Hoạt Động Công Chứng Các Văn Bản Phân Chia Di Sản Thừa Kế. Công chứng được hiểu là việc công chứng viên chứng nhận tính xác thực, hợp pháp của các hợp đồng, giao dịch mà theo quy định của pháp luật phải công chứng hoặc do người yêu cầu công chứng tự nguyện yêu cầu. Theo quy định tại khoản 1 Điều 2 Luật Công chứng 2014 quy định: “Công chứng là việc công chứng viên của một tổ chức hành nghề công chứng chứng nhận tính xác thực, hợp pháp của hợp đồng, giao dịch dân sự khác bằng văn bản (sau đây gọi là hợp đồng, giao dịch), tính chính xác, hợp pháp, không trái đạo đức xã hội của bản dịch giấy tờ, văn bản từ tiếng Việt sang tiếng nước ngoài hoặc từ tiếng nước ngoài sang tiếng Việt (sau đây gọi là bản dịch) mà theo quy định của pháp luật phải công chứng hoặc cá nhân, tổ chức tự nguyện yêu cầu công chứng”
Creating a Collaborative Culture - SideraWorksXVA Labs
Learn why the common denominator for "social business" is really about internal communication and collaboration and, why the key to the future is creating organizations that can work better together inside their own walls.
For information on this or other SideraWorks workshops on social collaboration, contact us at info@sideraworks.com or at sideraworks.com.
The Three Speeds are a simple and effective model to think about collaboration strategy, adoption and tool selection for companies.
From a talk I gave at MEX 2013 (London).
Here one of the examples I gave, about Atos switching away from email:
http://www.ft.com/cms/s/0/11384220-8761-11e2-bde6-00144feabdc0.html#axzz2fv5QOuzH
Hoạt Động Công Chứng Các Văn Bản Phân Chia Di Sản Thừa Kế. Công chứng được hiểu là việc công chứng viên chứng nhận tính xác thực, hợp pháp của các hợp đồng, giao dịch mà theo quy định của pháp luật phải công chứng hoặc do người yêu cầu công chứng tự nguyện yêu cầu. Theo quy định tại khoản 1 Điều 2 Luật Công chứng 2014 quy định: “Công chứng là việc công chứng viên của một tổ chức hành nghề công chứng chứng nhận tính xác thực, hợp pháp của hợp đồng, giao dịch dân sự khác bằng văn bản (sau đây gọi là hợp đồng, giao dịch), tính chính xác, hợp pháp, không trái đạo đức xã hội của bản dịch giấy tờ, văn bản từ tiếng Việt sang tiếng nước ngoài hoặc từ tiếng nước ngoài sang tiếng Việt (sau đây gọi là bản dịch) mà theo quy định của pháp luật phải công chứng hoặc cá nhân, tổ chức tự nguyện yêu cầu công chứng”
Creating a Collaborative Culture - SideraWorksXVA Labs
Learn why the common denominator for "social business" is really about internal communication and collaboration and, why the key to the future is creating organizations that can work better together inside their own walls.
For information on this or other SideraWorks workshops on social collaboration, contact us at info@sideraworks.com or at sideraworks.com.
The Three Speeds are a simple and effective model to think about collaboration strategy, adoption and tool selection for companies.
From a talk I gave at MEX 2013 (London).
Here one of the examples I gave, about Atos switching away from email:
http://www.ft.com/cms/s/0/11384220-8761-11e2-bde6-00144feabdc0.html#axzz2fv5QOuzH
June 27
3:15 – 4:15pm
Room: Knox
Bellefontaine City Schools changed its thinking on co-teaching at the district and building levels. Hear about their story and lessons learned and get information you can take back to your district and school to encourage and support co-teaching partners.
