Cohort 1
Mandi Sersch-Morstad EDUCATION • M.S. in Educational Leadership & Policy Analysis UW-Madison • B.A. in Spanish Education UW-Stevens Point
ENROLLED • Cohort 1
LOCATION • Middleton, Wis.
Mandi Sersch-Morstad is the Director of Multilingual Services for the Middleton- Cross Plains Area School District in Wisconsin, where she leads districtwide dual language and English as a Second Language (ESL) programming with a commitment to building equitable systems where multilingual students thrive. With over 25 years of experience as a public school teacher and leader, Mandi holds Wisconsin teaching certifications in Spanish, ESL, and bilingual-bicultural education, as well as licensure as a principal and director of curriculum and instruction. Mandi’s work is grounded in the belief that students’ multilingualism is a strength that deserves to be developed and recognized. In collaboration with colleagues, she has led the implementation and expansion of the district’s dual language program, strengthened ESL systems, and designed and facilitated professional learning centered on curriculum design, educational equity, and culturally and linguistically attentive practices. She is especially passionate about mentoring ESL and bilingual teacher leaders and ensuring students have voices in their educational experiences. Eager to learn alongside educators beyond her district, Mandi has participated in a variety of statewide workgroups and has co-presented at several state and national conferences, including the WIDA Annual Conference, the Wisconsin Association for Bilingual Education conference, the Wisconsin Multilingual Learner Summit, the American Educational Research Association Annual Meeting, and the Minority Student Achievement Network Institute. She was also a guest on CESA 2’s “Building Educator Capacity” podcast (‘Leaders as Change Agents’ series). As a doctoral student, Mandi is motivated to bridge research and practice more intentionally in service of multilingual learners. She sees the doctoral journey as an opportunity to sharpen how she uses research and data to inform systems- level decisions, and she aspires to contribute to the field as a scholar-practitioner, mentoring emerging leaders and shaping policy and practice that honor the full linguistic abilities of students.
UW-Stevens Point
22
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