This document outlines a professional development plan over 2 years aimed at developing effective integrated content and language instruction. It involves teachers from elementary, middle, and high schools in 3 partner districts. The plan includes workshops, embedded coaching, and teacher learning communities. Outcomes varied by level and included differentiated lesson plans, a revised ancient civilizations course, and unit plans in core subjects. Recommendations include starting where teachers are, integrating professional development into teaching and planning, and making it responsive to the school context.
Project EXCELL was a 5-year grant program that partnered the University of Missouri-Kansas City School of Education with the North Kansas City Schools district. The goals of the program were to better prepare teachers to work with English Language Learners through improved teacher education programs and professional development. Key aspects of the program included training ELL Master Trainers, developing ELL Building Teams, and providing an on-site ELL endorsement program for teachers. The program resulted in improved preparation of teachers, increased ELL student achievement, and the development of resources like the GO TO Strategies to support ELL instruction.
Carol D. Motley has over 17 years of experience teaching TESOL and over 15 years teaching at the community college level. She has worked as an instructional assistant and literacy coach at an elementary school since 2012, helping emerging readers and designing literacy stations. Previously, she was a TESOL instructor at a technical college from 2003 to 2013, where she developed curriculum and emphasized critical thinking. She also has 6 years of experience teaching ESL at the middle school level.
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
This document provides information about new instructional materials being implemented at David Reese Elementary School for the 2016-2017 school year. It introduces the new TK World of Wonders materials and K-6 California Wonders English/ELD materials. It describes features of the new materials like supporting reading foundations, using text evidence, and integrated and designated language development. It also outlines the new routine and approach to spelling and grammar instruction. The document encourages parents to learn their child's learning goals and support their academic success.
The Learning Choice Academy AIM program is a hybrid homeschool program that offers 2 days of in-person classes and 3 days of homeschooling each week. The program is tuition-free and offers small class sizes with passionate teachers. Students receive personalized, blended learning with skill-level placement and access to unique curriculum. A typical AIM day includes morning meeting, reading, writing, language development, math, and science workshops while homeschool days focus on social studies, PE, and completing assignments from class. The program requires families to oversee homework completion and attend meetings while students can attend optional events.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014Laura Lukens
This document summarizes an upcoming presentation on scaffolding strategies for English language learners (ELLs) called "The GO TO Strategies". The presentation will be given at the 2014 TESOL International Convention by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood. It will introduce research-based instructional strategies organized in a matrix to indicate which strategies are best suited for ELLs at different proficiency levels. The goal is to provide tools for teachers to plan rigorous, scaffolded lessons for ELLs as states transition to the Common Core State Standards.
This document provides the program details for the CSWP Spring Strategies Conference on March 24, 2012. It includes the schedule of events which involves registration, refreshments, a featured speaker, book sales, and two sessions of breakout workshops. The document lists and describes the individual workshops offered in each session, which focus on topics such as storytelling techniques, poetry writing, vocabulary strategies, and using technology tools to teach revision. The workshops cover a range of grade levels from pre-kindergarten to 12th grade.
Waheeda Bahab is an experienced teacher with qualifications in numeracy, literacy, special education and additional qualifications. She has worked as an occasional teacher and held long-term occasional positions teaching grades 1-5 in several schools within the Waterloo Region District School Board since 2011. Her experience includes planning and teaching all core subjects, developing IEPs, implementing various teaching strategies and completing administrative duties like report cards. She holds a Master's degree in History and Bachelor of Education degree from the University of Ottawa.
Project EXCELL was a 5-year grant program that partnered the University of Missouri-Kansas City School of Education with the North Kansas City Schools district. The goals of the program were to better prepare teachers to work with English Language Learners through improved teacher education programs and professional development. Key aspects of the program included training ELL Master Trainers, developing ELL Building Teams, and providing an on-site ELL endorsement program for teachers. The program resulted in improved preparation of teachers, increased ELL student achievement, and the development of resources like the GO TO Strategies to support ELL instruction.
Carol D. Motley has over 17 years of experience teaching TESOL and over 15 years teaching at the community college level. She has worked as an instructional assistant and literacy coach at an elementary school since 2012, helping emerging readers and designing literacy stations. Previously, she was a TESOL instructor at a technical college from 2003 to 2013, where she developed curriculum and emphasized critical thinking. She also has 6 years of experience teaching ESL at the middle school level.
