In Part 1 of this series, we learned about a study of nearly 2,000 teachers' recommendations, which revealed nine categories that call for a shift in how leadership plans for collaboration and allocates resources. In this follow-up, we learn how leadership in one district enacted those recommendations, along with what you can do in your own context to "privilege teachers' voices." 

A conversation with Dr. Maria Brisk sheds light on two ways—and several activities—that can help teacher educators show their reticent preservice teacher students that all teachers are language teachers. These strategies help preservice teachers build empathy for multilingual learners and build confidence in their own ability to teach them. 

TESOL President Deborah J. Short considers the definition of community in several different contexts. What is a community? What is a community of practice? She reflects on the how over the past year the TESOL community has engaged, supported, and thrived as all members worked toward common goals.