Alexandra Guilamo is an expert in the implementation, education, and effective leadership of dual-language, bilingual, and language-learner education. She has previously served as a teacher, academic coach, elementary school principal, and district-level educator.
Alexandra Guilamo is a leading expert in the implementation, education, and effective leadership of dual-language, bilingual, and language-learner education. As a language learner herself, she has spent more than 20 years serving a wide range of language learners.
Alexandra has formerly served as a teacher, academic coach, elementary school principal, and district-level director in highly diverse urban and suburban school districts. This range of experience has equipped her with a unique lens that brings together a deep knowledge of second-language acquisition, the guidance of evidence-based practices, and an ability to tailor supports to the distinct content and needs of each school she serves.
Her skilled, flexible, and evidence-based approach to supporting a range of educators has shown dramatic improvement for programs across the country. As a result, she has now worked with schools, districts, leaders, and teachers in more than 40 states across the United States to provide a range of professional development, job-embedded coaching, technical assistance, and program evaluation support.
Alexandra is a member of and frequently presents at the National Association for Bilingual Educators (NABE), the Teaching English to Speakers of Other Languages (TESOL) Public Policy Professional Council, the Association for Supervision and Curriculum Development (ASCD), the National Council of State Title III Directors, the Illinois Association for Multilingual Multicultural Education (IAMME), Learning Forward, and the Illinois Reading Council (IRC).
Alexandra earned a bachelor’s degree from Drake University and a master’s degree from National Louis University. She is currently working on a doctorate at Concordia University.
Presentations by Alexandra Guilamo
- Observation and Feedback of Dual-Language Classrooms
- District- and Building-Level Technical Support & Sustainability Planning
- Assessment Literacy and Differentiating of Instruction
- Accelerating Biliteracy and Bilingualism with Cross-Linguistic Connections