# mountaintoped > District consulting and professional development to strengthen instructional systems through a multilingual lens. ## Posts - [Students Don’t Learn Professional Communication by Accident](https://mountaintoped.com/students-dont-learn-professional-communication-by-accident/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [What Changes When Communication Expectations Become Visible in CTE? Part 2 of a Series on Communication Expectations](https://mountaintoped.com/what-changes-when-communication-expectations-become-visible-in-cte-part-2-of-a-series-on-communication-expectations/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [The Invisible Language That Strengthens CTE Programs](https://mountaintoped.com/the-invisible-language-that-strengthens-cte-programs/): Technical skill alone isn’t enough. This framework helps CTE teachers uncover and teach the word, sentence, and discourse-level language that supports long-term career success. - [How to Build a Culturally Responsive School Environment for Multilingual Learners](https://mountaintoped.com/drawing-sketches-on-location/): Create an inclusive and affirming school culture for multilingual students. Learn how culturally responsive practices build belonging, boost learning, and transform outcomes. - [5 Game-Changing Strategies to Support English Language Learners in Any Classroom](https://mountaintoped.com/5-game-changing-strategies-to-support-english-language-learners-in-any-classroom/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Why Every School Needs an EL Coach: The Hidden Power of Instructional Coaching](https://mountaintoped.com/why-every-school-needs-an-el-coach-the-hidden-power-of-instructional-coaching/): Discover why instructional coaching for English Learners is no longer optional. Learn how EL coaches empower teachers and transform learning outcomes for multilingual students ## Pages - [Free WIDA Without the Overwhelm Resource](https://mountaintoped.com/matsol/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Our Service](https://mountaintoped.com/our-service/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Profile](https://mountaintoped.com/profile-2/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Profile](https://mountaintoped.com/profile/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Reset Password](https://mountaintoped.com/reset-password/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Registration Success](https://mountaintoped.com/registration-success/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Registration](https://mountaintoped.com/registration/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [My account](https://mountaintoped.com/my-account/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Our Courses](https://mountaintoped.com/our-courses/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Cart](https://mountaintoped.com/cart/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Checkout](https://mountaintoped.com/checkout/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Blog](https://mountaintoped.com/band/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [All Posts](https://mountaintoped.com/blog/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Webinar](https://mountaintoped.com/events/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Privacy Policy](https://mountaintoped.com/privacy-policy/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Contact Us](https://mountaintoped.com/contacts/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [About Us](https://mountaintoped.com/about/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… - [Current Homepage](https://mountaintoped.com/): Part 3 of a Series on Communication Expectations by Mary DeSimone, Founder of Mountaintop Education In the first article of this series, we explored how communication expectations are often embedded within CTE tasks but remain invisible. In the second, we looked at what changes when we make those expectations visible as we plan instruction. Seeing the expectations is the first step. Planning for them is the second. But students also need opportunities to rehearse them. Students don’t become better communicators by simply hearing professional language. They become better communicators when instruction gives them repeated opportunities to use it. Mary DeSimone Consider… ## Products - [Literary Summary Notes and Anchor Chart](https://mountaintoped.com/product/literary-summary-notes-and-anchor-chart/):   - [Lexical Arrays for Precise Language and Shades of Meaning](https://mountaintoped.com/product/lexical-arrays-for-precise-language-and-shades-of-meaning/):   ## Optional - [Agent (MCP protocol)](websites-agents.hostinger.com/mountaintoped.com/mcp) [comment]: # (Generated by Hostinger Tools Plugin)