Needs assessment instrument

2 = No
___ Professional development activities in our school clearly contribute to our efforts to promote the academic achievement of English language learners.

CONTENT-FOCUSED PROFESSIONAL DEVELOPMENT PLAN

INSERT for Step 2

Example
This insert includes a comprehensive content-focused professional development plan, developed by the Detroit Public Schools. This example can assist you in developing a district or school professional development plan to assist bilingual, ESL, and mainstream teachers on how to better serve English language learners.
(Resource from which Detroit Public School plan was developed)

Professional Development

Claiming Opportunities: A Handbook for Improving Education for English Language Learners through Comprehensive School Reform

The Education Alliance, Brown University

1. 
   Time is allotted for all staff and faculty members to share, talk about, and apply the knowledge and strategies gained through professional development.
   
2. 
   The district ELL program administrator supports and contributes to the school plan and professional development agenda.
   
3. 
   Professional development is continuous and builds on previous successful efforts.
   
4. 
   Incentives are provided for participation in professional development activities (time, money, academic credit).
   
5. 
   The professional development plan includes leadership training on leadership in linguistically and culturally diverse settings for the principal and other leaders.
   

INSERT for Step 2 (Cont.)

Adult learning is reinforced through different standards-based professional development models that are research-based and have been found to be effective in altering teacher and administrator practice. This professional development model incorporates on-going sustainable training, study groups, coaching, demonstration lessons, action research, observations, assessment, inquiry, continuous improvement, and individually guided practices to guide adult learning.

Mainstream classroom teachers play a vital function in the education of English language learners (ELLs). Most mainstream classroom teachers want to help ELLs succeed academically but do not have the strategies and skills necessary to reach the ELLs in their classrooms. They are in need of practical strategies that they can employ immediately to assist ELLs. This series of workshops is intended for the mainstream classroom teacher who has not been trained in bilingual or ESL methodology and wants to get started in transforming their classroom into a learning environment where all learners ca learn. It is highly recommended that mainstream teachers take this introductory training session prior to enrolling in the "Effective ESL Literacy Strategy Workshop Series," the "Sheltered Instruction Series," or the "Open Court ESL Strategy Series".

1. I Don't Know Where to Start 2.5 hours

• 
  Developing Our Understanding of Diversity
  
• 
  Building Trust in the Classroom
  
• 
  Welcoming English Language Learners
  
• 
  Environmental Elements that Promote Acceptance
  
• 
  Nurturing Relationships with Families
  

2. Getting Your Message Across 2.5 hours

• 
  Gestures
  
• 
  Visuals
  
• 
  Modeling
  
• 
  Putting It All Together
  
• 
  Respite
  

3. Bringing Language Alive! 2.5 hours

• 
  Introduction and Language Acquisition
  
• 
  Comprehensible Input
  
• 
  The Silent Period
  
• 
  The Affective Filter
  

INSERT for Step 2 (Cont.)

(language they can understand).

2. Ways to increase verbal interaction in classroom activities.

3. Ways to contextualize language during instruction.

4. Ways to reduce student anxiety through effective teaching strategies and

grouping techniques.

5. Ways to get English language learners actively involved in your lessons.

ELL 103

SHELTERED INSTRUCTION FOR TEACHING CONTENT AREA

KNOWLEDGE AND SKILLS IN A MORE UNDERSTANDABLE WAY

(3 DAYS TRAINING - 6 HOURS)
OVERVIEW / RATIONALE
This workshop series is intended to assist mainstream classroom teachers, bilingual teachers, and instructional personnel on how to implement Sheltered Content Instruction while teaching English language learners with diverse abilities. Teachers will learn how sheltered instruction signifies the teaching of content area knowledge and skills in a more understandable way.
PROGRAM SESSIONS
1. Comprehensible input

