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ALD4ALL Team Presents at AERA 2015

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The ALD4ALL team presented at the American Educational Research Association (AERA) on the design, activities, and outcomes of the ALD4ALL project.

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ALD4ALL Team Presents at AERA 2015

  1. 1. Academic Language Development for All A Culturally and Linguistically Responsive Professional Learning Study Icela Pelayo, Ph.D. New Mexico Public Education Department Susana Ibarra Johnson, Ph.D. New Mexico Education Continuum Vincent Werito, Ph.D. University of New Mexico Elisabeth Valenzuela, Ph.D. New Mexico Public Education Department Supported by the W. K. Kellogg Foundation A L D 4 A L L
  2. 2. 2 New Mexico State-funded BME Programs • Models: Dual Language Immersion, Maintenance, Transitional, Heritage, and Enrichment • Languages: Diné (Navajo), Jicarilla (Apache), Keres, Spanish, Tewa, Tiwa, Towa, and Zuni 22 Indigenous Nations (Pueblos, Tribes) All: 338,000 CLD: 71% ELs: 16% BME: 17% ELs in BME 48% State BME Latino 204,244 60% 45,287 78% Native American 34,826 10% 8,507 15% Total 338,324 58,074 17% A L D 4 A L L Public School Populations
  3. 3. ALD4ALL Purpose • Align BMEB vision and mission to PED strategic plan • Connect CCSS 21st century skills and BMEPs • Strengthen and support New Mexico BMEPs for CLD students and ELs • What’s working well in NM bilingual education? • Identify best practices to inform professional learning • Use Culturally and Linguistically Responsive Approach A L D 4 A L L 3
  4. 4. Theoretical Framework A L D 4 A L L Sociocultural Theory: Teaching and learning is socially-mediated and context-dependent (Vygotsky, 1978) • Culturally and Linguistically Responsive Pedagogy • Lucas, Villegas & Freedson-Gonzalez, 2008 • Villegas & Lucas, 2002 • ‘Funds of Knowledge’ • Gonzalez, Moll & Amanti, 2005 • Effective Bilingual Education Practices • Cadiero-Kaplan, 2004 • Generative Theory • Ball, 2009 4
  5. 5. Study Questions A L D 4 A L L 1. How do effective BMEPs identify and conduct PL for educators of CLD and EL students? 2. How do educators in these BMEPs work with coaches and external facilitators to improve the effectiveness of their professional learning tasks and activities? 3. What are CLD and EL student outcomes that result from the instructional activities implemented in the classroom by participating educators? BMEP: Bilingual Multicultural Education Program CLD: Culturally and Linguistically Diverse EL: English Learner PL: Professional Learning 5
  6. 6. Toward a Generativity Mindset A L D 4 A L L — Ball, 2009 Teacher Knowledge Connected to Student Knowledge Classroom Activities Facilitate Generative Thinking Pedagogical Problem- solving Enhanced by Application of New Knowledge 6
  7. 7. Chaparral Elementary School A L D 4 A L L 7
  8. 8. Generative Professional Learning A L D 4 A L L CLARITY OWNERSHIP ACTION ACTION EFFICACY 8
  9. 9. Chaparral Elementary School A L D 4 A L L 9
  10. 10. Ojo Amarillo Elementary School A L D 4 A L L 10
  11. 11. Ojo Amarillo Elementary School A L D 4 A L L 11
  12. 12. Ojo Amarillo Elementary School A L D 4 A L L Bridge Navajo Literacy to Oral Language Development • Navajo Literacy Nights • Encourage parent involvement through literacy based cultural events • Culture-based experiential learning • Connect traditional Navajo knowledge (stories and language) to academic content knowledge • Emphasize Navajo holistic academic language and literacy orientation 12
  13. 13. Re: Study Question 1 A L D 4 A L L Identification of Need Areas • Students’ identified learning needs, based on data • Interview and focus group data • Teacher self-efficacy survey data • Classroom observation data, based on indicators of effective bilingual practices (Cadiero-Kaplan, 2004) • Holistic Academic Language and Literacy Orientation • School/Program-wide Instructional Planning • Student-Centered Value of Learners • Responsive BME Program Models • Development/implementation of action plans 13
  14. 14. Re: Study Question 2 A L D 4 A L L Collaboration with Facilitators • Tap prior experiential knowledge of all participants • Co-generate and co-construct learning experiences • Use data to make decisions • Exercise ownership of professional learning • Engage in critical reflection 14
  15. 15. Re: Study Question 3 A L D 4 A L L Connection of Student Outcomes to Professional Learning • Professional Learning influenced changes in teachers’ practices: • Implementation of uniform writing rubric used school-wide • Production of student-written play to be performed at NHCC • Development of school-district partnership to support community language revitalization goals • Increased teacher buy-in for applying new learning • Increased teacher efficacy 15
  16. 16. Reflections • Shift in mindset about the professional learning process • Teachers are developing, implementing, and reflecting on their own professional learning; owning the process • The SEA supports locally-generated professional learning • Educator buy-in • Increased educator engagement, agency, efficacy • Sustainability • Affordability • Effectiveness A L D 4 A L L 16
  17. 17. Implications • Descriptive case studies to provide state guidance on effective implementation of BMEPs • ALD4ALL project connects to larger NMPED strategic initiatives and legitimates CLR Pedagogy • NMTEACH Educator Effectiveness System • Results for All: Culturally & Linguistically Responsive Instruction Conference • Paradigmatic shifts: changing practices around curriculum, instruction and assessment • From “English-only” to CLR pedagogy lens • From compensatory to equitable education for all students A L D 4 A L L 17
  18. 18. For more information… • See our 2014 Stakeholder Report • Visit ALD4ALL.org Icela Pelayo, Ph.D. icela.pelayo@state.nm.us Susana Ibarra Johnson, Ph.D. sijohnsonnmec@gmail.com Vincent Werito, Ph.D. vwerito4@gmail.com Elisabeth Valenzuela, Ph.D. elisabeth.valenzuel@state.nm.us A L D 4 A L L 18

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