Main Presenter: Karen Scott, Bellefontaine City Schools
Co-Presenter(s): Shanel Henry, Bellefontaine Middle School
Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
IntroductionIt is not unusual for the teachers of students wit.docxmariuse18nolet
Introduction
It is not unusual for the teachers of students with emotional and behavioral disorders (EBD) to spend less time on academic instruction; consequently these students may not be engaged in academic activities as much as mainstream students. Knizter, Setinberg, and Fleisch (1990) describe this process as bleakness. Keeping current with research-based instructional procedures is a valuable tool to support and develop educators' skills in the design and delivery of effective lessons for students with EBD (Yell, Meadows, Drasgow, & Shriner (2009).
Teaching Reading
Theorists and researchers continue to argue the best approach for teaching reading. Should the approach be meaning-based, code-based, or a continuum of both approaches? Should the teaching of reading skills be based on general comprehension, an approach of phonics and grammatical rules, or a combination of the two? Recently, educators are focusing on a combination of phonics and whole words.
Initially, for the code-based or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of the sounds used to form words. Phonics is knowledge of the specific system of knowing what letters have which sounds in order to place them in the correct order to form the word.
When learning to read, children can learn the whole word by sight or learn to decode and encode with the use of phonics. Obviously they can use some of each approach, but in general a student will be strong in one approach and have to acquire more skills for the other approach. Students who show lower reading levels often lack the phonemic skills. According to Yell et al. (2009), the National Institute of Child Health and Human Development (NICHD) reported in 2000 that letter knowledge and phonemic awareness are the best predictors of how well a student will learn to read in the first two years of instruction. It should not be assumed that a student has received those skills simply because they are past those first two years of school. That being said, it would seem evident that a combination of the two approaches would be most successful.
The direct instruction (DI) model has shown to increase student achievement in reading (Gage & Berliner, (1998). For the DI approach, many teachers incorporate different strategies through specific objectives, curriculum, and sequence. Repeated readings and peer-assisted techniques show improvement in fluency, reading rates, and on-task behaviors. Mnemonics and acronyms are often introduced to help remember academic strategies.
Teaching Writing
There are two models which have been used to teach writing to students.
1. Product-based writing concentrates on the mechanics of writing and uses writing strands to progress. States may deconstruct the mechanics in the mandated standards. These types of writing tasks would be critiqued on spelling, grammar usage, capitalization, and punctuation.
2. Process-b.
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
This research seeks to contribute to the fields of teacher education and library and information studies in regards to methods of employing teacher/librarian collaboration to ensure the attainment of information skills among adolescents. This study addresses the lack of current research on educating pre-service teachers and librarians to collaborate in professional practice as well as inform new methods to improve collaborative opportunities in the field. It assumes that students who are taught to collaborate and who are aware of the benefits of collaboration will expect and pursue collaborations once they are working in schools. The believed benefits of this study include helping researchers and educators to increase their understanding of opportunities for pre-service educators to work with pre-service librarians.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 27
3:15 – 4:15pm
Room: Knox
Bellefontaine City Schools changed its thinking on co-teaching at the district and building levels. Hear about their story and lessons learned and get information you can take back to your district and school to encourage and support co-teaching partners.
Main Presenter: Karen Scott, Bellefontaine City Schools
Co-Presenter(s): Shanel Henry, Bellefontaine Middle School
Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
IntroductionIt is not unusual for the teachers of students wit.docxmariuse18nolet
Introduction
It is not unusual for the teachers of students with emotional and behavioral disorders (EBD) to spend less time on academic instruction; consequently these students may not be engaged in academic activities as much as mainstream students. Knizter, Setinberg, and Fleisch (1990) describe this process as bleakness. Keeping current with research-based instructional procedures is a valuable tool to support and develop educators' skills in the design and delivery of effective lessons for students with EBD (Yell, Meadows, Drasgow, & Shriner (2009).
Teaching Reading
Theorists and researchers continue to argue the best approach for teaching reading. Should the approach be meaning-based, code-based, or a continuum of both approaches? Should the teaching of reading skills be based on general comprehension, an approach of phonics and grammatical rules, or a combination of the two? Recently, educators are focusing on a combination of phonics and whole words.