2. Warm, affective environment

3. High levels of student interaction, including small-group and cooperative learning

4. Student-centered

5
INSERT for Step 2 (Cont.)
. More bands-on tasks

6. Careful, comprehensive planning, including selecting concepts from core curriculum

7. Time on Task

8. Checking for understanding

9. Explicitly stated lesson objectives


ELL 104

MENTORING THE BILINGUAL TEACHER

(ON-GOING)
OVERVIEW / RATIONALE
For teachers in bilingual education settings, a mentoring relationship between them and experienced teachers can lead to better program implementation, provide the support needed for working with students in two languages and be mutually beneficial. The mentoring relationship for bilingual teachers must be supported through such activities as regular observations, demonstration lessons, conferences, and joint preparation. When mentored, the bilingual teacher feels supported, confident and competent. The Office of Bilingual Education & Related Programs has assigned four Instructional Specialists / Literacy Coaches to facilitate bilingual teachers with this initiative. If you are interested in participating from a mentoring experience, contact our office at 873-4020.

PROGRAM SESSIONS

(On-going throughout the year)
ELL 105

ESL LITERACY STRATEGIES FOR COACHES

(1 DAY TRAINING - 5 HOURS)
OVERVIEW / RATIONALE
The intent of this workshop session is to provide literacy coaches with 50 standards and research-based strategies for teaching English to English language learners. This training will expose literacy coaches to effective strategies proven to make the curriculum comprehensible and meaningful for linguistically and culturally diverse student populations.
P
INSERT for Step 2 (Cont.)
ROGRAM SESSIONS
1. Ways to ensure that student are provided with comprehensible input

(language they can understand).

2. Ways to increase verbal interaction in classroom activities.

3. Ways to contextualize language during instruction.

4. Ways to reduce student anxiety through effective teaching strategies and

grouping techniques.

5. Ways to get English language learners actively involved in your lessons.


ELL 106

"The Bilingual Child - Series"

PRINCIPALS LEADERSHIP TRAINING

(10 DAYS TRAINING - 20 HOURS)
OVERVIEW /RATIONALE
"The Bilingual Child" - Principals Leadership Training series is organized to expose principals to the administrative and governance structure, policies and regulations, and the educational scheduling of services rendered to ELLs. Principals will receive training on the "No Child Left Behind" Act of 2001 and what they can do to ensure that all ELLs are receiving a quality educational experience. They will receive training on how to ensure that the quality of instruction delivered to ELLs is standards-based and research-based. Accountability, assessment and equity will be discussed. Principals will learn how to transform their schools into learning communities where all ELLs thrive.
PROGRAM SESSIONS

1. 
   Adopted Reading Series for ELLs.
   

• 
  Open Court
  
• 
  Hampton Brown
  
• 
  Spotlight to Literacy
  

2. Assessment for ELLs

• 
  Woodcock Munoz Language Survey
  
• 
  BVAT
  
• 
  MIP
  
• 
  Norm-Reference Test
  
• 
  MEAP
  
• 
  DIBLES
  

3. Policy & Requirements

• 
  NCLB – Title III
  
• 
  Federal, State and Local
  

4. Scheduling

(Extensions to the Open Court Reading Series)

2. Ways to increase verbal interaction in classroom activities through

effective literacy strategies.

3. Ways to contextualize language during Open Court instruction.

4. Ways to reduce student anxiety through effective teaching strategies and grouping techniques.

5. Ways to get English language learners actively involved in your Open

Court lessons.

E
INSERT for Step 2 (Cont.)
LL 108

OPEN COURT - LETTER / SOUND PRONUNCIATION TRAINING FOR BILINGUAL EDUCATORS

(5 DAYS TRAINING- 10 HOURS)
OVERVIEW / RATIONALE
This workshop is intended for the bilingual educator who needs additional training in English letter/sound pronunciation, sound to sound blending, and other phonemic related tasks.
PROGRAM SESSIONS

• 
  Pronunciation of sounds
  
• 
  Strategies
  
• 
  Sound to sound blending
  
• 
  Blending
  

(language they can understand).

2. Ways to increase verbal interaction in classroom activities.

3. Ways to contextualize language during instruction.

4. Ways to reduce student anxiety through effective teaching strategies and

grouping techniques.

