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INSERT for Step 1
ROFESSIONAL DEVELOPMENT


NEEDS ASSESSMENT INSTRUMENT
IS YOUR STAFF EDUCATIONALLY PREPARED TO MEET THE LINGUISTIC, CULTURAL AND ACADEMIC NEEDS OF ENGLISH LANGUAGE LEARNERS?
Directions: Please use the following rating scale to describe your personal perception about the quality, type of services, and relevance of your school's professional development program in the area of how to better service English language learners.
1 = Yes

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


___ Professional development activities in our school take into account the educational, linguistic and cultural needs of our English language learner population.
___ Professional development activities in our school help us to better understand English language learners. We meet regularly in a variety of configurations to discuss how to better service English language learners.
____ Our school staff meets regularly in grade level teams, across grade level teams, or by content area teams to discuss the educational progress being made by our English language learners.
____ Our school staff meets regularly to discuss student data and make recommendations on how to better educate our English language learners.
____ Our school improvement team has met regularly to discuss and plan how teachers will better prepare English language learners not making the grade.
____ Our school staff engages in meaningful professional development activities on an ongoing basis to discuss the progress being made by our English language learners.
____ Our school staff holds English language learners accountable for meeting rigorous academic expectations.
____ Our school staff is up-to-date with scientifically-based practices on how to effectively educate English language learners.
____ Our school staff has engaged in meaningful professional development activities on how to teach subject-specific content instruction to students with diverse strengths and needs.
_
INSERT for Step 1 (Cont.)
___ Our school staff has engaged in meaningful professional development activities that support job-embedded opportunities, study groups, lesson study, peer coaching, action research, or other types of experiences.
____ Our school staff has received long term content-focused professional development activities on how to educate English language learners.
____ Our professional development activities are based on a needs assessment and are directly tied to school goals and to the learning needs and cultures of English language learners.
____ Professional development activities addressing language acquisition and diversity are attended by all staff and faculty members including administrators, ESL, bilingual, and mainstream teachers. All professional development topics and activities explicitly acknowledge and consider English language learners responsiveness.
____ Time is allotted for all school staff to share, talk about, and apply the knowledge and strategies gained through professional development.
____ The professional development plan includes training on leadership in linguistically and culturally diverse settings for the principal and other leaders.

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.)




DETROIT PUBLIC SCHOOLS


OFFICE OF BILINGUAL EDUCATION AND

RELATED PROGRAMS
PROFESSIONAL DEVELOPMENT PLAN

2005-2006
PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR

BILINGUAL TEACHERS, MAINSTREAM TEACHERS,

INSTRUCTIONAL PERSONNEL, AND PRINCIPALS
DR. CARLOS LOPEZ

DIVISIONAL DIRECTOR
OFFICE OF BILINGUAL EDUCATION AND RELATED

PROGRAMS

Albert Kahn Building, 3rd Floor

7422 Second Avenue

Detroit, Michigan 48202-2717

(313) 873-4020

FAX (313) 873-3033

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.


The staff in the Office of Bilingual Education and Related Programs is available to provide technical support to any school upon request. The 2005-2006 Professional Development Plan has been designed so that the building principal can select a variety of professional development opportunities for his/her staff.

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REPARING MAINSTREAM &
BILINGUAL/ ESL TEACHERS TO TEACH ENGLISH LANGUAGE LEARNERS

ELL 101

STARTING POINTS FOR EDUCATORS OF CULTURALLY AND

LINGUISTICALLY DIVERSE STUDENTS

(3 DAY TRAINING - 7.5 HOURS)


OVERVIEW / RATIONALE

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".


PROGRAM SESSIONS

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.)



ELL 102

EFFECTIVE CLASSROOM / ESL STRATEGIES FOR TEACHING ENGLISH

LANGUAGE LEARNERS

(4 DAY TRAINING –10 HOURS)
OVERVIEW / RATIONALE
The intent of these workshop sessions is to provide bilingual, mainstream, and content area teachers with 50 standards and research-based strategies for teaching English to English language learners. This training will expose teachers to effective strategies proven to make the curriculum comprehensible and meaningful for linguistically and culturally diverse student populations.
PROGRAM SESSIONS
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.

