Organizing a summer newcomer program with Sarah Whitfield

In this episode of Highest Aspirations, we speak with Sarah Whitfield, an ML Instructional Specialist, about the summer Newcomer Academy she directs. Sarah shares the intentional structure of the program, which is designed to build a strong sense of belonging and identity for middle and high school newcomers. She details a profound shift in her approach—moving from "family engagement" to true "family collaboration"—and discusses a simple yet transformative practice of asking parents about their hopes and dreams for their children. This conversation provides a practical roadmap for creating welcoming environments and building authentic, lasting partnerships with newcomer families.Key questions we address:How can a summer newcomer academy be structured to build a strong sense of identity and belonging for students?What is the difference between "family engagement" and "family collaboration," and what does this shift look like in practice?How can a simple question about a family's "hopes and dreams" for their child transform the relationship between home and school?For additional episode and community resources:Download the transcript here.Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective CareFamily and Caregiver PacketSubscribe to our weekly newsletter, The Community BriefFor additional free resources geared toward supporting English learners, ⁠visit our blog.Sarah Whitfield is an ML Instructional Specialist for Cabarrus County Schools in NC, and adjunct faculty at Greensboro College in the Department of Education. With over 15 years of experience in education, Sarah supports multilingual learners, their families, and the educators who serve them. Her work spans instructional coaching, newcomer summer program design, and teacher preparation. Her work is grounded in the belief that collaboration and asset-based thinking are key to meaningful change. She is especially passionate about supporting new teachers and creating inclusive spaces where both students and educators feel seen, valued, and empowered to thrive.