Sheldon L. Eakins:

Welcome advocates to another episode of the Leading Equity Podcast, a podcast that focuses on supporting educators with the tools and resources necessary to ensure equity at their school. Today I've got a very special guest with me, Ms. Tonya Singer. She reached out to me during the Leading Equity Virtual Summit that took place back in January, and I enjoyed the conversation she and I had as far as our exchanges between Twitter, DMs and emails, and I wanted to have her on the show. So I'm so glad that she was able to make the time to be able to come on, and without further ado, I want to welcome Ms. Tonya singer.

Tonya Singer:

Thank you so much. It is such an honor to be here.

Sheldon L. Eakins:

The pleasure is mine and I look forward to having our conversation. I'm going to share, if it's okay with you, I'm going to share a little bit about a miscommunication that occurred between you and I. So, when you first reached out to me, you talked about your experience with EL Education. And honestly when we first started talking, I was thinking EL was meaning Expeditionary Learning because I'm on a school board out here and it's an EL school, Expeditionary Learning, and we always use that, you always say EL EL, so when you were saying EL, I thought that's what you were talking about. But then I found out, no, you're talking about English Learners. So it just threw me all off and I was, "I don't know how this is re- how much equity is in this." But luckily we were able to get all that straightened out, so let's talk about you for a second because I want to know, for those who are out there, who are our advocates and may not be as familiar with you, could you share a little bit about yourself and what you do?

Tonya Singer:

Yes. So I am a teacher leader. I mean, I started as a teacher, I started in fifth grade. I worked as a reading specialist, I worked as this classroom teacher, reading specialist, coach and director, supporting professional learning in the school district. But for the last 15 years I have been full time supporting districts as a consultant, leading professional learning, to help teachers be more effective, making high level learning in core classrooms accessible, engaging to all students. And all students, specifically in the schools where I'm working for equity, there's a high population of Latinx students, of English language learners. I work in California, I used to work in Texas, so a lot of my roots in the school system. I'm also a bilingual teacher and I'm fluent in Spanish, and [foreign language 00:02:32], which is a little, I speak a little Chinese from living as a foreigner in China for a year.

Sheldon L. Eakins:

Wow.

Tonya Singer:

Even though I am white and I grew up monolingual and I grew up with a lot of privileges, in that this culture of the school matched the culture of my home, from a very, very young age I've been disturbed by the fact that when you drive across the freeway, this was Menlo Park to East Palo Alto, skin tones change, socioeconomic level changes. I was noticing in equities from a young age and noticing the amount of Spanish language in California names and places, so from a young age I wanted to be bilingual. So what I do is I help teachers bring an asset mindset and structure active engagement in the classroom, and really to change teacher practice, it's not just about strategies, it's also about why district-wide effective change leadership. So I help change leaders, build collective efficacy, build inquiry-based adult learning to improve practice that gets results.

Sheldon L. Eakins:

I love it. Thank you for sharing your story and for what you're saying, because I think it's so important that we, not just like you said, not just stay on strategies, I like to say, "What is your mindset?" Because a lot of the educators that I work with and leaders that I work with, often they don't necessarily recognize or realize some of the inequities that are out there, their biases that they have. And so I really just try to change, shift those mindsets and really try to bring more self-awareness for them so that they can really move on and work on those strategies or educate themselves even further, so I definitely appreciate that. Now I want you to go back, because you have a wealth of experience and education as an educator, reading specialists and the work that you're currently doing now, what do you wish you had known before you got into education?

Tonya Singer:

Well, I'm going to answer that with the focus on one aspect of mindset and the story I tell to model the humble inquiry that we all have to have, to look at our biases. And the story I tell is of my first year of teaching, I go in, fifth grade, and of course I have high expectations. I know that good people have high expectations. I came into this work to help kids be successful and have access to a college career and whatever ambitious dream they set, so I'm coming in with that global philosophy. And then the reality is my students are performing several years below grade level, and there's all kinds of emotional safety issues in the classroom and coming out of different behaviors and I was a completely new teacher trying to figure out, okay, reality meets expectations.

