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Acknowledgments

Author’s Acknowledgments

This book project started because of the leadership learning communities I have been so fortunate to be part of. Throughout this process, there have been a number of colleagues who have served as my peers, partners, critics, encouragers, motivators, and fellow advocates for traditionally marginalized students, specifically English learners. It is my hope that this book serves as evidence of the power of our synergy.

For those leaders who have been dedicated champions for the students and communities they serve, for allowing me to engage in the work alongside you, thank you for what you do each day for students. This list includes Kwame Asanti, Chris Bearden, Roy Dawson, Babatunji Ifarinu, Nadia Ramcharan, LaVern Shan, Naja Solomon, and Mark Willimas.

I’d also like to thank those who serve as teacher educators with a focus on culturally and linguistically diverse learners. Thank you for your dedication to preparing the next generation of teachers: Holly Arnold, Kisha Bryan, Elfrieda Lepp-Kaethler, Christine Leader, and Margo Williams. Thank you to those who support state, district, and school initiatives with a focus on equity, access, and high-quality standards-based instruction for all: Julie Carroll, Shelley Jallow, Kirsi Laine, Kiesha Lamb, Tiffany Alvarez-Smith, Cherrilynn Woods-Washington, Mayra Valtierrez, and Vanna White. I commend you all for the work you have committed to and for the work we have done together.

I especially appreciate those educators who contributed to this book by directly sharing their experiences through writing. Thank you to Asha Asby, Chanda Austin, Maria Rodriguez Burns, Phoenicia Grant, Norman Sauce, and Kimberly Skukalek. To Laura Gardner, for her guidance and contributions to Chapter 5, thank you for helping me to bring attention to these issues.

Thank you to the Corwin community, without whose support this book might never have come into existence. To Dan Alpert, who thoroughly listened to and welcomed my idea for this book: Many thanks to you for remaining dedicated to the causes of assuring equity, access and the civil rights of English learners. To the editorial staff Mia Rodriguez and Lucas Schleicher and my marketing manager, Maura Sullivan, thank you for supporting this work. To Megha Negi, my production editor, thank you for all your hard work. To Tomiko Breland, I cannot express my appreciation enough for your partnership and expertise as editor throughout the development of this book.

Finally, I’d like to express my sincere appreciation to my family members. To my nieces, the next generation of social justice advocates. Brandi Artez (for those lyrics) and Teneal Cooper for the engaging conversations (via text message). To my husband Ronnie, our children Ronnie and Breanna, my grandson Hendrix, and my mother Deborah for their ongoing support and unwavering belief that I could and would be successful in writing this book.

Publisher’s Acknowledgments

Corwin gratefully acknowledges the contributions of the following reviewers:

Barbara Marler

Educational Administrator

Skokie School District 68 and National Louis University

Skokie, IL

Dana Salles Trevethan

Superintendent

Turlock Unified School District

Turlock, CA

Debra Paradowski

Associate Principal

Arrowhead Union High School

Hartland, WI

Jacie Maslyk

Assistant Superintendent

Hopewell Area School District

Aliquippa, PA

Joseph N. Cerna, EdD

Elementary Principal and Adjunct Professor Educational Leadership

Fort Sam Houston Elementary and Texas A&M San Antonio

Fort Sam Houston, TX

Laura Schaffer Metcalfe

Education Faculty

Grand Canyon University

Phoenix, AZ

Lindsay Morhart

Teacher

Regina Catholic School Division

Regina, Saskatchewan

Marianne Lucas Lescher, PhD

School Principal

Kyrene Traditional Academy

Chandler AZ

Maryam Hasan

Vice Principal

Toronto District School Board

Toronto, Ontario