Staffing and Professional
Development
Lever 3 Essential Action:
Proactive staff recruitment, continuous professional development, and data-driven targeted PD plans based on DLI program goals.
Ongoing and proactive recruitment strategies with clear selection and hiring processes that focus on hiring bilingual certified teachers with an asset-based mindset
3.1.a - Recruitment process has a clear recruitment and hiring strategy that is focused on high-quality candidates with asset-based values and a clear priority for bilingual certified personnel
3.1.b - Collaborate to create a pathway for existing staff to develop DLI skills and work with institutions on high-quality preparation for future staffing
Certified bilingual teachers are in all content areas and grade levels
3.2.a - Use and allocate bilingual funds to support staff seeking bilingual certification
3.2.b - Reimburse costs of certification exam for DLI teachers completing bilingual certification
3.2.c - Obtain or actively pursue bilingual certification in all content areas
3.2.d - Strategically place certified bilingual teachers in grade level or content assignments, considering not only certification and partnerships, but the relationship to the grade level as a whole
Strategic staff placements based on student need, bilingual strengths, credentials, and commitment to the program
3.3.a - Strategic placement of highly qualified leaders, teachers, and support staff across grade levels to ensure strong program fidelity and student success
3.3.b - Strategic placement based on student needs, bilingual strengths, credentialing, and other staff factors
Implement targeted and personalized strategies to support and retain staff to create a positive workplace climate
3.4.a - Systemically create professional learning opportunities that align with DLI goals rooted in culturally and linguistically sustaining practices
3.4.b - Collaborate and celebrate with a focus on the DLI program goals
Purposeful encouragement of students to access other special programs
3.5.a - All DLI students have equitable access to special programs such as gifted & talented education, STEM, AP, special education, and counseling
3.5.b - Systematically monitor data of language development and content learning in both program languages to ensure there is not over-representation or underidentification of students in any specialized program
Job-embedded professional development given regularly to all adults providing instruction
3.6.a - Staff receive continuous, targeted professional development aligned to DLI program goals on key program components and best practices
3.6.b - Annual DLI refresher course available
A view of all students’ needs including those in a dual language program when planning and offering professional development
3.7.a - Professional development plans are based on data from all students
3.7.b - Systems of cross-collaboration exist between general education and dual language teachers on professional development