Tonya Singer:

And so, what I did is I poured all my good intentions into trying to catch students, into trying to provide support that now I have the perspective to see how my scaffold at that point was simplifying my language, simplifying some of my tasks, we're actually creating a wall, a barrier to access. So even though I perceived myself as having high expectations, I didn't have the concrete tools to make the high expectations a reality. And thankfully my principal was really strong, she came in, she says, "I want to see writing samples." And she took all the writing samples, and she put comments and she gave them back to me. So, that was one example of doing the kind of work we have to do, which is let's calibrate our expectations. It's not enough to have a standard, let's look and see what should this look like at fourth grade, at fifth grade.

Sheldon L. Eakins:

You know, it's funny-

Tonya Singer:

If I had had that perspective to start that would be amazing.

Sheldon L. Eakins:

I say this a lot, but it's funny because our teacher prep programs don't always prepare us for the realities of the classrooms that we're going to get, especially as a brand new teacher. We come out pumped and we got our diplomas and we were ready to take on the world, and then we realize that things that we did and learned and theories that we learned, there's a lot of hands on learning that we're going to have to take on because a lot of the stuff that we're facing when we first walk into those classrooms, are for our first days are, "Oh, okay, let me either try to reach out to somebody or I need some support because I wasn't ready for these things."

Tonya Singer:

Mm-hmm (affirmative).

Sheldon L. Eakins:

So, let me ask you this, you talked about how you were able to get some con-, you didn't have the concrete tools at first, and you talked about your experiencing different things and wanting to learn more about culture and about wanting to be bilingual and learn Spanish, especially in your area that you were in. I want to know a little bit more about what drove you to do this work, this equity work in education.

Tonya Singer:

Well, in addition to that, those roots I had growing up, I think of two moments of cognitive dissonance that happened for me that were, and one in particular that I'll zone in on is, okay, young adults, I was on an abroad, travel abroad program in college, and I was in India. And when I walked through this gate from where the ship was out into the city, there were just so many people begging for money or, all for business, right?

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

Asking for rig shaw drivers and tailors or whatever, and for the first several days I walked through, I was just so overwhelmed by the amount of people, just crowded right around me and grabbing my hands and talking to me, I pushed right through. I had five days in India and on the fifth day I was reflecting, or the fourth day, when I was reflecting, "I traveled to try to connect to people and I'm pushing past people to try to go to places or did do my agenda." So, I went out my last day in India, I wanted to do something different and I just put $2 in my pocket and wore a long dress and kind of had my hair tied back into a ponytail with these Jasmine flowers, and I didn't really know what to expect, but I'm, "I'm just going to walk out." And when people grabbed my hand, I stopped and I looked down, and there was a girl probably five years old looking up at me. And I smiled at her, she smiled at me and together we walked past the crowds.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

And this group of five kids, maybe six or seven actually, initially, but there were five kids who gather round me, one boy grabbed the flowers out of my hair, threw them on the ground and ran off into the crowd. He came back with fresh flowers. I ended up, I tried to pay him, long story, I won't get into about sort of how to get someone to take a ripped dollar bill, which no one would take in India. But with five kids who were, I am assuming homeless, I don't know, we spent the whole day together and we didn't speak English, the same language, I spoke English, I didn't speak their language, I'm guessing that they spoke Tamil.

Tonya Singer:

And there was a powerful moment at the end, I'm thinking about my privilege and, "What am I going to do and how can I help them? I obviously have so many more economic resources." I mean they were asking for food and money, and just going through that process of, "How do I give and what is my responsibility and what can I do?" And as I'm thinking this, the girl who initially grabbed my hand in the crowd, we've now been spending hours together, put a ring on my finger. She had a ring and she had a dress, and she gave her ring to me. And that was a moment of cognitive dissidence that really disarmed me and made me really look, actually see that hierarchy that I had and didn't realize I had. I thought I was the one to be giving in this situation-

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

... and she gave me the most precious gift. And in that moment I decided, "I cannot just go worrying about college, get my career, buy the house, do that whole American dream thing. My work has to be about creating equal opportunity for kids." And I decided to focus locally, think globally focused locally. So I'm working more in the U.S., but it really started in India.