Initially, for the code-based or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of the sounds used to form words. Phonics is knowledge of the specific system of knowing what letters have which sounds in order to place them in the correct order to form the word.
When learning to read, children can learn the whole word by sight or learn to decode and encode with the use of phonics. Obviously they can use some of each approach, but in general a student will be strong in one approach and have to acquire more skills for the other approach. Students who show lower reading levels often lack the phonemic skills. According to Yell et al. (2009), the National Institute of Child Health and Human Development (NICHD) reported in 2000 that letter knowledge and phonemic awareness are the best predictors of how well a student will learn to read in the first two years of instruction. It should not be assumed that a student has received those skills simply because they are past those first two years of school. That being said, it would seem evident that a combination of the two approaches would be most successful.
The direct instruction (DI) model has shown to increase student achievement in reading (Gage & Berliner, (1998). For the DI approach, many teachers incorporate different strategies through specific objectives, curriculum, and sequence. Repeated readings and peer-assisted techniques show improvement in fluency, reading rates, and on-task behaviors. Mnemonics and acronyms are often introduced to help remember academic strategies.
Teaching Writing
There are two models which have been used to teach writing to students.
1. Product-based writing concentrates on the mechanics of writing and uses writing strands to progress. States may deconstruct the mechanics in the mandated standards. These types of writing tasks would be critiqued on spelling, grammar usage, capitalization, and punctuation.
2. Process-b.
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
This research seeks to contribute to the fields of teacher education and library and information studies in regards to methods of employing teacher/librarian collaboration to ensure the attainment of information skills among adolescents. This study addresses the lack of current research on educating pre-service teachers and librarians to collaborate in professional practice as well as inform new methods to improve collaborative opportunities in the field. It assumes that students who are taught to collaborate and who are aware of the benefits of collaboration will expect and pursue collaborations once they are working in schools. The believed benefits of this study include helping researchers and educators to increase their understanding of opportunities for pre-service educators to work with pre-service librarians.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Elementary Push-In/Pull-out Instruction: From Coping to CollaboratingTESOL, March 17, 2011 New Orleans Angela B. Bell The University of North Dakotaabell6@uccs.edu & Laura Baecher Hunter College, City University of New York lbaecher@hunter.cuny.edu
3. What is collaboration? “Interpersonal collaboration is a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal” (2010, p. 7).
4. Angela’s Research Questions What does grade level teacher and ELL teacher collaboration look like? What are the outcomes of collaboration? If there is a formal systematic approach to collaboration, what is it? How did this collaboration form, and how is it sustained? Can a model be generated to demonstrate collaborative processes?
6. Laura’s Research Questions How do ESL teachers implement instruction in a push-in model? How much contact time do they actually have with their students? What institutional constraints exist in implementing ESL instruction? What strategies have these teachers employed to work with the classroom teacher?
7.
8. Collaboration “Continuum” Model (Baecher & Bell, 2011) The frequency & consistency of collaborative activities is high, and is characterized by: regular meetings, long-term planning, and daily interaction. Collaboration is generated by the teachers & may or may not be supported by the school administration. It is characterized by: ad hoc interaction between teachers, and may or may not lead to work products reviewed by school administration. Usually fulfills an immediate need for communication among teachers. Structures for collaborating are expected, supported and often provided by school administration and are characterized by: consistent/ scheduled time, formal agendas/protocols/norms, & work products reviewed by school administration. Informal Limited Collaborative activities are infrequent & are generally not initiated equally from both teachers. They occur sporadically and generally only address short-term concerns.