5. 
   Ways to get English language learners actively involved in your lessons.
   

E
INSERT for Step 2 (Cont.)
LL 110

1. Ways to ensure that students are provided with comprehensible input

(language they can understand).

2. Ways to increase verbal interaction in classroom activities.

3. Ways to contextualize language during instruction.

4. Ways to reduce student anxiety through effective teaching strategies and

grouping techniques.

5. Ways to get English language learners actively involved in your lessons.

LEP students

ELL 115b. Bilingual Teacher Corps Initiative Phase One

ELL 115c. Bilingual Teacher Preparation Program (BTP2) Phase Two

ELL 115d. Bilingual Administrator Preparation Program Phase Two

MADONNA UNIVERSITY

ELL 115e. Teacher Preparation Program

• 
  Multiculturalism
  
• 
  Cultural Awareness / Appreciation
  
• 
  Diversity / Acceptance
  
• 
  Respect
  
• 
  Cultural and Linguistic Sensitivity
  
• 
  Tolerance
  

CONTENT-FOCUSED PROFESSIONAL DEVELOPMENT CALENDAR

• 
  3 hours - Orientation for New Teachers and Instructional Personnel
  
• 
  3 hours - Workshop on the required English Language Proficiency Assessment Instrument for Identifying ELLS
  
• 
  3 hours - Introductory Workshop on the Bilingual or ESL Model
  
• 
  2 hours - Study Group to Discuss Strategies for Educating ELLs
  
• 
  Mail to your teachers a calendar of the types of professional development opportunities that will be offered through your school
  

• 
  2 hours - Grade Level or Content Teams to Discuss Grade Level Content Expectations Requirements for ELLs
  
• 
  1 hour - Faculty Meeting Presentation on Curriculum Mapping and Alignment
  
• 
  1 hour - Text-Based Discussion - Focus: Assessing our ELLs
  
• 
  1 hour - workshop on MEAP test requirements for ELLs and accommodations
  
• 
  Update and revise your annual school improvement plan and ensure that the ELL components are upgraded
  
• 
  Include subgroup MEAP results in your annual report
  
• 
  Conduct a subgroup gap analysis for the MEAP test
  
• 
  Develop and identify strategies to address priority areas
  
• 
  2 hours - Inservice on how to design rubrics, classroom assessments, and personalized student plans
  

• 
  2 hours - Organize and recruit teachers for a 'Critical Friends' Group to study and review student work and teacher practice.
  
• 
  2 hours - workshop to address the learning plans for ELLs
  
• 
  2 hours - Open House to discuss academic program with bilingual families
  
• 
  2 hours - Grade Level or Content Teams Meetings
  
• 
  2 hours - Mentoring New Teachers
  
• 
  Ensure that instructional practices focus on the priority areas identified by MEAP test results
  
• 
  Ensure that staff have discussions around benchmarks identified in the curriculum framework
  
• 
  Ensure that teachers have adequate tools to assess ELLs learning continuously
  
• 
  Monitor ELLs progress, placement, attendance, and quality of services
  

• 
  1 hour - Conduct a Staff Development Climate Survey to identify teacher professional development needs to service ELLs
  
• 
  Ensure that leaders conduct walk-throughs to support teacher practice and encourage professional dialogue
  
• 
  2
  INSERT for Step 3 (Cont.)
  hours - Meet with study groups to identify professional goals for the year, and develop a plan for conducting action research inquiry learning
  

• 
  1 hour - Meet with new teachers to discuss progress, identify support needed, and plan classroom visitation
  
• 
  2 hours - Meet with teachers to discuss student data and how this data will be used to drive instruction
  
• 
  1 hour - Workshop to discuss transitions and mental paradigm shifts needed to do the work ahead
  
• 
  2 hours - Workshop on rubrics and MEAP writing process for ELLs
  
• 
  2 hours - Workshop on interventions to support instruction of ELLs
  

• 
  Use the before school, after school, and Saturday school learning opportunities as a clinical staff development program to improve teaching practices
  