Sheldon L. Eakins:

Wow. It's amazing when I ask people what got them into the equity work and what drove them there and it's always these stories that, that was that moment to where I was, "This is what I'm doing. There's access that needs to be... there's students that need access, they're not necessarily getting the resources that they need, and how can I support them?" So I appreciate you sharing that with us. Now, I want to move to English learners, not Expeditionary Learning, but English Learners. So, let's talk about that because you and I were chatting prior to us recording and we talked about ELA, ESOL, ESL, multilingual learners, there's emergent bilinguals, talk to us about the work that you're doing in EL education and how it relates to equity.

Tonya Singer:

All right, so yeah, by any name, well we're talking about students who speak a language at home besides English.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

And the term English Learners comes from there, in the context of learning English in school, because it centers English. Many of us are trying to change the terminology, either emergent bilingual or multilingual learners, but we're talking about approximately 10% of the school population. And when we say English learner or multilingual learner, we mean a group of students that is as diverse as the entire world, right? I mean you have every possible range of expertise and needs of any students, the only thing that groups them into a group is the fact that their parents signed that another language was spoken at home on the home language survey when they entered a U.S. school. That's it. So, that's really important contextually to understand when we talk about EL. But one thing that my work, where I put a lot of emphasis, is based on the statistics that about 74%, I'm now giving a California statistic because this has not been measured in other states or had not been at the time that I did this analysis, but 74% of secondary English learners are longterm English learners.

Tonya Singer:

So that's defined differently in different states, whether it's four years or six years, what we want to call longterm English learners. But when we say English learners, for some people with less understanding of EL, they might think of an emergent student, right? Someone who's really just learning English. The majority of the students who have that, "EL," label that I've been working with in schools are students who are stuck at that intermediate level or expanding level, has a different name in every state, but speak English, understand English. There was no communication issue in terms of everyday communication. But for academic language there's a disproportionate service and performance in reading and writing. So my focus, which is a little different than some people who work in the EL field, my focus really is about core teaching, tier one teaching, wanting every child to have equal access to high level learning. So it's about helping every teacher, every principal, have the mindset, you mentioned mindsets before.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

So having the mindset to expect excellence from English learners and not think, "Oh, this is a group that is less than, we have to provide X service." That is, we then buy a program, a curriculum, that was designed with the idea that the students are less than and need help. There are many ways systemically that English learners get marginalized and the what they actually do during the day ends up being watered down despite best intentions. So I really support, and thankfully there's a much bigger movement now of people who agree we want high expectations, we want access to high level learning. So I help teachers with the challenge that I didn't know how to surmount when I started, which is, "Okay, you take high expectations, but then you need to observe students, watch students and watch for their assets. What language are they using right now? Don't go by what's on the books. Don't go by the EL label. What did you just hear the students say?" Based on that, provide their supports. Choose or lose support based on what you see.

Sheldon L. Eakins:

I want to touch on some things that you mentioned because you really got me thinking, because back in episode 98 I had [Ms. Nery Cecil Crawford 00:00:16:06] and she explained some of her experience. And she moved from, I forgotten which country in South America, but she moved from there at around 11 years old and basically she talked about how she had been passed on. Her teachers, they basically would just give her the grade so that she could move on, and it wasn't until she got into the ninth grade where she had one teacher that really challenged her.

Sheldon L. Eakins:

And she still keeps up with that teacher to this day, and that is that one teacher that really inspired her to become an educator and all those things. So, I wanted to know if you could talk about that for a second as far as what you're seeing in our classrooms as far as... because you said high expectations. What are you seeing in a classroom that might be similar to maybe teachers kind of passing students along to just, "Oh, well, English is not their first language so I'm just going to give them the grade so they can pass on."

Tonya Singer:

It can be, I mean without even that intentionality about it, it can happen by default if you teach in a traditional way, right, where you assign and then grade, ask questions and have students raise their hands. And a lot of kids who don't raise their hands, that are silent, and that's normalized by just the expectation and the culture of the classroom, a lot of English learners can really go under the radar and not speak, right? There was a study done that said English learners spend 2% of the day in the academic talk. And if that's the average, you know there's a lot of silence for a lot of students. So, or what happens that I see a lot is, especially, there are many states where the way that systemically services are provided is ESOL, or TSOL, all teachers are hired based on the number of ELs in a school to provide services to the EL.

