Training Teacher Leaders for AcademicSocial Student Integration

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Training Teacher Leaders for Academic/Social
Student Integration

• TESOL 2007
• Seattle, WA
• Christel Broady, Ph.D.

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Workshop Increasing numbers of LEP students and
NCLB place districts often at loss in addressing
the achievement gap. A model is presented of a
teacher endorsement program that trains ESL
professionals to be leaders and coaches in
creating a culture of high academic achievement
and social integration of ELS populations.
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Training Objectives

• Candidate Skills
• Candidate Dispositions
• Education Program Success
• K-12 Student Academic Achievement
• K-12 Student Social Integration

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Brainstorm on Skills

• What are skills program completers should possess?

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Skills Relevant for Education Unit

• State Performance Standards
• Professional Organization Content Standards
• Accreditation NCATE
• Education Unit Conceptual Framework
• Program Theoretical and Practical Foundations
• State The GatePraxis Exam Score

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Skills Relevant for K-12

• State ESL students pass State tests
• Federal
• No Child Left Behind
• Title III
• Teachers Pass Class Assessments
• School Social and Study Skills

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Brainstorm on Dispositions

• What are dispositions program completers should
  possess?

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Dispositions

• Leadership
• Advocacy
• View of others

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For What Kind of Future Do We Prepare ESL
Students?
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Contributing Members of SocietySuccessful Adults
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Candidates

• Seeking Endorsement
• Are trained practitioners
• Have access to students
• Have access to school communities

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Brainstorm on Candidate Characteristics

• What are candidate characteristics?

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Candidate Characteristics

• Not Much Time
• Seeking Meaningful Experiences
• Seeking Answers to Real Questions
• Already Have a Frame of Reference
• Seeking Results in The Classroom

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Brainstorm on Program Characteristics

• What are program characteristics?

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Program CharacteristicsEducation Departments
Cold Facts

• Students Pass Praxis (Kentucky gt620 points)
• Student Passing Rate of Program Continuous
  Assessment gt80
• Program Completer Job Placement of 100

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Program CharacteristicsThe Real Test Program
Reputation

• Program completers are sought for hiring
• Program completers are agents of change
• Program completers assume leadership role
• Program completers assist other stake holders to
  be effective in academic and social integration
  of ESL populations and families
• Program completers assist student academic growth
• Program completers are independent seekers and
  finders of relevant information

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So, what do you think?

• How do you get candidates to the point of
  representing all such skills and dispositions?

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Brainstorm on Experiences

• What could be effective experiences??

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Methods

• Lesson Plan Project
• The project consists of several parts. Part 1
  describes the classroom, group, or pair of
  students receiving ESL services at a school.
  Further, part 1 describes the school itself, the
  attitude towards ELL populations, the program the
  school uses to service ESL students, and other
  related information. Part 2 describes the
  theoretical approach you as a person designing
  effective learning in ELL students will take in
  planning lessons, units, or assisting mainstream
  teachers in doing so. The approach will clearly
  be based on the specific needs of the population
  served. Part 3 will be an actual lesson plan
  that a mainstream teacher uses. You will take
  this lesson plan and modify it based on the SIOP
  approach. The goal is to assist mainstream
  teachers in instructing ELL populations
  effectively and to maximize their achievement.
  The lesson plan adaptation needs to reflect your
  mastery of SIOP and the following
• Demonstrate basic knowledge of what an ESL/EFL
  teacher must know and do in order to be
  effective.
• Demonstrate understanding of the theoretical
  concepts necessary for choosing teaching
  methodologies and designing/selecting
  instructional materials.
• Discuss and analyze the major issues and
  controversies on second/foreign language pedagogy
  and their implications for classroom teaching.
• Prepare and execute effective second/foreign
  language lessons to different learners in various
  instructional settings.
• Collaborate with colleagues in order to design,
  evaluate, and select teaching materials and
  assistive technology for second/foreign language
  teaching situations
• Your project will be evaluated based on the
  rubric attached to the syllabus. Note Each
  category of the rubric counts very high. To
  assure the highest points possible please pay
  close attention to the rubric and make sure that
  you addressed all categories to the fullest. It
  is also important that you submit your work in a
  professional look and feel. Please use spell
  check, uniform font and formatting throughout.
  The project needs to be submitted in Microsoft
  Word in electronic form.

