Education Week - February 6, 2013 - Special Report - S7

ENGLISH-LEARNER EDUCATION

Valeria Silva
SUPERINTENDENT
St. Paul Public Schools, Minn.
BY LESLI A. MAXWELL

ew top-tier school administrators can claim as high a level of intimacy with the education of English-language learners as Valeria
Silva, the superintendent of the school system in St. Paul, Minn.
A native of Chile, Silva, 51, spoke no English when she first came to
Minnesota in the late 1980s to help take care of her sister’s children
for a few months. More than 25 years later, the woman who still calls
herself a second-language learner and at times consults the dictionary
to look up unfamiliar words has risen to lead the state’s second-largest
district, where 45 percent of the 39,000 students are English-learners.
“Her personal background, as a woman, a Latina, and a secondlanguage learner, makes her quite unique in the field,” says
Verónica Rivera, the executive director of the Association of Latino
Administrators and Supervisors, or alas, based in Washington. “Those
are incredible assets for leading a district like St. Paul.”
As the director of the district’s ell programs from 1998 to 2006,
Silva oversaw one of the most dramatic shake-ups of instruction for
English-language learners in any major school system at the time. She
dismantled the district’s use of tesol (Teaching English to Speakers
of Other Languages) centers, where beginning English-learners were
taught separately from their native English-speaking peers for up to
two years, and put ells directly into mainstream classrooms.
She got rid of weak teachers, many of whom were clustered in the
tesol centers. And she scrapped the “pullout” method of instruction
for English-learners; she replaced it with an approach that kept ells
in their mainstream classrooms with content teachers who closely
partnered with English-as-a-second-language teachers to provide
support to those students still learning the language.
By the end of Silva’s eight-year run as the district’s ell director,
45 percent of the district’s 3rd grade English-learners were
proficient in reading on the state exam, up from 30 percent three
years before, and higher than the statewide average for 3rd grade
ells that year, which was 42 percent.
Those results got the attention of the Washington-based Council of the
Great City Schools, which featured St. Paul’s efforts in a 2009 report,
“Succeeding With English-Language Learners: Lessons Learned From
the Great City Schools.” The work by Silva on ell issues catapulted her
to the job of chief academic officer for the district, and then, in 2010, to
the superintendency.
“We were one of the first districts in the nation to put brand-new
English-learners in the mainstream classes,” Silva says. “We knew we
had to put a stop to this whole deficit model of teaching these students
English first and content later. Too many of them were never getting to
the content.”
Rivera credits Silva with helping to change the national conversation
about second-language learners.
“Because of what she has demonstrated in her work in St. Paul and in
her own personal story, many more educators are recognizing that being
bilingual is an asset and a skill set to build from, not to tear down,”
Rivera says.

Jenn Ackerman for Education Week

Welcoming Newcomers
St. Paul not only has a large ell population, it also has one of the more
distinctive English-learner communities in any American school system.
Students who speak Hmong as their first language are the largest group
of English-learners; Spanish-speakers rank second.
During the 1980s and ’90s, St. Paul became one of the largest
resettlement communities for Hmong immigrants, many of whom had
been driven from their homes in the highlands of Laos in Southeast Asia
to refugee camps in Thailand after the Vietnam War.
Then, during Silva’s years as ell director, a more recent wave of 3,000
Hmong children who had been born and raised in a makeshift Thai

refugee camp arrived in St. Paul. Several months before they came,
Silva and other district representatives visited the camp to meet with
families and help prepare them for the transition to formal schooling in
the United States.
A few months later, two of Silva’s staff members went back to the
camp for a couple of weeks just before the refugees’ immediate arrival
in St. Paul to do outreach, learn more about their culture, and start
teaching some English-language basics.
“It was important to establish some kind of connection between
these families and the schools their children would attend,” says Silva.
“For me, I needed to have perspective on how these families and their
children would think about their experience in our schools, and how we
would serve them.”

Making Waves
Silva, a former teacher and elementary principal who also founded
Minnesota’s first Spanish-immersion program, says her years as ell
director inform her superintendency every day. She’s taken other steps,
as well, to hone her leadership ability, including participating in the Eli
and Edythe Broad Foundation’s urban-superintendents academy.
But it was as ell director, she says, that she learned to account
aggressively for funding intended to support instruction and services
for ells and discovered it was often being diverted at the school level
to other priorities. Tackling that challenge set the stage for Silva’s next
phase of change: establishing an instructional strategy for Englishlearners that would keep them in mainstream classrooms, where they
would learn academic content at the same time they were learning
the language, rather than letting them continue to fall behind in their
subject-matter learning.
At the heart of the effort was something the district dubbed the
Language Academy, a model that focused on a strong partnership
between the academic-content teachers and the teachers who
specialized in working with English-learners.
The ell specialist usually works across two general education
classrooms. To build a true partnership between content teachers
and ell teachers, Silva and her team developed joint professionaldevelopment sessions to help both types of teachers learn new
instructional techniques, as well as specific strategies on how to work
together in the classroom. Specialists were also assigned to each
school to closely monitor, coach, and advise teachers as they moved to
the collaborative model.
Another hallmark of Silva’s overhaul was her insistence on
removing weak teachers, especially those who worked with ell
students. Over three or four years, says Silva, she removed close to 80
low-performing teachers and replaced them with more than 100 new
ell teachers. She did so without much pushback from the teachers’
union, thanks largely to the clearly explained criteria for what ell
teachers would have to do to keep their jobs under the new approach.
New teachers were screened before hiring to ensure they would be on
board with the model.
“One of the key things I did to make sure this was successful was to
find those strong teachers who also believed in this approach,” Silva
says.
Silva says she plans to spend her career in St. Paul, a city that 27
years ago she found difficult to embrace with her lack of English
skills and the region’s harsh winter climate. She’s reminded of that
experience often, she says, as the district continues to enroll waves of
new immigrant students, most recently from Burma.
“I don’t make any decision without thinking about being the parent of
one of these newcomers,” she says. “The responsibility for these students
belongs to all of us.” n

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Education Week - February 6, 2013 - Special Report

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