Tonya Singer:

So by design, the design of the services is that you have a specialist. And that in and of itself is not all bad, using that resource of a TSOL teacher to co-teach, to coach, to be an advocate, I mean there's so many beautiful things that all the TSOL teachers are doing in those schools. So one of the unintended consequences of pull out or of a bide and teach in a special service or specialist approach is that core teachers in that school can lose their sense of agency. Can feel, "Oh, you are going to teach this student, you're going to work magic on the students, so I'm going to focus on the other students."

Sheldon L. Eakins:

Yeah.

Tonya Singer:

And why this is so problematic is that if you have a specialist, usually they can only see an English learner 30 minutes or 40 minutes a day.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

So you have an English learner who is spending the majority of the time with a teacher, who's not the EL teacher, but then when... so as the core teacher, I might mistakenly, when I see the English learner has a struggle, I could think, "Oh, that's okay, so and so's a specialist and is going to help the student with that need." So there's an overemphasis in this one person trying to fix the problem, whereas by contrast, the schools that are really successful are the schools where there is a shared agency, a shared ownership. And if there are specialists, they're working strategically, not just divide and give everyone equal minutes of the specialist's time, but look strategically, "Who are our students and what are their needs and how might we have a specialist perhaps serve newcomers and students who are just learning English in one way, and then do co-teaching or push-in or professional learning coaching to reach core teaching for the other students?"

Sheldon L. Eakins:

I've seen, on top of all of that, I've seen the specialist is supposed to basically train the teacher how to teach El students. So, not only are they supposed to support the student, but now they're called to do PDs and all kinds of things, and maybe that's not a part of their comfort level or their education or background, and they're told, "You're supposed to educate and train this teacher on how to support our EL students." Have you seen those kinds of things as well?

Tonya Singer:

Absolutely. And it can become an impossible job. I just did a community call with many people yesterday and several of them were ESOL teachers, in that kind of role, and some drive to four school sites. And they're really asked to be miracle workers and sometimes it's a faulty setup. I mean, I told the superintendent once, and this was with pull-out, serving just in one school, he really wanted me to train the specialists who were doing pull-out. And I said, "Look, I can do that. But if your goal is actually to raise the achievement of English Language Learners, I don't want to focus on 30 minutes of the day, that we're calling language. I want to focus on core teaching." Because the thing about language is, language, the linguistic demand of what we do vary by the task. You learn the language of high level math, talking about mathematical thinking, through talking about mathematical thinking.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

You learn the language of an academic text about the scientific cause and effect, scientific processes, by reading a scientific text. So, English Learners, especially those intermediate and higher levels, those students who are either at risk of being longterm ELs or already are thrown into that category, they most urgently need to access grade level texts, to be in high level academic conversations, making inferences, justifying their thinking with text evidence. They need opportunities to write for a reason, for an audience, and to feel a sense of belonging in the community of scholars in the school. That's the thing, they notice they're being sent to a separate class.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

And, now, Patricia Gandara talks about triple segregation of Latinos, racial ethnicity, socioeconomic status, and language. And that happens by neighborhood segregation that we have in this country, but also is further amplified by programmatic segregation.

Sheldon L. Eakins:

Yeah, like you said, the students get either, they pull them out or I see a lot of kids getting thrown into a special ed because they think that the intelligence is lower just because their English is not their first language and the school is a predominantly English speaking school so they just assume students need special education. I mean, unfortunately we're not doing the best service sometimes with the way that we're approaching our students who are still... we're still needing support on our students who are, English is not their first language.

Tonya Singer:

Mm-hmm (affirmative). Absolutely.

Sheldon L. Eakins:

Now, I think we've created a sense of urgency here with our conversation. So, we've talked about, you shared some of the challenges that are out there and I want you to really start talking about some of the strategies that our educators can implement immediately with when it comes to our English Learners.

Tonya Singer:

So one of the most important strategies, which, it's most important and I also call it the entry point strategy, to agree on systemically and focus on get resolved, is structuring academic conversations in every classroom every day. And focusing, so on one hand you need to learn the strategies, whether it's Think-Pair-Share, Numbered Heads, there's all kinds of cooperative learning strategies, but that's not enough, you also need to have shared expectation about, what does an academic conversation about a text look like in fifth grade, in 11th grade, right? What does it look like? So, when a school can focus on a shared vision not to implement strategies, but have equitable engagement and high level conversations, a shared vision for student outcomes, that's going to be the best way forward, not just for English Learners, but for all kids.