11. Extensive Email Communicate with content teacher when there’s a problem Review ELL assessment data with content teachers “Stop by” content teachers classroom to discuss issues “In passing” Informal Formal Actively participate in grade level meetings Plan lessons with content teachers Use curriculum mapping to plan instruction with content teachers Limited
12. Considerations and necessary conditions for successful collaboration Make ELLs a priority! Must have administrator’s support Provide resources/ materials/ technology Limit ESL teacher caseloads/grade levels Consider teachers’ personalities, understanding of ELLs, and buy-in when placing ELLs (Seek input from ESL teacher) Meet with the ESL teacher Provide professional development on ELLs to content teachers Schedule planning time & expect collaboration Make sure ESL teachers are included in planning meetings Find a space for ESL teachers
13. More considerations Create and use curriculum maps and ESL/Content Teacher planned lessons focusing on language and content goals Match ESL service models to needs of students Provide guidance on how to collaborate Cluster ELLs versus spreading them out without consideration of the service delivery model Content and ESL teachers need mutual planning and professional development time Administrators need professional development on ELLs, too!
14. Resources Baecher, L., & Bell, A. (2011). A “continuum” model of collaboration in ESL. Academic Exchange Quarterly, 15(1). Bell, A., & Walker, A. (hopefully forthcoming in 2011). Mainstream and ELL Teacher Partnerships: A Model of Collaboration. InA. Honigsfeld, & M. Dove (Eds.), Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (forthcoming). Charlotte, NC: Information Age Publishing Inc. Honigsfeld, A. & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin. Other books/articles by Honigsfeld & Dove. Any books on Professional Learning Communities. DuFour DuFour & Eaker
15. References Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th ed.).Boston: Allyn & Bacon.
Editor's Notes
LB: Introductions:How we met here at TESOL. Similar research led to collaboration on collaboration.AB: Goals of Session: Briefly describe the research that brought this collaboration togetherDescribe the wide range of teaching and planning conditions present for elementary ESL teachersIdentify ways in which push-in and pull-out teachers have found to deliver ESL instructionDiscuss considerations and necessary conditions for successful push-in and pull-out models of instruction
LB: In 2002, only 12.5% of public school teachers who reported teaching ELLs had professional development related to ELLs (Echevarria et al, 2008, p. 9).Teachers need opportunities for professional learning and sharing expertise to meet the needs of their learners.No Child Left Behind Act (NCLB)AccountabilityAdequate Yearly Progress (AYP)World-Class Instructional Design and Assessment (WIDA)*– Teachers to Speakers of Other Languages (TESOL) standards**ESOL/ESL Program Models (Pull-out, Push-in, Co-teaching, Sheltered Instruction)
AB: Qualitative study in 3 urban elementary schools in 1 district in the Eastern USALasted 6 months during 2009-2010 school yearBrainstorming sessionObservationsInterviewsParticipants:3 administrators3 ELL teachers5 classroom teachers
AB: Teachers collaborated due to expectations of accountability to meet ELLs’ needs.Teachers shared a common understanding of what it meant to collaborate.There were contextual conditions and barriers to collaboration that affected teachers practices.Teachers practices occurred on a continuum from informal to formal.Teachers noted positive outcomes resulting from collaboration with colleagues.
LB: During a “regular” week without coverages, standardized testing duties, Professional Development, or holidays to interrupt ESL services the students receive an average of 54 minutes fewerthan the mandated number of minutes.During a week with just one interrupted day of ESL services, the number of missed minutes practically doubles: the students receive an average of 106 minutes fewerthan the mandated number of minutes.While the beginner and intermediate students receive less contact time with the ESL teacher than is mandated, the advanced students often receive more time in ESL than is necessary.
AB: 23 survey questions sent to various ESL teacher listservs around the country. Demographic questionsLikert scaleOpen-ended questionsN=50 as of 3/12/11
AB
AB
AB This figure demonstrates initial findings from our research together that informal collaboration is typically happening extensively…while formal collaboration practices are more infrequent. In order for effective systematic collaboration to occur, we must find ways to move formal collaboration from the infrequent quadrant to the more extensive quadrant. How do we do this? (Next slide, LB describes considerations.)