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
This document provides information about new instructional materials being implemented at David Reese Elementary School for the 2016-2017 school year. It introduces the new TK World of Wonders materials and K-6 California Wonders English/ELD materials. It describes features of the new materials like supporting reading foundations, using text evidence, and integrated and designated language development. It also outlines the new routine and approach to spelling and grammar instruction. The document encourages parents to learn their child's learning goals and support their academic success.
The Learning Choice Academy AIM program is a hybrid homeschool program that offers 2 days of in-person classes and 3 days of homeschooling each week. The program is tuition-free and offers small class sizes with passionate teachers. Students receive personalized, blended learning with skill-level placement and access to unique curriculum. A typical AIM day includes morning meeting, reading, writing, language development, math, and science workshops while homeschool days focus on social studies, PE, and completing assignments from class. The program requires families to oversee homework completion and attend meetings while students can attend optional events.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014Laura Lukens
This document summarizes an upcoming presentation on scaffolding strategies for English language learners (ELLs) called "The GO TO Strategies". The presentation will be given at the 2014 TESOL International Convention by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood. It will introduce research-based instructional strategies organized in a matrix to indicate which strategies are best suited for ELLs at different proficiency levels. The goal is to provide tools for teachers to plan rigorous, scaffolded lessons for ELLs as states transition to the Common Core State Standards.
This document provides the program details for the CSWP Spring Strategies Conference on March 24, 2012. It includes the schedule of events which involves registration, refreshments, a featured speaker, book sales, and two sessions of breakout workshops. The document lists and describes the individual workshops offered in each session, which focus on topics such as storytelling techniques, poetry writing, vocabulary strategies, and using technology tools to teach revision. The workshops cover a range of grade levels from pre-kindergarten to 12th grade.
Waheeda Bahab is an experienced teacher with qualifications in numeracy, literacy, special education and additional qualifications. She has worked as an occasional teacher and held long-term occasional positions teaching grades 1-5 in several schools within the Waterloo Region District School Board since 2011. Her experience includes planning and teaching all core subjects, developing IEPs, implementing various teaching strategies and completing administrative duties like report cards. She holds a Master's degree in History and Bachelor of Education degree from the University of Ottawa.
This document contains the resume of Bipin John, who has 7 years of experience as an English teacher and instructor. He has worked with over 5,000 students in roles such as an English teacher in India, Africa, and New Zealand. His skills include lesson planning, time management, and being fluent in English. He has a B.Ed. in English and Special Education and is certified in TESOL and TEFL instruction.
Teacher Resource Guidebook - Working with Pupils ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
The Area 9 School Progress Report summarizes work from the 2007 fiscal year. Key accomplishments included targeted professional development, collaboration between schools, and assistance to build leadership capacity. Areas for improvement included better supporting English Language Learners, focusing more on social-emotional learning, and increasing attendance. The report outlines next steps such as expanding principal training and analyzing data to guide professional development.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs, K-12Laura Lukens
This document provides an overview and inventory of instructional strategies called the GO TO Strategies, which were developed as part of Project EXCELL to support teachers of English Language Learners. The GO TO Strategies are organized according to five principles of instruction for ELLs: 1) focusing on academic language, literacy and vocabulary; 2) linking background knowledge and culture to learning; 3) increasing comprehensible input and language output; 4) promoting classroom interaction; and 5) stimulating higher-order thinking and learning strategies. The document describes sections that further explain the strategies according to these principles, provide a matrix of strategies by language skill and proficiency level, inventory the strategies with descriptions, and define each strategy in a glossary.
Cecelia O. Tabler is an experienced teacher with over 17 years of experience teaching grades pre-K through 5th grade. She has a proven track record of using data-driven instruction and differentiated teaching to help students succeed. She is skilled in curriculum development and assessment, and is committed to building a supportive classroom community for students.
Carrie Nelson has over 20 years of experience in education, including experience as a teacher, curriculum developer, and administrator. She has taught grades K-8 in subjects including language arts, math, science, social studies. She developed curricula and led professional development programs. Currently she is on leave from her position as a third grade teacher at Embers Elementary School in Niles, Illinois where she implemented project-based learning and helped support new teachers. She has a M.Ed. in curriculum and instruction and is certified to teach elementary and middle grades in Illinois.
