Checking in… To help us assess the needs and interest of our  audience, please share with us…    Specific information yo...
Utah’s Immersion Model 50% of Instruction in Target Language    Content areas: Math, Science & Social Studies,     Liter...
Leadership Strategies              (Hall & Hord, 2006) Create a Context Supportive of Change Develop and Articulate a Sh...
Supportive Context                      (Handout pp. 5-10) Community Interest District Approval School Staff Support P...
Shared Vision                    (Handout pp. 11-12) Why Immersion?    Educational and Cognitive Benefits    School and...
Resources                   (Handout pp.13-26) Advertise and Recruit Students Application Forms Registration Process T...
Professional Learning                   (Handouts pp. 27-29) Site Visits to Successful Immersion Programs Team Planning ...
Continuous Assistance Implement with Fidelity Embed Collaborative Teams Parent Orientation and Conferences Seek Input ...
References Hall, G. E., & Hord, S. M. (2006). Implementing  change: Patterns, principals, and potholes. San  Francisco, C...
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Leadership Considerations for Beginning a Chinese Immersion Program: Lessons Learned Implementing the Utah Method
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Leadership Considerations for Beginning a Chinese Immersion Program: Lessons Learned Implementing the Utah Method

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Leadership Considerations for Beginning a Chinese Immersion Program: Lessons Learned Implementing the Utah Method

  1. 1. Checking in… To help us assess the needs and interest of our audience, please share with us…  Specific information you came looking for  Questions we will want to be sure to have addressed
  2. 2. Utah’s Immersion Model 50% of Instruction in Target Language  Content areas: Math, Science & Social Studies, Literacy 50% of Instruction in English = English Language Arts Target Language used 100% in immersion classroom Recommended Curriculum and Assessment State-sponsored Professional Development
  3. 3. Leadership Strategies (Hall & Hord, 2006) Create a Context Supportive of Change Develop and Articulate a Shared Vision Plan and Provide Resources Invest in Professional Learning Check on Progress and Provide Continuous Assistance
  4. 4. Supportive Context (Handout pp. 5-10) Community Interest District Approval School Staff Support Parent Enthusiasm Student Relevance Collaborative Processes
  5. 5. Shared Vision (Handout pp. 11-12) Why Immersion?  Educational and Cognitive Benefits  School and Community Renewal (Cloud, Genesse, & Hamayan, 2000) Why Chinese?  Economic and Socio-Cultural Benefits  Over a Billion Reasons why! Build Collective Understanding
  6. 6. Resources (Handout pp.13-26) Advertise and Recruit Students Application Forms Registration Process Teaching Material Classroom Supplies Qualified and Quality Teachers
  7. 7. Professional Learning (Handouts pp. 27-29) Site Visits to Successful Immersion Programs Team Planning of Curriculum and Instruction, Management and Expectations, etc. On-going Professional Development
  8. 8. Continuous Assistance Implement with Fidelity Embed Collaborative Teams Parent Orientation and Conferences Seek Input on Program’s Progress Manage Expectations/Perceptions of the Program
  9. 9. References Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principals, and potholes. San Francisco, CA: Pearson Education, Inc. Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle.
  10. 10. Questions & Answers

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