• 
  2 hours - workshop on effective strategies for helping ELLs master academic content
  
• 
  2 hours - Mentoring New Teachers
  
• 
  2 hours - Workshop on Cultural Competence Practices
  
• 
  Meet with staff to discuss MEAP test results, calculate Adequate Yearly Progress (AYP) gain and losses, and discrepancies
  
• 
  Distribute parent MEAP Results to bilingual families
  
• 
  Create a holiday homework packet for ELLs
  

• 
  Use the bilingual or English as a Second Language (ESL) classroom as a learning laboratory for developing effective teaching and learning practices
  
• 
  2 hours - Study Group to discuss ways to develop depth in the required academic content subject areas
  
• 
  1 hour faculty meeting to discuss how teachers can use alternative assessment instruments to promote student learning
  
• 
  2 hours - Invite an expert to discuss with the staff, "Deborah Walstrom's Assessment Instruments".
  
• 
  2 hours - School Improvement Team to discuss Staff Development targets and adult learning needs
  
• 
  Principals need to meet with teachers regularly to ensure that teachers know the standards, teach the standards, and are assessing the standards as recommended by the Michigan Department of Education (MDE)
  

• 
  Conduct peer classroom visitations and meet to discuss what was observed
  
• 
  2 hours - Study Group - Discuss student work, teacher instructional lessons, and how our ELLs mastering the standards
  
• 
  1 Day workshop - Curriculum alignment / curriculum audit / which standards are non-negotiable
  
• 
  2 hours Workshop - Reviewing MEAP Released items in the area of writing
  
• 
  2 hours - Mentoring new teachers on how to better serve ELLs
  
• 
  Continue to provide on-going technical support for teachers to support the education of all ELLs
  

• 
  3 hours - 6 Traits + 1 Writing Training for Teachers of ELLs
  
• 
  2 hours - Teachers helping Teachers: Effective Writing Strategies that Work in our Schools
  
• 
  2 hours - Curriculum Teams meet with Publishers and Authors from the Text Used to discuss additional strategies that can be used differently to help ELLs succeed academically
  
• 
  1 hour - Faculty Meeting to discuss student progress, align additional support for students and teachers, and re-group
  
• 
  2 hours - Professional Development of the new English Language Proficiency (ELP) assessment
  

• 
  Continue to assess student progress on a regular basis
  

• 
  1 hour -Text-Based Discussion on SIOP - Sheltered
  English Instruction
  
• 
  1 Day Workshop - Using the SIOP sheltered English content instruction model to promote student learning
  
• 
  2 hours Workshop - Making Instruction Comprehensible for ELLs
  
• 
  2 hours - Mentoring New Teachers
  
• 
  2 hours - Workshop on Academic Vocabulary Development and the ELLs
  
• 
  Continue to monitor classrooms and ensure that all ELLs are receiving the types of services required
  

• 
  2 hours - Study Group to discuss student learning plans for ELLs
  
• 
  1 hour - Faculty Meeting to discuss student grades and academic progress
  
• 
  2 hours - School Improvement Plan to discuss student data, academic progress, and make recommendations for future action
  
• 
  2 hours - Grade Level or Content Teams to discuss adjustments to instructional plan
  
• 
  1 Day - Grade Level or Content Team meet to discuss and make recommendations for the Individual Student Plans
  
• 
  After the English Language Proficiency Standards results arrive share with staff and use to plan Summer School
  

• 
  1 hour - Text-Based Discussion on Effective Interventions
  
• 
  2 hours - Planning and Making Instructional Recommendations for ELLs during Summer School
  
• 
  3 hours - Summer School Workshop
  
• 
  2 hours - Meet with New Teachers
  
• 
  Identify all eligible ELLs who are required to attend Summer School
  

• 
  5 Days - Summer Teacher Content - Focused Professional Development Institute. Target areas in need of improvement.
  