This document summarizes literacy programs and initiatives in Brighton, NY. It describes the children's library, recreation department, and school district programs that aim to promote early childhood literacy from ages 0-12. French Road Elementary School's balanced literacy approach and classroom practices are examined in depth, including reading and writing workshops, assessments, and the views of one 5th grade teacher. The document also provides background on the town of Brighton and comments from the author on their experience in the local schools.
Nagle And Mac Donald, Professional Learning Communities Develop Effective Ine...Saint Michael's College
The document describes a project to develop integrated content and language instruction in the Winooski School District. It involved curriculum revisions and professional development for teachers over two years. The goals were to equip teachers with skills like understanding language proficiency levels, using differentiated instruction, and collaboratively planning integrated lessons. Outcomes varied but included lesson plans addressing English language development alongside content objectives.
- Andersen United Community School is a K-8 school in Minneapolis with 98% of students eligible for free/reduced lunch and 72% classified as English learners.
- The school underwent restructuring in 2009-10 to merge two schools and restructure its bilingual and ESL models to meet standards.
- The principal has prioritized English learners by participating in professional development on ELs, establishing building-wide focuses on interactive strategies, and developing ESL co-teaching models.
- ESL teachers now engage in practices like aligning assessments, integrating technology, and attending professional learning communities to support ELs across content areas.
Using The Curriculum To Improve Performancemelbourn02
The document discusses plans to innovate the school curriculum to improve student performance and outcomes. It describes the current strengths and weaknesses, including that some students are not making sufficient progress. The proposed solution is to implement a new curriculum pathway with 4 hours per week of additional literacy and numeracy support for struggling students from Year 7 to Year 9. Initial results suggest this intervention has improved student confidence and engagement. The document also shares approaches used by other schools to structure their curriculum and support all students.
Nalisha Ladharam has over 15 years of experience in education. She has worked as a supply teacher, teaching assistant, ESOL lecturer, and nursery assistant in both the UK and Hong Kong. Her roles have involved teaching a variety of subjects from English and math to young learners, designing learning materials, and providing support to students with special educational needs. Nalisha holds a PGCE in primary education, CELTA certificate, and DTLLS diploma focusing on inclusive teaching practices. She is currently seeking new opportunities in education.
Tonya Getz has a Master's in Education from Wright State University and is seeking a position using her skills in English Literature, Public Speaking, or Theater. She has over 5 years of experience teaching secondary English, including at Crestview High School where she received high evaluation scores and was named Teacher of the Month. She also has volunteer experience as a camp counselor for military children and has completed over 248 hours of professional development training.
This document provides information about conducting an activity-based assessment at a school. It outlines that students will give presentations in groups of 2-3 on topics from math or environmental studies. They will have 3 minutes each to present. Teachers will help students select topics and prepare their presentations, which can be in formats like charts, PowerPoints, role plays or models. The presentations will take place over one week for different class sections during specified time slots each day. The goals are to evaluate students' language and conceptual skills and help clear their understanding through preparation and practice.
This document provides a personal statement and CV for Wayne Miller, an experienced teacher seeking a new teaching position. Miller has over 20 years of experience teaching in the UK, Egypt, Ukraine, Qatar, Sudan, Libya, and other locations. He has taught a wide range of subjects from early years through secondary school. Miller is committed to developing students' academic and personal growth through differentiated lessons, extracurricular activities, and strong classroom management skills. He emphasizes building positive relationships with students, parents, and colleagues.
The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
The document outlines the agenda and discussion topics for a meeting focused on developing timetable models and identifying objectives for an educational program. It includes discussions around organizing student learning into strands, courses, modules and other structures over time periods like semesters and years. Examples of possible timetable structures are provided for different learning areas like English. The group will look at accommodating student and teacher needs, as well as flexibility, measurable outcomes and other factors to consider in the timetable models.
Samuel Aguilar is a Spanish and Government teacher seeking an endorsement from Banning Unified School District. He has over 5 years of teaching experience in both traditional public high schools and charter schools. He is bilingual in Spanish and English with experience teaching abroad. He has established skills in incorporating new technologies into lessons and building rapport with diverse students.
Olga G. Agosto has over 30 years of experience in bilingual and dual language education. She has a Bachelor's degree in Elementary Education, a Master's in Bilingual Education and TESOL, and a 6th Year Certificate in Educational Leadership. Currently, she is a Spanish Language Development teacher in New Britain, CT where she has also held other roles such as bilingual resource teacher and classroom teacher. She is fluent in English and Spanish.
