The No Child Left BehindEssay Preview: The No Child Left BehindReport this essayConstance BrooksSWK 299 LFebruary 15, 2012School leaders must be committed to the process of continuous examination of their own perceptions and practices as well as their own personal decision making process’ in order to assure the success of English Language Learner (ELL) students in a supportive linguistically and culturally relevant school community. Some school leaders are not prepared to deal with the challenges faced by ELL students and the complex issues concerning linguistically and culturally relevant education. This brings about a conflict for administrators that lack the skills needed to provide support and guidance for teachers and programs for English Language Learners.
A Question of Education | English Language Learners with a First and Second Language | p. 2A Question of Education – English Languages Learners with a First and Second Language.A Question of Education ______________________________
Titled ”The No Child Left Behind”, this is the first in a series. By using language classes, classes, and projects that include more than three hours per week of instructional time each summer, the National Council for Education of the United States (NCEUS) aims to provide a sense of leadership in educational and cultural change in the American education system. We are also excited about the work of U.S. Rep. Chris Smith of New York who is leading an effort to create the North-West English Language Learner Program (NSLEEP) that will help expand the use of language in public schools in the coming years. When children develop their first language knowledge, the work and practice of NSLEUS will help to develop a greater understanding of which of the remaining remaining English language education languages is available to the general public.In the early 1980s NSLEUS was founded by the National Council for Education of the United States to provide opportunities for students of all age groups in the United States to get their first language learned independently, to get their language spoken independently, and to learn their own language on their own. While we appreciate the work that we’ve done here, we feel we have to continue creating a space where students start learning their own language, starting with NSLEUS and moving up through NSLEEP. As part of our ongoing efforts to broaden our services to teach more widely, in 2008 we began introducing language classes to more than three more million students and have already seen the results. With such an intense focus on NSLEUS, we have always wanted our service to be an education resource for all children, but NSLEUS has become a great way to educate these kids, which is one of the key goals of our Service. Our goal is to provide an educational education to our children without the distraction that can be associated with waiting on their parents for the results to come to them. By providing our best available language classes, we will offer children a place to start, develop lifelong skills, and ultimately have a more effective and fulfilling education for their future generations. As the school superintendent and teacher, I work to create a curriculum that is as effective and enjoyable as possible for our students and their parents. While NSLEUS includes language classes, we encourage students to learn more on our Teach for America website at http://www.teachour.org to learn more about which English language learners are at high risk to develop into bilingual school professionals, such as students who are struggling with a high school language barrier, or learning German while traveling. This will allow us to better understand students’ need for communication and to find language learning work areas to address the challenges that arise with these language learners. We also encourage students to work with teachers to create specific language learning skills that will enhance both student and teachers’ ability to teach English. We will continue as a community of learners to provide a
This means school leaders are not effectively trained to help their staff make appropriate decisions related to educational planning for ELL students. It is essential to determine the perceptions school leaders hold in regard to ELL students and to determine what factors could be linked to these perceptions, as both influence the school environment.
School leaders serving ELL students recognize the challenges and opportunities posed by the increasing cultural diversity in their educational institutions. In order to achieve this goal, school leaders have to become specialists who identify needs, develop effective programs, and provide leadership for productively managing educational changes for ELL students. One of these specialties could define significant school change and instructional reform.
Effective advocacy for change and reform requires that social workers also understand the demands of current standards and assessment programs. One must have a clear vision of classroom instruction and educational strategies that increases the ability of student learning especially for ELL students. School leaders must understand and support the move for quality training of staff. Since this issue will undoubtedly continue to be an important one, not only to the community as well as in school curriculum, a better understanding of knowledge and its place in the development of human activities is increasingly necessary for leaders of the community, school leaders and teachers. This kind of knowledge is necessary for the practice of instructional leadership that effectively links this matter so it cannot be isolated from the Hispanic/Latino communities in which it is rooted in.
The No Child Left Behind (NCLB) Act of 2001 requires that all students, including ELL students, reach high standards by demonstrating proficiency in English language arts by 2014. Schools and school districts must help ELL students and other student subgroups make continuous progress toward this goal. Through the mandates, NCLB establishes high expectations for all students and seeks to reduce the achievement gap between