Client Story
Building Teacher Capacity to Support Newcomer Students
A partnership across four elementary schools · Mountain View, CA
who
Mountain View Whisman School District (MVWSD)
A partnership with teachers across four elementary schools working with newcomer and immigrant students, led by Heartwise's Kendra Fehrer, PhD and Cristina Lash, PhD.
The Goal
Build teacher capacity for a new newcomer program
Support teachers in launching a new program for newcomer and immigrant students by incorporating research-informed practices into their curriculum and planning.
The Challenge
An inaugural year with no established playbook
Teachers were standing up targeted instruction for newcomer students for the first time — and needed strategies grounded in the science of learning, multilingual development, and trauma-informed practice
A year-long professional learning series built around teachers' real practice — grounded in the science of learning, multilingual development, and the strengths newcomer students bring with them.
The Plan
What We Offered
Heartwise designed a customized, year-long professional learning series to support teachers working with newcomer students. The series included 14 sessions focused on research-based instructional strategies that support students' connectedness, multilingual development, and engagement in academically rich content.
We began by gathering input from teachers and district leaders to identify key areas of need and interest. From there, we developed a series that built on teachers' existing expertise while introducing new approaches and strategies. Each session included opportunities for discussion and reflection, along with concrete strategies and dedicated time for collaboration, feedback, and lesson planning.
Each session was built around discussion, reflection, and dedicated time for collaboration — concrete strategies teachers could try, refine, and bring back to one another.
The Work
Working Together
The professional learning series was designed to create a supportive and collaborative environment where teachers could learn, reflect, and apply new strategies in real time. Heartwise facilitators modeled instructional practices and "teacher moves," shared sample lesson plans, and brought in real examples from the field.
Teachers engaged in ongoing cycles of planning, trying out strategies, and reflecting on their practice — creating space for authentic learning and growth.
Modeling, sample lesson plans, real examples from the field — then ongoing cycles of trying it out and reflecting together. That's how the practice took root.
The Impact
What Changed at MVWSD
A year of lesson plans
Teachers developed the foundations of a comprehensive scope and sequence — grounded in the science of learning and development, SEL, and multilingual development.
Increased teacher confidence
Teachers felt better equipped to support home language and English development, integrate trauma-informed practices, and leverage students' cultural and linguistic assets.
Connectedness in the classroom
Teachers built habits for their own ongoing learning and resilience, and felt better equipped to support student connectedness, engagement, and confidence.