Ghina Itani Hamad has over 20 years of experience in education, including positions as Head of Elementary School, English Coordinator, and Head of various English Departments. She has a BA in Elementary Education from the Lebanese American University and is certified in ProtectED for child protection in Canada. Her resume lists her employment history at several schools in Lebanon and highlights her responsibilities, such as leading divisions, communicating with stakeholders, managing curricula and assessments, observing teachers, and providing professional development. She also has experience in photography, volunteering, and activity coordination.
Elizabeth Dugan is seeking a teaching position utilizing her passion for teaching English. She has a Bachelor's degree in Language Arts Education and Creative Writing from Ohio Northern University. She has over 7 years of teaching experience at the middle and high school levels in Kingstree, South Carolina. She is certified to teach English and has endorsements in AP Literature and Gifted Education.
Roopa AJ is seeking a position as an English school teacher. She has 3 years of experience teaching English and is certified. Her objective is to utilize her strong dedication to student development and teaching skills. She has proven skills in teaching, guidance, communication and improving test scores. Roopa is looking to contribute her knowledge and skills to a school that offers career progression. She has past experience teaching English at several schools in Kerala, India and her roles included developing lesson plans, assessing students, and maintaining classroom discipline.
Margaret Jones has over 20 years of experience teaching English as a Second Language (ESL) at various schools in New York and Thailand. She has taught all levels of ESL and currently teaches at New Explorers High School in the Bronx. Her experience includes developing curriculum, administering assessments, providing staff training, and serving as an ESL coordinator. She holds a Master's degree in TESOL from Teachers College, Columbia University.
This document contains the resume of Bipin John, who has 7 years of experience as an English teacher and instructor. He has worked with over 5,000 students in roles such as an English teacher in India, Africa, and New Zealand. His skills include lesson planning, time management, and being fluent in English. He has a B.Ed. in English and Special Education and is certified in TESOL and TEFL instruction.
Teacher Resource Guidebook - Working with Pupils ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
The Area 9 School Progress Report summarizes work from the 2007 fiscal year. Key accomplishments included targeted professional development, collaboration between schools, and assistance to build leadership capacity. Areas for improvement included better supporting English Language Learners, focusing more on social-emotional learning, and increasing attendance. The report outlines next steps such as expanding principal training and analyzing data to guide professional development.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs, K-12Laura Lukens
This document provides an overview and inventory of instructional strategies called the GO TO Strategies, which were developed as part of Project EXCELL to support teachers of English Language Learners. The GO TO Strategies are organized according to five principles of instruction for ELLs: 1) focusing on academic language, literacy and vocabulary; 2) linking background knowledge and culture to learning; 3) increasing comprehensible input and language output; 4) promoting classroom interaction; and 5) stimulating higher-order thinking and learning strategies. The document describes sections that further explain the strategies according to these principles, provide a matrix of strategies by language skill and proficiency level, inventory the strategies with descriptions, and define each strategy in a glossary.
Cecelia O. Tabler is an experienced teacher with over 17 years of experience teaching grades pre-K through 5th grade. She has a proven track record of using data-driven instruction and differentiated teaching to help students succeed. She is skilled in curriculum development and assessment, and is committed to building a supportive classroom community for students.
Carrie Nelson has over 20 years of experience in education, including experience as a teacher, curriculum developer, and administrator. She has taught grades K-8 in subjects including language arts, math, science, social studies. She developed curricula and led professional development programs. Currently she is on leave from her position as a third grade teacher at Embers Elementary School in Niles, Illinois where she implemented project-based learning and helped support new teachers. She has a M.Ed. in curriculum and instruction and is certified to teach elementary and middle grades in Illinois.
This document summarizes literacy programs and initiatives in Brighton, NY. It describes the children's library, recreation department, and school district programs that aim to promote early childhood literacy from ages 0-12. French Road Elementary School's balanced literacy approach and classroom practices are examined in depth, including reading and writing workshops, assessments, and the views of one 5th grade teacher. The document also provides background on the town of Brighton and comments from the author on their experience in the local schools.
Nagle And Mac Donald, Professional Learning Communities Develop Effective Ine...Saint Michael's College
The document describes a project to develop integrated content and language instruction in the Winooski School District. It involved curriculum revisions and professional development for teachers over two years. The goals were to equip teachers with skills like understanding language proficiency levels, using differentiated instruction, and collaboratively planning integrated lessons. Outcomes varied but included lesson plans addressing English language development alongside content objectives.
