generation ESL: Project page.

Interactive Guide to the Collaboration Tool

Use this guide to explore the Collaboration Tool in more detail. Be sure to have the Collaboration Tool in front of you for reference. This guide will walk you through how you can use the Collaboration Tool in curriculum development, starting with Focus Language Goals.

12 ESL Model Curriculum Units (ESL MCUs)

Housed in the Model Curriculum Unit Page. (You will be asked to register. Access is free and granted immediately. Scroll down to find "ESL Units.")

Instructional Video

See 8 ESL MCUs different in action.

  • Hear directly from the families of our multilingual learners, including discussion of the importance of the schooling experience, as well as hopes and aspirations for their children. It is our hope that this video can help build enthusiasm for change, strengthen our commitment to the academic success and immense potential of ELs, and compel and support equity and rich, abundant educational experiences for all our students. 
  • See additional guidance from OLA in our Guidance and Laws page.

Send a message to [email protected] with the following in the body of the message: “subscribe listname your_full_name” 

  • Example: “subscribe ELCurriculumPD john_smith”
  • Please be sure to check your junk mail for a confirmation message and add sender to safe lists and emails. To unsubscribe, send a message to [email protected] with the following in the body of the message:“unsubscribe ELCurriculumPD”

Note: The state sponsors a limited amount of courses every year. Districts are encouraged to offer additional PD tailored to their particular needs.. Educators are also encouraged to seek other sources of high-quality professional development as needed.

From Recertification Guidelines for Massachusetts Educators: “School districts are required annually to adopt and implement a professional development plan for all principals, teachers, and other professional staff employed by the district and school council members… Schools are required to include professional development for school staff and allocation of professional development funds in the school budget in the School Improvement Plan. In school districts with language minority student populations, the Plan is to address the need for training and skills in second language acquisition and in working with culturally and linguistically diverse student populations.”  (Massachusetts General Laws, Chapter 71, Section 59C).

  1. Districts with ELs must develop a professional development plan and provide training for teachers in second language acquisition techniques for the re-certification of teachers and administrators. In accordance with 603 CMR 44.06(1)(a), as of July 1, 2016, educators with professional licenses must earn at least 15 Professional Development Points related to SEI or English as a Second Language in order to be eligible to renew their licenses.
  2. Districts awarded Title III funds must provide high-quality professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), principals, administrators, and other school or community-based organizational personnel, that is:
    1. designed to improve the instruction and assessment of ELs;
    2. designed to enhance the ability of such teachers to understand and use curricula, assessment measures, and instruction strategies for ELs;
    3. based on scientifically based research demonstrating the effectiveness of the professional development in increasing children's English proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers; and
    4. of sufficient intensity and duration (which shall not include activities such as one-day or short-term workshops and conferences) to have a positive and lasting impact on the teachers' performance in the classroom. 

Authority: NCLB; Title III 3115 (c) 2; EEOA; 603 CMR 14.07; G.L. c. 71, § 38G and 38Q
State Requirements:  603 CMR 14.07
Federal Requirements: (IDEA-97); NCLB; Title III § 3115 (c) 2;