Tonya Singer:

Common mistake when people are focusing on improving programs for EL, is to do a checklist of best practices. And then what happens is people get trained in the checklist, administrators walk through classrooms and look for the checklist, and everyone feels comfortable that they have done what they need to do, but there's no reality check for critical inquiry. Did the kid actually change? Are students more equitably engaged? Are they taking initiative? Do they feel a sense of belonging in our school, right? How are the students performing? So, focusing on students, academic conversations are a really good entry point as one strategy to start with.

Sheldon L. Eakins:

Okay. So, the academic language, now define that for me just so we're all clear, we're on the same page.

Tonya Singer:

All right, so right now language is a tricky part, is to understand the next level, right? First level is get everybody actively engaged, where teachers are expecting all students to talk and are listening as students talk. Listening to gather formative data about who's engaging, who's not engaging, what are they saying, right? Through that we notice, I mean we have a negativity bias, so we tend to notice errors first, right? Who's not talking, what's not being said, right?

Sheldon L. Eakins:

Right.

Tonya Singer:

We then want to build, look at the strength, what language students are using, and then support language. So, one way of supporting language that is commonly understood and known is using a linguistic frame or a sentence frame or starter, or you might provide the beginning of a sentence that students can use and finish. I'm giving that as an example because it's more commonly understood, and what's important more than the linguistic frame is that we all agree that the purpose is for students to actively participate, use academic language and express their thinking. We should choose or lose the linguistic frame based on what we see, and it's going to change all the time.

Sheldon L. Eakins:

Yeah.

Tonya Singer:

So you don't want administrators saying, "Oh you have English learners, you have to have sentence frames. Put up your sentence frames." You do want to say, "When I walk through classrooms, I want to see students actively engaged in learning. I want to hear academic conversations, not just teacher talk. Student talk." And if there's not student talk, "Okay, how can we address that?" That's where the sentence frame is something you choose or lose.

Sheldon L. Eakins:

So Tonya, thank you for explaining that, but I want to dig a little deeper. Could you share a little bit more as far as maybe some examples or just a little... touch on, because I want our advocates out there to be clear on some ways that the academic language can really shine within a classroom.

Tonya Singer:

Excellent, I'm glad you asked that. So, I gave an example of oral academic language, which is one aspect of academic language. One way of thinking about language, is language both includes word level, like vocabulary. It includes grammar, everything we know about grammatical language. And then it includes text organization, and then of course those social and political bigger aspects. But they get very classical for educators, they should think about expressive language, what do students say and what do they write? And receptive language is, what do they hear? Do they understand the lecture? They understand what's being said? And then what they read. So we need to think about all those domains, listening, speaking, reading and writing. And should be an inquiry about, what language do students need to be successful with this? What are the complex linguistic demands of the texts their reading? Have the texts organized, very complex sentence linguistic density, there's a lot there when we start to ask that question.

Sheldon L. Eakins:

Mm-hmm (affirmative). And just to clarify, this can be done across all disciplines, right? It's not limited to a certain subject, this is English, this is math, this is reading, writing, this is science. These are strategies that we can use in any discipline, is that correct?

Tonya Singer:

Absolutely, all disciplines. And this is why I always say, "Focus on the task. What are students doing?" And if we start with conversations, it's an easier entry point. So to the science teacher I will say, "Okay, here's my lesson, here's what I'm doing in science, we're going to do an active lab. How can we use conversations to strengthen student engagement with the lab experience to strengthen their preparation to write? To strengthen their building up ideas together? To think more critically as scientists, right? And a math teacher would think, "How can they express what is the best way to solve this problem and why, right?" You want to focus on the task.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

So it doesn't feel like one more thing, some ELL checklist that's completely apart from my curriculum. "No, no, we're going to look at what I have to teach my students and what I want them to produce, and focus on the language there." If all teachers are asking students to produce is to sit and get and take a multiple choice test, we have to change it so students are doing more speaking and writing and reading. But then once we're there we can get more nuance about the language and where students need support.

Sheldon L. Eakins:

Okay. Okay. Thank you. So, we've talked about the teacher side of things, now I want to go into leadership. So, what are some things that our school and district leaders can... what do they need to know about assuring equity for our English Learners?