- Andersen United Community School is a K-8 school in Minneapolis with 98% of students eligible for free/reduced lunch and 72% classified as English learners.
- The school underwent restructuring in 2009-10 to merge two schools and restructure its bilingual and ESL models to meet standards.
- The principal has prioritized English learners by participating in professional development on ELs, establishing building-wide focuses on interactive strategies, and developing ESL co-teaching models.
- ESL teachers now engage in practices like aligning assessments, integrating technology, and attending professional learning communities to support ELs across content areas.
Using The Curriculum To Improve Performancemelbourn02
The document discusses plans to innovate the school curriculum to improve student performance and outcomes. It describes the current strengths and weaknesses, including that some students are not making sufficient progress. The proposed solution is to implement a new curriculum pathway with 4 hours per week of additional literacy and numeracy support for struggling students from Year 7 to Year 9. Initial results suggest this intervention has improved student confidence and engagement. The document also shares approaches used by other schools to structure their curriculum and support all students.
Nalisha Ladharam has over 15 years of experience in education. She has worked as a supply teacher, teaching assistant, ESOL lecturer, and nursery assistant in both the UK and Hong Kong. Her roles have involved teaching a variety of subjects from English and math to young learners, designing learning materials, and providing support to students with special educational needs. Nalisha holds a PGCE in primary education, CELTA certificate, and DTLLS diploma focusing on inclusive teaching practices. She is currently seeking new opportunities in education.
Tonya Getz has a Master's in Education from Wright State University and is seeking a position using her skills in English Literature, Public Speaking, or Theater. She has over 5 years of experience teaching secondary English, including at Crestview High School where she received high evaluation scores and was named Teacher of the Month. She also has volunteer experience as a camp counselor for military children and has completed over 248 hours of professional development training.
This document provides information about conducting an activity-based assessment at a school. It outlines that students will give presentations in groups of 2-3 on topics from math or environmental studies. They will have 3 minutes each to present. Teachers will help students select topics and prepare their presentations, which can be in formats like charts, PowerPoints, role plays or models. The presentations will take place over one week for different class sections during specified time slots each day. The goals are to evaluate students' language and conceptual skills and help clear their understanding through preparation and practice.
This document provides a personal statement and CV for Wayne Miller, an experienced teacher seeking a new teaching position. Miller has over 20 years of experience teaching in the UK, Egypt, Ukraine, Qatar, Sudan, Libya, and other locations. He has taught a wide range of subjects from early years through secondary school. Miller is committed to developing students' academic and personal growth through differentiated lessons, extracurricular activities, and strong classroom management skills. He emphasizes building positive relationships with students, parents, and colleagues.
The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
The document outlines the agenda and discussion topics for a meeting focused on developing timetable models and identifying objectives for an educational program. It includes discussions around organizing student learning into strands, courses, modules and other structures over time periods like semesters and years. Examples of possible timetable structures are provided for different learning areas like English. The group will look at accommodating student and teacher needs, as well as flexibility, measurable outcomes and other factors to consider in the timetable models.
Samuel Aguilar is a Spanish and Government teacher seeking an endorsement from Banning Unified School District. He has over 5 years of teaching experience in both traditional public high schools and charter schools. He is bilingual in Spanish and English with experience teaching abroad. He has established skills in incorporating new technologies into lessons and building rapport with diverse students.
Olga G. Agosto has over 30 years of experience in bilingual and dual language education. She has a Bachelor's degree in Elementary Education, a Master's in Bilingual Education and TESOL, and a 6th Year Certificate in Educational Leadership. Currently, she is a Spanish Language Development teacher in New Britain, CT where she has also held other roles such as bilingual resource teacher and classroom teacher. She is fluent in English and Spanish.
Ghina Itani Hamad has over 20 years of experience in education, including positions as Head of Elementary School, English Coordinator, and Head of various English Departments. She has a BA in Elementary Education from the Lebanese American University and is certified in ProtectED for child protection in Canada. Her resume lists her employment history at several schools in Lebanon and highlights her responsibilities, such as leading divisions, communicating with stakeholders, managing curricula and assessments, observing teachers, and providing professional development. She also has experience in photography, volunteering, and activity coordination.
Elizabeth Dugan is seeking a teaching position utilizing her passion for teaching English. She has a Bachelor's degree in Language Arts Education and Creative Writing from Ohio Northern University. She has over 7 years of teaching experience at the middle and high school levels in Kingstree, South Carolina. She is certified to teach English and has endorsements in AP Literature and Gifted Education.