• 
  Identify priority areas and align to curriculum standards
  
• 
  Identify best practices and instructional strategies to address the priority areas for ELLs
  

Bilingual Orientation August 26, 2004, 4:00-6:30

Professional Development for Staff August 27, 2004

1^st Day for Students August 30, 2004

Fall WMLS / BVAT Workshop September 2, 2004, 4:00-6:30

No School – Labor Day September 3 & 6, 2004

Fall WMLS / BVAT Testing September 7 – 24, 2004

1^st Day for Pre-K students September 7, 2004

“Avenues” Pacing Chart Training September 9, 2004, 4:00-6:30

“High Point” Pacing Chart Training September 9, 2004, 4:00-6:30

4^th Wednesday September 22, 2004

SSS- Links to Success II October 1, 2004

After School Program Training October 7, 2004, 4:00 -6:30

MIP, Grades 1-8, 10 October 13-15, 2004

City Wide Prof.Dev. Day October 28, 2004

After School Programs Begin November 1, 2004

½ day - Veteran’s Day November 11, 2004

Thanksgiving November 25-26, 2004

1^st semester Constellation PDD December 1 -10, 2004

Holiday Celebration December 8, 2004, 4:00-7:00

Holiday Break December 20 -31, 2004

Students return from Holiday Break January 3, 2005

MLK Holiday January 17, 2005

NABE – San Antonio January 19-22, 2005

½ day for students January 21, 2005

1^st day of second semester January 24, 2005

MEAP – Grades 4,5,7,8 January 24 – February 11, 2005

Winter Break February 21-25, 2005

City Wide PDD – No School March 10, 2005

No School – Good Friday March 25, 2005

Spring Break March 28 – April 1, 2005

NASDME-San Francisco April 3-6, 2005

Terra Nova – Grades 1-10 April 5 -13, 2005

Spring BVAT/WMLS Workshop April 14, 2005

2^nd Semester PDD April 18-22 & May 16-20, 2005

HST (MEAP) April 25-May 6, 2005

MABE April 28-29, 2005

Spring BVAT/WMLS Testing May 2 – 20, 2005

Summer School Planning Mtg. May 2, 2005

M
INSERT for Step 4 (Cont.)

Memorial Day May 30, 2005

Summer School Planning Mtg. June 1, 2005 4:00-6:30

Summer School Staff Training June 9, 2005

Bilingual Central Office Luncheon June 10, 2005, 12:00-2:00

Last day for students June 17, 2005

Title I Bilingual Teacher Institute July 11 – 15, 2005
SAMPLE

Content - Focused Professional Development

Carousel Writing Experience Questions

1. 
   What can I do in my classroom to improve the instruction of English language learners?
   

*

*

2. 
   How can I help students develop the oral language and content vocabulary needed to be successful in the mainstream?
   

*

*

3. 
   What best practices based on research can I incorporate to support learning?
   

*

*

4. 
   What types of assessments can I use to support the instruction of English language learners (ELLs)?
   

*

*

5. 
   How can I make culture relevant to the instruction of English language learners in my classroom?
   

*

*

6. 
   How can I effectively involve parents and families to support student learning?
   

*

*

7. 
   What can I do in my classroom to improve the instruction of English language learners?
   

*

*

8. 
   How can I help students develop the oral language and content vocabulary needed to be successful in the mainstream?
   

*

*

9. 
   W
   INSERT for Step 4 (Cont.)
   hat best practices based on research can I incorporate to support learning?
   

*

*

10. 
    What types of assessments can I use to support the instruction of English language learners?
    

*

*

11. 
    How can I make culture relevant to the instruction of English language learners in my classroom?
    

*

*

12. 
    How can I effectively involve parents and families to support student learning?
    

*

*

INSERT for Step 4 (Cont.)

• 
  Allow instructional staff opportunity to use the faculty meetings to share and discuss their action research projects, instructional strategies that work for them, and how they utilize student data to drive instruction.
  
• 
  Allocate time for instructional staff to meet weekly in grade level teams, content area teams, and in curriculum teams to discuss instructional practices.
  
• 
  Plan to incorporate your faculty meeting time into the school improvement time to maximize the amount of time to focus on how to improve instruction.
  