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

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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.
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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


INSERT for Step 2 (Cont.)

4. Scheduling


5. Bilingual Student Learning Plan
6. Monitoring Classrooms that serve ELLs

EFFECTIVE ESL / BILINGUAL STRATEGIES PERTINENT TO THE

ADOPTED READING SERIES
ELL 107

OPEN COURT - ESL LITERACY STRATEGIES

(2 DAYS TRAINING - 2.5 HOURS)
OVERVIEW / RATIONALE
The intent of this workshop is to provide mainstream teachers who teach Open Court with research-based strategies found to be effective with English language learners while learning in the Open Court series. This training will expose teachers to effective literacy strategies proven to make the Open Court curriculum comprehensible and meaningful for linguistically and culturally diverse student populations.
PROGRAM SESSIONS
1. Ways to ensure that students are provided with comprehensible input

(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.

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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

ELL 109

HAMPTON BROWN - AVENUES K-5 TRAINING

& FOLLOW UP ASSISTANCE

(2 DAYS TRAINING - 5 HOURS)
OVERVIEW / RATIONALE
Bilingual teachers will receive on-going training on how to implement the Avenues adopted reading curriculum for Level 1 and Level 2, K-5 students.
PROGRAM SESSIONS
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.



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



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LL 110


HAMPTON BROWN - HIGH POINT

6-12 TRAINING & FOLLOW UP ASSISTANCE

(2 DAYS TRAINING - 5 HOURS)
OVERVIEW /RATIONALE
Bilingual teachers will receive on-going training on bow to implement the High Point adopted reading curriculum for Level 1 and Level 2, 6-12 students.
PROGRAM SESSIONS

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.



LEARNING THROUGH STUDY GROUPS
ELL 111

PROFESSIONAL DEVELOPMENT FOR

NEW BILINGUAL TEACHERS - INDUCTION NETWORK

STUDY GROUPS

(10 SESSIONS PER YEAR)
OVERVIEW / RATIONALE
These sessions are targeted for new bilingual teachers who wish to participate in the monthly "New Bilingual Teacher Induction Network" where new bilingual teachers meet to discuss how they can enhance and improve their practice. These "New Bilingual Teacher Induction Network" monthly sessions will be conducted by a certified instructional specialist/literacy coach.
PROGRAM SESSIONS

(Monthly - Dates to be determined)

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LL 112


BILINGUAL & ESL TEACHER STUDY GROUPS

(10 SESSIONS PER YEAR)
OVERVIEW / RATIONALE
These sessions are targeted for bilingual teachers who wish to participate in monthly "Critical Friends" study group sessions - A Teacher Talk Network where bilingual teachers meet to discuss how they can enhance and improve their practice. During these sessions teachers will participate in on-going dialogue through text-­based discussions targeted to changing and improving teacher practice. These "Critical Friends" sessions will be conducted by a certified instructional specialist/literacy coach.
PROGRAM SESSIONS

(Monthly – Dates to be determined)

ELL 113

PARAPROFESSIONALS & EDUCATIONAL TECHNICIANS

STUDY GROUPS (10 SESSIONS PER YEAR)
OVERVIEW / RATIONALE
These sessions are targeted for bilingual paraprofessionals and educational technicians who wish to participate in monthly study group sessions - "The Bilingual Paraprofessionals / Education Technicians Network" to discuss how they can enhance and improve their practice. During these sessions, paraprofessionals and educational technicians will dialogue and explore ways to improve their craft.
PROGRAM SESSIONS

(Monthly - Dates to be determined)


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UMMER SCHOOL INTERNSHIP OPPORTUNITY

ELL 114

SUMMER SCHOOL ESL /BILINGUAL INTERNSHIP PROGRAM

(6 WEEKS - 5 DAYS PER WEEK)
OVERVIEW I RATIONALE
The Summer School ESL/Bilingual Internship Program will expose bilingual teachers, educational technicians, and paraprofessionals to research-based strategies found to be effective with ELLs. Staff will participate in study groups as they learn to apply these useful strategies. Staff will also be able to put these strategies into practice during their summer school assignments.
PROGRAM SESSIONS

