Enacting Asset-Based Approaches for Critically Conscious Dual Language Teachers: The Administrator's Role in a Professional Learning Community

Abstract

Equity minded administrators must perceive professional learning not only to focus on using strategies that promote language and literacy development for students, but also to address teachers' deficit discourses and assumptions about their students (Molle, 2013; Kolano et al., 2014). Dual Language (DL) teachers and administrators participated in a professional learning community (PLC) to improve the instruction of DL learners by engaging in a critical examination of equity across three districts. The research used a framework to understand the cultural and linguistic assets of students by using a “learning about my students” approach with a focus on the strengths and abilities of their students—rather than deficits. Concurrently, the study examined the leadership role and collaboration of administrators in planning and implementing professional learning with their DL teachers. Results concluded key roles and supports of administrators to participants in the PLC as: 1) examining teacher's critical consciousness, 2) leading with a cultural growth mindset, and 3) commitment to equity in capacity building.