• 
  Allocate time for teachers to visit each other to observe instructional practices that work.
  
• 
  Allocate time for mentoring teachers to meet with new teachers on a regular basis to ensure that new teachers receive the support they need to be successful.
  
• 
  Allocate time to meet with teachers weekly to discuss student progress and other school related matters.
  
• 
  Allocate time to sustain professional dialogue through text-based discussions, critical friends groups, and other types of collegial collaborative work.
  
• 
  Allocate time for teachers to meet bi-weekly in study groups to explore topics of interest based on student data results.
  
• 
  Allocate time for teachers to meet regularly to review student data, make decision pertaining to classroom modifications needed, and to discuss ways to put the new ways into practice.
  
• 
  Allocate time for instructional staff to reflect on best practices and new strategies for altering student achievement.
  
• 
  Allocate time for teachers to do the adaptive work needed in order to get the work done.
  
• 
  Allocate time for instructional staff to meet in inquiry groups to discuss ways of improving student learning for all subgroups.
  
• 
  Allow time for instructional staff as a group to make 15 minute presentations on strategies, practices and methods that are research-based and helping them to get results.
  
• 
  Allocate time for instructional staff to meet in cooperative teams to discuss strategies and effective content-focused ways of doing things.
  
• 
  Allocate time for teachers to meet with university faculty during school hours to discuss new strategies and methodology.
  
• 
  A
  INSERT for Step 4 (Cont.)
  llocate time for instructional staff to conduct a curriculum audit, curriculum planning, and other curriculum related matters.
  
• 
  Allocate time for instructional staff to meet with central office curriculum personnel on a regular basis to ensure that the curriculum is being implemented effectively.
  
• 
  Allocate time for grade level or content teams to meet with curriculum representatives from the publishers to discuss how teachers can modify instructional practices for improved student learning.
  
• 
  Allocate time for instructional staff to meet with parents to discuss student progress and how they can help their children succeed.
  
• 
  Allocate additional after hours and weekend time for quality professional development.
  

Please use this comprehensive week-long Summer Professional Development Institute sample to guide your thinking about the type of content-focused professional development opportunities that can be provided to instructional staff to improve their proficiency on how to successfully educate English language learners.

ENGLISH LANGUAGE LEARNERS USING THE

Introduction to the SIOP and Sheltered Instruction Model

Factors affecting Second Language Acquisition (SMALL GROUP DISCUSSION) Participants will discuss how ELLs develop a second language successfully.

Presenter: Dr. Marc Rosa

Stefana Romanov

Nihdal Hakim

3:30 – 3:45 p.m. Break

3:45 – 5:15 p.m. Continuation of Session: BREAK OUT SESSION

Techniques and Strategies for Integrating Language and Content Instruction

Lesson Preparation TOPIC: LESSON PREPARATION

Detroit Public Schools

Building Background Knowledge Discussion (SMALL GROUP EXERCISE – ELEMENTARY SCHOOL / MIDDLE SCHOOL /HIGH SCHOOL)

Learning Strategies and Scaffolds

Presenter: Dr. Marc Rosa

Stefana Romanov

Nihdal Hakim

3:30 – 3:45 p.m. Break

3:45 – 5:15 p.m. Continuation of Session: BREAK OUT SESSION

Adapting Standards Appropriately to Ensure Comprehensible Input

Guidelines to Achieve Comprehensible Input TOPIC: COMPREHESIBLE INPUT

1. 
   10 Minutes - Do Activity page 34 "Warm Up"
   
2. 
   Review and Infuse the Background Knowledge Application Component to the Actual Content Area Lesson Plan being developed.
   