Roopa AJ is seeking a position as an English school teacher. She has 3 years of experience teaching English and is certified. Her objective is to utilize her strong dedication to student development and teaching skills. She has proven skills in teaching, guidance, communication and improving test scores. Roopa is looking to contribute her knowledge and skills to a school that offers career progression. She has past experience teaching English at several schools in Kerala, India and her roles included developing lesson plans, assessing students, and maintaining classroom discipline.
Margaret Jones has over 20 years of experience teaching English as a Second Language (ESL) at various schools in New York and Thailand. She has taught all levels of ESL and currently teaches at New Explorers High School in the Bronx. Her experience includes developing curriculum, administering assessments, providing staff training, and serving as an ESL coordinator. She holds a Master's degree in TESOL from Teachers College, Columbia University.
The document outlines plans to develop secondary teaching and learning at the school over the 2015-2016 school year. Key changes include implementing a new 7-day timetable with day 0s, shortening the school day from 6 to 5 lessons, introducing 1-2-1 tutoring and a "Learning for Life" course for all students. The school also plans to offer enquiry-based and cross-disciplinary learning in years 7-9, and implement new support and challenge programs for students. Assessment methods will be improved through online reporting pilots, student-teacher conferences, and increased classroom observation. Additional classrooms and staff work spaces will also be added.
Marah Masri is an experienced educator seeking a teaching position. She has over 15 years of experience teaching English, Arabic, and other subjects to students of all ages in the United States, Syria, and elsewhere. Her core competencies include lesson planning, classroom management, and employing varied teaching strategies. She holds a Bachelor's degree in Translation and a Master's in Education.
Ilham Adnan Alam has over 15 years of experience teaching English at educational institutions in Bangladesh and the United States. She holds multiple Master's degrees and is currently an adjunct faculty member at Passaic County Community College in New Jersey. Her experience includes teaching English, coordinating departments and activities, and participating in various seminars and training programs to further develop her skills. She is proficient with Microsoft Office and seeks to obtain a position that utilizes her strong teaching, administrative, and research abilities.
Course Outline - Materials Development & AdaptationSalina Saharudin
This document outlines a course on materials development and adaptation for teaching English as a second language. The 3-credit course is offered through the Department of English at a Malaysian university. Key elements of the course include evaluating existing teaching materials based on established criteria, adapting materials to suit different student groups and skills, and developing original instructional materials. Assessment consists of evaluating an existing textbook, creating and presenting adapted materials, tests, and compiling a portfolio of class materials. The goal is for students to learn skills in appraising, selecting, adapting and developing materials to effectively teach English.
This document is a resume for Scott D. Dirks, an English instructor and administrator with over 8 years of teaching experience and 3 years of management experience. He has a background in teaching ESL in the US and Costa Rica, and is certified in TESOL. His experience includes managing a team of over 20 teachers, developing curricula, and integrating new teaching technologies. He currently works as an ESL Teacher-Instructor at Kaplan International in Cambridge, MA.
Similar to Mac Donald Tesol 2010, Teaching Acdemic English: Changing Teacher Roles and Implications for Teacher Education (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Mac Donald Tesol 2010, Teaching Acdemic English: Changing Teacher Roles and Implications for Teacher Education
1. Professional Learning Communities Develop
Effective Integrated Content-Language Instruction
Rita MacDonald, Applied Linguistics rmacdonald@smcvt.edu
James Nagle, Education jnagle2@smcvt.edu
2. Project CREATE at SMC
Curriculum Reform for the
Education of All Teachers of ELLs
3. Project CREATE
OELA National Professional Development Grant
Year 3 of 5 years
Goal: revise curriculum for pre-service teachers so that all
teachers graduating SMC are equipped for today’s culturally
and linguistically diverse classrooms
Work with three partner school districts
4. SMC Curriculum Placements Schools
Program Design Program DesignCourse work Instruction
Elementary Secondary
Teaching Model
Shared responsibility, collaboration,
integrated content and language instruction
5. SMC Curriculum Placements Schools
Program Design Program DesignCourse work Instruction
Elementary Secondary
Teaching Model
Shared responsibility, collaboration,
integrated content and language instruction
6. Winooski School
District Consists of one elementary, one middle and one high
school. Total student population of 822. 76% qualify for free
and reduced lunch.
