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John Segota, CAEAssoc. Exec. Dir. for Public Policy & Professional Relations
TESOL International Association
2016 Colorado TESOL Conference
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“Let us not be content to wait and
see what will happen, but give us
the determination to make the
right things happen.”
- Horace Mann
The Call for Advocacy
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• Population Shift
• Equity
• Immigration
• Assessment
• Teacher credentialing
• Status of the field
TESOL P-12 Professional
Teaching Standards
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Standard 5.b – Professional Development,
Partnerships, and Advocacy
Candidates take advantage of professional
growth opportunities and demonstrate the
ability to build partnerships with colleagues and
students’ families, serve as community
resources, and advocate for ELLs.
NBPTS ENL Standards
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Standard IX – Professional Leadership and
Advocacy
Accomplished teachers of ELLs contribute to
the professional learning of their colleagues
and the advancement of knowledge in their
field in order to advocate for their students.
TESOL Standards for ESL/EFL
Teachers of Adults
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Standard 8 – Commitment and
Professionalism
Teachers continue to nuance their understanding of
the relationships between second language teaching
and learning through the community of ELT
professionals, the broader teaching community, and
the community at large. The knowledge, in turn,
informs and changes both the teachers and the
communities.
What is advocacy?
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According to Merriam-Webster:
• An active verbal support for a cause or
position.
• The act of advocating, or speaking or
writing, in support (of something).
Comes from the Latin advocatus, meaning
“one called to aid”
Types of advocacy
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• Self advocacy
• Case/personal
advocacy
• Cause/public/
issue advocacy
Framework of advocacy for ELLs
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• Currency
• Defensibility
• Futurity
Herrera & Murry (1999)
Ripple Effect
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Group of teachers advocating for ELs
in district
Group of teachers advocating for ELs
in school
Same teacher advocating for ELs outside classroom
One teacher advocating for
ELs in classroom
Staehr Fenner 2013
Knowledge is credibility
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• Facts – focus - issues
• Policies & procedures
• Options
• Resources
• Documentation
Know Your Rights
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• Laws – Local, State, Federal
• Contracts
• Rules & Policies
• Preferences &
Social Expectations
Spheres of influence
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Professional
PublicPrivate
Networks
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• Who do I know?
– Personal networks
– Professional networks
• What resources do
they have?
• Who do they know?
Understanding the wider context
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English Learner Education
Negative forces
Positive forces
Stakeholders
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• Group 1 – Directly impacted
• Group 2 – Decision makers
• Group 3 – Local groups
• Group 4 – National /
International groups
Building Relationships
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• Be friendly, and make a connection
• Organize an event, and invite stakeholders
• Visit offices and classrooms
• Tell people about yourself
• Be interested
• Follow up
• Volunteer
Strategies
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• Personal expertise
• Opportunities for
collaboration
• Conversations
• Observation
• Modeling
• Professional Development
• Mutual respect
Ingredients
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ADVOCACY
Strategy
Networking
Education
Success
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“If teachers were to translate their commitment to
individual children into active political engagement in
the struggle to shape tomorrow's schools - if they
were to begin insisting on pressing issues with
administrators, parents, politicians - their numbers
would command attention. They would be heard.”
- Patricia Hinchey
Advocating for English Learners
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1. Need for Advocacy
2. Creating a Shared Sense of Responsibility
3. How Teachers Can Collaborate
4. Advocacy Overview for Administrators
5. Increasing EL Families’ Involvement as Advocates
6. Advocacy Through Effective Instruction
7. Advocating for ELs in Assessment
8. Advocacy for ELs’ Success Beyond Grade 12