3. 
   View Video - Comprehensible Input
   

Cooperative Learning Experiences with Language Minority Students

Interaction Techniques for the Classroom

Presenter: Dr. Marc Rosa

Stefana Romanov

Nidhal Hakim

Techniques and Strategies for Integrating Language and Content Instruction (STRATEGIES/ SCAFFOLDING /QUESTION TYPES)

1. 
   Review 20 Strategies Document for ELLs
   
2. 
   View Video - Complete BLM#3 - Strategies
   
3. 
   Review Actual Lesson and make the appropriate Strategy Modifications
   

SIOP Practice Application Strategies and Techniques for Integrating Language and Content Instruction

Presenter: Dr. Marc Rosa

Stefana Romanov

Nidhal Hakim
3:30 – 3:45 p.m. Break
3:45 – 5:15 p.m. Continuation of Session: BREAK OUT SESSION

1. 
   Review INTERACTION / PRACTICE / APPLICATION
   
2. 
   Modify the Actual Content Area Lesson and infuse the Interaction/practice/application components
   
3. 
   Share with group their recommendations - Reflective Dialogue Discussion
   

Factors that Contribute to High Levels of student Engagement

2:00 – 3:30 p.m. Presentation: SMALL GROUP ACTIVITY (TOPIC: ASSESSMENT / LESSON DELIVERY / PRESENTATION / SHARING) Complete Video Assessment BLM#2

Setting Personal Goals for Implementing the SIOP

Lesson Plan for Preparing and Lesson Delivery

Lesson Plan for Comprehensible Input

Lesson Plan for Strategies

Lesson Plan for Interaction and Review

Lesson Plan for Practice and Application

Presenter: Dr. Marc Rosa

Stefana Romanov

Nidhal Hakim

TYPES OF CONTENT-FOCUSED PROFESSIONAL DEVELOPMENT

INSERT for Step 6

• 
  Study groups
  
• 
  'Critical friends' groups to review student work and teacher practice
  
• 
  Content-Focused Professional Development Summer Teacher Institute
  
• 
  Clinical staff development opportunities where summer school classrooms are used as study laboratory for improved practice
  
• 
  Data-driven decision making opportunities
  
• 
  Action research projects
  
• 
  Individual professional development sessions on specific content and practice that reinforce the curriculum
  
• 
  Text-based discussion
  
• 
  Classroom visitations
  

• 
  Modeling
  
• 
  Coaching
  
• 
  Mentoring
  
• 
  Avoid one shot professional development sessions
  
• 
  Hands-on professional development
  
• 
  Professional development that focuses on content knowledge, active learning and strategies
  
• 
  Provide follow-up opportunities
  
• 
  Study and inquiry team learning experiences
  
• 
  Adult learning experiences
  
• 
  Collaborative teams
  
• 
  Conduct climate surveys
  
• 
  Encourage professional dialogue
  
• 
  Encourage inquiry learning
  
• 
  Encourage open dialogue and reflective practice
  

CONTENT - FOCUSED PROFESSIONAL DEVELOPMENT TOPICS

• 
  Sheltered Instruction in the Content Areas
  
• 
  Michigan English Language Proficiency Standards for ELLs
  
• 
  Grade Level Content Expectations for ELLs
  
• 
  Stages of English Language Proficiency for ELLs
  
• 
  Effective Strategies for ELLs
  
• 
  Making Instruction Comprehensible for ELLs
  
• 
  Strategies for Grouping ELLs
  
• 
  Helping ELLs Understand Content Instruction
  
• 
  Strategies for Promoting Higher Order Thinking for ELLs
  
• 
  The Gifted and Talented ELL
  
• 
  Tapping into the Academic Potential of ELLs
  
• 
  Cultural Competent School, Classroom, Teacher
  
• 
  Second Language Acquisition
  
• 
  Effective Strategies for ELLs
  
• 
  Mentoring the Bilingual and ESL Teacher
  
• 
  ESL Literacy Study Groups
  

• 
  The Role of Assessment and the ELL
  
• 
  Paraprofessional Development and the ELL
  
• 
  Characteristics of ELLs
  
• 
  Instructional Models for ELLs
  
• 
  Bilingual Student Learning Plans
  
• 
  Assessing the ELL
  

• 
  What Every Teacher Should Know About ELLs
  
• 
  Using Visuals and Contextual Learning to Enhance Student Learning
  
• 
  Strategies for Vocabulary Development in the Content Areas