26% are ELL with 22 languages spoken and most of the
ELLs are recently arrived refugees in the last three years.
All but three of the sixty teachers are HQT.
All grades (3-8 & 11) have been identified as needing
improvement in math and language arts.
7. Integrated Content-
Language Instruction
Develop teacher knowledge of understanding by design and
differentiated instruction (Tomlinson & McTighe, 2006)
Integrate content and language instruction for elementary
science, middle school social studies and high school core
content courses (VT Grade Expectations; WIDA, 2008; Zweirs,
2008)
Create teacher learning communities that plan, teach and
assess integrated content and language instruction (Little, 2006)
and are customized to the school’s particular needs and
responsive to the realistic constraints of schooling
8. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
9. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district-
wide
½-day
district
-wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only
@
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
• English Proficiency Scores (WIDA ACCESS)
• Can Do charts for entire class
• Cultural profiles
• Choose unit to plan DI
10. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
• Understanding proficiency levels
• Strategies & tools for differentiated instruction
• ‘Apprenticing’ students into Academic English
• Writing clear Content and Language Objectives
11. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
CONTEXTUALIZED SAME TOPICS
• Understanding proficiency levels
• Strategies & tools for differentiated instruction
• “Apprenticing’ students into Academic English
• Writing clear Content and Language Objectives
PRODUCTS
differentiated lesson/unit plans
for Fall 09
12. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Ts also learning methodology of
inquiry-based science
+ UBD basics
13. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Ts also learning methodology of
inquiry-based science
+ UBD basics
Difference in Teacher Products
K-5: 2-3 lesson plans with some Content Objectives, some
differentiation
MS: Ancient Civilizations course developed within three teacher team
with ELL teacher as consultant
HS: Unit plan designed in core content courses for
implementation in Fall 2009
14. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district-
wide
½-day
district
-wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only
@
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
REITERATION OF FALL 08
• English Proficiency Scores (WIDA ACCESS)
• Can Do charts for entire class
• Cultural profiles
• Revise unit based on UPDATED class profile
15. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded/TLC, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
16. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
17. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Process = Varied
Outcomes
18. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Outcomes
•Meet monthly, 30 Ts at once, 30 minutes
•Effective differentiation across English proficiency levels (WIDA
2-5)
•Widespread use of SIOP strategies in Science, spreading to other
lessons
•Beginning to use UBD learning objectives effectively
•Increased focus on Academic English, explicit language
instruction (strategies from SIOP and Zwiers)
19. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Outcomes
•Eclipse team meets weekly, 90 minutes, to review progress of Ancient
Civilizations course, modify lesson and unit plans based on analysis of
student work
•Team meets with ELL teacher & SMC professor monthly to analyze
student performance on formative & summative assessments (WIDA
levels 2-5)
•Over 2009-10, teachers move from cursory knowledge of WIDA
standards and MPIs to developing specific MPIs and language objectives
for unit and lesson plans
20. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Outcomes
•Faculty discuss unit and lesson plans for WIDA language proficiency levels
of 2-5 – modifying lessons with differentiated resources and formative
assessments
•Faculty analyze student work, specifically writing samples, to modify
writing instruction
•All core content faculty (language arts, math, history, science) meet
monthly with ELL faculty as department teams to review and develop unit
and lesson plans using Zweirs’ strategies for language structure and
vocabulary
•Currently, in monthly meetings faculty conduct discourse analysis on
21. Recommendations
Need to start where Ts are and work from there.
PD needs to be integrated into Ts’ planning, teaching and
assessment programs, using their tools and formats.
PD needs to be responsive to the context of the school. Work
with teachers during the school day. Intensive front-loading of
information can be a start, but PD needs to be embedded into
teachers’ work with their curriculum and lessons.
22. References
Echevarria, Vogt and Short. (2008) Making Content Comprehensible for English Learners: The SIOP Model,
Third Edition. Pearson
Fang, Z. & Schleppegrell, M. (2008). Reading in secondary content areas: A language-based pedagogy. Ann
Arbor, MI: University of Michigan Press.
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by
Design. Alexandria, VA: ASCD
Vermont Grade Level Expectations for content area and grade level
http://education.vermont.gov
WIDA Standards for Language Standards www.wida.us
Winooski School District (2009). The Report on the Effectiveness of the Winooski School District.
VT does not require ESL courses for teacher ed or for licensing, but we know that today’s Ts need to be prepared to teach in culturally and linguistically diverse classrooms
VT is a WIDA state, and we’ve incorporated WIDA standards and tools into our SMC curriculum and used them in the PD we’ll be describing today.
