My name is Annela Teemant. I'm a professor of language Education in the Indiana University School of Education in Indianapolis. My expertise is preparing teachers for students learning English as a new language in K 12 settings. English language learners are the fastest growing student population in the United States, making up about 10% of our population currently. But projections say that by 2025, it may be as high as 25% of our students are English language learners. Currently, 64% of our teachers already have at least one English learner in their classroom, and soon they will have more. What this means is that every teacher is a teacher of English language learners. These teachers deserve more professional development opportunities that develop or expand their knowledge of language, culture, pedagogy, and equity mindedness. My research focuses on improving teacher preparation for multilingual learners. Over my career, I garnered six US Department of Education Federal grants, about $14,000,000 in federal funding to study teacher quality for multilingual learners. Educational equity for multilingual learners in our public school system is what we should call a wicked problem. It's complex. Our solutions are never final. It's an evolving and ongoing process, and I've always been lucky to have public school teachers working with me collaboratively as capacity builders to implement and then evaluate the proposals, the designs, the professional development, we hope, leads to better outcomes for our students. My scholarship has always been nestled between the university and public schools, and I have used that collaborative space to translate theory and research into practice. In collaboration with teachers, coaches, and school leaders. I've created curriculum materials or approaches to professional learning that we're able to design, implement, and then evaluate, using quasi experimental, qualitative and mixed method research to determine the impact those innovations have on teacher learning, and then ultimately on student learning outcomes. Paul Ferri wrote about that that we're Unfinished. Educational equity is an unfinished reality. And as collaborators in that process in the research that I do with teachers, we both get to be unfinished and incomplete, yet on a process of becoming more equitable and more aware of how we can better serve multilingual learners in our public schools.