Tonya Singer:

Ooh, that is a good question, and there's lots of aspects but I'm going to keep my focus on instruction because building the capacity of teachers to be effective with English learners is part of that job. Obviously partnering with families is another important piece, ensuring that we're keeping track of when students come in, their home language surveys and assessments, monitoring progress, those are the bigger, many of the big leadership pieces that are important. I want to focus on what every general education leader should know, is that they are part of the solution of improving instruction for ELs in their school. All leaders should think about this. There's very limited time for professional learning, and typically what happens in a district is there are different departments who are each coming up with initiatives to influence teacher practice.

Tonya Singer:

Now in secondary this might be okay because the different departments of teachers go in different ways, but let's just take a fifth grade teacher for a moment. The fifth grade teacher, now you have all these departments and they're all basically wanting time to influence that fifth grade teacher. So this is why leaders, and leaders who know the learning forward standards of professional learning and know the research on best professional learning, know it needs to be aligned.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

So unify at the top, get clarity on what students... what are the students outcomes you most urgently want to impact, and then collaborate to move practice through that lens. So if you have an EL leader, you have a director of equity, you have people who are there in collaboration with the director of literacy or the curriculum director, just say, "How are we going to ensure that in your literacy initiative, every English Learner is realizing success to those goals?" "We're trying to do tech integration." "Great, what are the student learning outcomes where we know we're going to be successful?" So align, but get focused on students. Many initiatives are get high level and we lose, students get lost in the shuffle.

Sheldon L. Eakins:

Mm-hmm (affirmative).

Tonya Singer:

We need to have a student outcome that we are trying to impact. And I want to encourage leaders to not just be limited to high stakes testing, to think about equitable engagement, think about belonging, think about goals that may be hard to measure, but are absolutely fundamentally important to ensure equity for students and preparation for 21st century success.

Sheldon L. Eakins:

Tonya, I definitely consider you as providing a voice in leading equity, what is one final word of advice that you can provide to our listeners?

Tonya Singer:

Take a deep breath and recognize all the strengths you bring to the work. I think there's a lot already that people are doing right that go towards effective teaching for English Learners without even realizing that, that's what they know. I mean, out of my trainings people sometimes go, "Wow, this was validating. You helped me see this." You have a core literacy teacher who's really good at having clear expectations and modeling clearly, that's an asset for English Learners, and they may not realize that. So I would say start with strengths, and I would say start with strengths for students. Listen to students, listen to family, know your own community or students you serve, and really seek to understand the strengths of multilingual communities in your school district.

Sheldon L. Eakins:

Mm-hmm (affirmative). I have Tonya Singer with me, and you have definitely provided a lot of information that we, as educators, like you said, it's about 10% and depending on what school, obviously, here at... but there is going to probably be a population of English Learners at your school, and so important that we are doing our best. So again, thankful for your time. If we have some folks that want to reach out to you, could you share what's the best way to connect with you online and then also share about your publication that you have out there.

Tonya Singer:

All right, thank you. Yes. So, connecting me online would be at tonyasinger.com. My name is T-O-N-Y-A S-I-N-G-E-R, tonyasinger.com. I'm on Twitter at Tonya Ward Singer, that's how many people know me from my book, Tanya Ward Singer. So my recent books are, Breaking Down the Wall, Essential Shifts for English Learners Success, with nine esteemed co-authors, really amazing team collaborated to write that book. EL Excellence Every Day, which is a flip to guide to differentiating academic literacy, which I designed for busy core teachers who don't have time to read a book and want to flip to what they need when they need it. And then, Opening Doors to Equity, is a practical guide to observation-based professional learning, which helps coaches and instructional leaders lead the deep work of collaborative teacher inquiry in classrooms together to get results.

Sheldon L. Eakins:

And I will leave links in the show notes as well and also on the website, on the Leading Equity Center website, so that information be there for you in case you missed it, but it'll be available for you to find the links as well. Tonya, thank you so much again, it has been a pleasure.

Tonya Singer:

Thank you, Sheldon, I'm a big fan of your work and I'm really honored to be here. Thank you so much for the opportunity.

Sheldon L. Eakins:

The pleasure was mine. Definitely my pleasure.

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