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Assessment

• It is the objective of this assignment to show
  evidence that ESL Endorsement candidates are able
  to
• Inform mainstream teachers in their (or another)
  school on issues surrounding ESL populations,
  their heritage cultures, and assessment of their
  academic and linguistic abilities in a hand-out
  (in the area of literacy)
• Provide information on heritage cultures and how
  they may effect academic learning, literacy
  acquisition, and social integration
• Provide information on literacy and linguistic
  testing tools available to mainstream teachers
• Provide resource on how to use technology and
  assistive technology in ESL literacy assessment
• Provide information on legal and educational
  mandates that need to be met in testing of ESL
  populations
• Provide information on legal accommodations
• Conduct an actual linguistic and content literacy
  assessment of an ESL student using the most
  appropriate tool to show outcome
• Discuss the actual assessment and its
  implications

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Linguistic

• The Class Project contains several parts
• An electronic speaking sample of an ELL student
  with clear accent based on a heritage language
  (note each language can only be analyzed once
  in class)
• A thorough analysis of the sample based on
  linguistic concepts
• A writing sample of an ELL student with clear
  error pattern based on a heritage language (note
  each language can only be analyzed once in
  class)
• A thorough analysis of the sample based on
  linguistic concepts
• A detailed description of the students heritage
  culture and language based on reputable WWW
  sources (Wikipedia, the free www encyclopedia, is
  not one of them)
• A recommendation plan for mainstream teachers to
  help them in closing the achievement gap in their
  ELL students. The detailed plan is the showcase
  of the project and will be based on the following
  theoretical concepts
• English syntax
• First Language Acquisition
• Written and second language acquisition
• English phonology
• Implications from Phonology for teaching reading
  and teaching a second language
• English orthography
• Linguistic perspective on phonics
• English Morphology
• Implications from morphology for teaching reading
  and teaching a second language
• Your project will be evaluated based on the
  rubric attached to the syllabus. Note Each
  category of the rubric counts very high. To
  assure the highest points possible please pay
  close attention to the rubric and make sure that
  you addressed all categories to the fullest. It
  is also important that you submit your work in a
  professional look and feel. Please use spell
  check, uniform font, and consistent formatting
  throughout. The project needs to be submitted in
  Microsoft Word in electronic form.
• I hope you will enjoy this real-life project!

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Leadership

• The major project for the class is an advocacy
  project in a real school setting. The project
  will consist of both of two major parts
• Description and analysis of school and situation
• Proposal to resolve issues to close the
  achievement gap in ESL students
• In part 1, the analysis and description of the
  school, please
• Describe the school, its demographics and its
  success in standardized tests and other tools.
• Further, describe some particular issues that
  exist in the school and that may keep ESL
  populations from achieving to the fullest of
  their potential. Use official data as well as
  interviews with administrators, staff, teachers,
  and students.
• In part 2, the plan and proposal, please address
  all of the following
• Share your assessment of the situation to the
  school
• Develop a proposal to the administration with the
  goal to promote the maximization of learning in
  ESL students in all classes. Particularly, pay
  attention to the following
•          Define what kind of program or approach
  would benefit the particular school community the
  best (pull-out, sheltered English, universal
  instructional design, ?.) to close the
  achievement gap based on the given circumstances
•          Assure that any proposal will promote
  change in the school community on all school
  levels to aid the integration and academic growth
  of all ESL students
•          Create an awareness of the need for
  differentiation in instruction and learning
•          Develop a set of strategies for the
  school community to address learner?s academic
  and personal growth needs
•          Develop the outline of a presentation
  to parents and stake holders to achieve more
  coherence in the treatment and instruction of ESL
  populations
•          Develop a staff proposal for
• o       Teachers/teaching personnel
• o       Staff (therapists, counselors, cafeteria,
  cleaning, etc.)
•          In the PD proposal address each one of
  the following topics in one individual meeting
• o       Achieve in participants a clearly
  developed framework for the concept of culture
  and what it means to cross from one culture into
  another. Also, have participants develop a plan
  for their ESL populations in their classes to
  include the culture filter view in the way they
  chose materials and present instructional
  activities.

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Assessment Function

• Provide Evidence for Candidates on Their Skills
• Provide Evidence for Education Program on
  Candidate Skills
• Drives Advocacy Experiences
• Drives Leadership Experiences

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Learning while Being Assessed

• Brainstorming on how assessment can drive learning

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Candidates See Results

• During the coursework students can already
  experience leadership and advocacy roles

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Assessments Provide Data/Evidence

• Assessmenst can provide a degree of measurement
  to dispositions

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Did we achieve the objective of the assignment?

• A model is presented of a teacher endorsement
  program that trains ESL professionals to be
  leaders and coaches in creating a culture of high
  academic achievement and social integration of
  ELS populations.

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Brainstorming

• Any additions?

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Thanks for Visiting My Workshop

• Please contact me with any questions or comments

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Find more Information

• On the departmental website
• http//www.georgetowncollege.edu/Departments/educa
  tion/graduate/esl_program.htm
• By e-mail
• Christel_Broady_at_georgetowncollege.edu

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Thank You For your TimeChristel
BroadyPresident Kentucky TESOLand Director
ESL Program