We’ll talk about those as we go along.
Explain the model of curriculum reform
across 2 departments
Coursework + placements + LEA development w/ 3 partner school districts
keeps our revision grounded in real classrooms
This PD project in this one high-incidence school district is designed to help teachers meet the needs of a rapidly-growing ELL population.
This school district serves as an important observation and student teaching site for SMC students in both Education and Applied Linguistics.
Have moved placements from former ‘suburban’ schools to this one high-need district.
HIGH NEEDS SCHOOL....similar to urban districts...
High ELL population—at the tipping point-- up from just 12% 3 years ago—so, need to revise models for instruction
High percentage of low ses Ss—unusual in VT—again, similar to urban districts
1: 13 ratio
Research shows DI not sufficient for ELLs…….explicit instruction in Academic Language needed…[and for many other Ss, to a lesser extent]
Therefore, model of integrated C-L instruction.. not to replace ESOL instruction, but situated in C classroom with COLLABORATION of ESL Ts
We will walk though this process of developing flexible, responsive PD approach —responsive to structural restrictions/impediments of schooling (scheduling, planning time)
PD project over the 2 year period…
Year 1 = 1 W in fall, then another in Spring followed by 4 months of work, embedded to varying degrees to meet the specific needs and opportunities of each school
Year 2 = kick-off W (repeat of Y1 Fall W), followed by FULL YEAR of monthly work, embedded in varying degrees
Flexible and responsive to the teachers’ real teaching and learning situations
1. CAN DO = graphic org showing English proficiency levels across 4 domain + Cultural profiles
2. look at roster, create whole-class Can Do char, showing range of proficiency levels and cultural backgrounds
3. Then start to develop unit plans for these particular Ss based on DI and UBD
Half-day workshop
More of Eng proficiency levels as they interact with typical classroom activities
Selected components of SI
Rationale for increasing the focus on AE for all Ss
Role of learning objectives as navigational aid for ELLs, how to write effective ones for Ss
4 months of further exploration of these topics, but contextualized by using Ts’ real lesson planning process and products
Products hoped for were Ts working in groups to develop unit plans to implement in fall of 09.
Groupings differed, based on schedule and structural constraints
K-5 Ts were really under the gun …new science approach + new to UBD… multiple demands, very little common time…met as a 30-person group for 30 minutes once/month
PDers need to be flexible to meet real demands of:
school schedules,
union contracts,
multiple T responsibilities and
Ts expressed and changing needs
K-5 –whole school, 30 Ts, working on developing inquiry-based science + UBD + SIOP/DI…hope for spread of strategies to other content areas
MS– ELLs clustered into one team, with new teams to be trained in successive years.. based on needs of Ss—Ss were graduating from newcomer into mainstream, needed team up and running
HS—disciplinary level teams to develop unit plans to start in fall...to be followed thru implementation through PLC cohort...revise and develop more unit plans
Didn’t re-teach, just facilitated a review of concepts from previous fall
Desired outcome --- Ts update unit plan based on new, updated info about their Ss
K-5 = traditional workshop
MS = all bottom-up, Ts have id’d need and process, during school time...Ts bring issues and Qs
HS = top-down PLC dictated by state...differential effects for Ts + after school...still, able to create opportunities for investigation of S work
K-5: no shared planning time; ESL Ts ‘push in’ to classroom, but are not co-teaching
MS: Andrea works in planning AV + DI + lang sx
HS: plan and teach together
Desired outcomes are being met
Strategies are spreading to other content areas
Moved from initial separation of C/L…. to more authentically integrated C=L approach...just beginning to use SFL
CONTENT: Take Ts where you find them...
move from basic knowledge (WIDA standards and tools, chart, ACCESS scores) ..
increase awareness of AE (SIOP, Zwiers) as pertains to content but not really getting into L...
more sophisticated analysis of the construction of meaning trough discourse (SFL)...
INTEGRATED INTO Ts’ PLANNING, TEACHING AND ASSESSMENT PROGRAM...BUT all done using THEIR curric planning tools, their lessons, their unit plan formats
PD Responsiveness: embed it into context of school...work w teams of Ts during school day.. Don’t add another demand...therefore PD must be flexible ...intense front-loading helped, but need ongoing focus with Ts working on THEIR practice and THEIR lessons