(Summer School Placement)
UNIVERSITY PARTNERSHIPS AND OPPORTUNITIES
ELL 115

WAYNE STATE UNIVERSITY / MADONA UNIVERSITY TEACHER TRAINING PARTNERSHIP PROGRAMS

(ON-GOING)
OVERVIEW / RATIONALE
The following teacher training opportunities exist to facilitate Detroit Public Schools bilingual staff in getting certified as classroom teachers.
PROGRAM SESSIONS
WAYNE STATE UNIVERSITY
ELL 115a. PQT Grant – Pathway to Quality Training: Working with

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




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REATING A POSITIVE SCHOOL CULTURE

ELL 116

CREATING A CARING & POSITIVE SCHOOL LEARNING COMMUNITY WHERE DIVERSITY IS VALUED AND RESPECTED

(1 DAY TRAINING - 5 HOURS)
OVERVIEW / RATIONALE
This workshop is intended to assist local school staff in transforming their school into a learning community where diversity is valued and respected. Staff will learn how a staff that values multiculturalism, diversity, tolerance, cultural sensitivity, and appreciation for respecting differences thrive.
PROGRAM SESSIONS

  • Multiculturalism

  • Cultural Awareness / Appreciation

  • Diversity / Acceptance

  • Respect

  • Cultural and Linguistic Sensitivity

  • Tolerance

ELL 117

BILINGUAL STUDENT LEARNING PLAN

(1 DAY TRAINING - 2.5 HOURS)
OVERVIEW / RATIONALE
This workshop will prepare teachers and administrators in the process of how to complete a Bilingual Student Learning Plan. It will focus on the elements that make a complete learning plan effective.
PROGRAM SESSIONS
Bilingual Student Learning Plan Process

CONTENT-FOCUSED PROFESSIONAL DEVELOPMENT CALENDAR




INSERT for Step 3

SAMPLE

AUGUST:

  • 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


SEPTEMBER:

  • 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


OCTOBER:

  • 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


NOVEMBER:

  • 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



DECEMBER:

  • 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



JANUARY:

  • 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)



FEBRUARY:

  • 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


INSERT for Step 3 (Cont.)

MARCH:

  • 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


APRIL:

  • 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

MAY:

  • 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


JUNE:

  • 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


JULY:

  • 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


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ETROIT PUBLIC SCHOOLS


OFFICE OF BILINGUAL EDUCATION AND RELATED PROGRAMS

CALENDAR OF EVENTS

2004-2005
1st Day for Staff August 25, 2004

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

Professional Development for Staff August 27, 2004

1st 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

1st 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

4th 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

1st 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

1st 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

2nd 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

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IP – Grades 1-8, 10 May 9 -13, 2005

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?

*

*

*



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

*

*

*



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

*

*

*



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

*

*

*



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

*

*

*




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

*

*

*



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

*

*

*



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

*

*

*



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

*

*

*



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

*

*

*



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

*

*

*



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

*

*

*



ALLOCATING TIME FOR QUALITY CONTENT-FOCUSED PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR INSTRUCTIONAL STAFF


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.


SUMMER PROFESSIONAL DEVELOPMENT INSTITUTE

S
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AMPLE FORMAT

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.



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etroit Public Schools


Office of Bilingual Education and Related Programs
MAKING CONTENT COMPREHENSIBLE FOR

ENGLISH LANGUAGE LEARNERS USING THE


SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) MODEL
Summer 2005 Bilingual Professional Development Institute

Roberto Clemente Learning Academy
DAY 1

July 25, 2005
AGENDA
1:30 - 2:00 p.m. General Session: Reforming our practice to achieve excellence in teaching and learning for all students using the SIOP Model

(SIOP Background Knowledge K-W-L BRAINSTORMING ACTIVITY FOLLOWED BY A QUICK VIDEOTAPE ON THE SIOP MODEL.

PARTICIPANTS WILL FILL OUT THE VIDEO OBSERVATION PROTOCOL FORM)
2:00 – 3:30 p.m. Presentation:

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


5:15 – 5:45 p.m. Reflection on Learning

(JOURNAL QUICK WRITE)

Detroit Public Schools


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ffice of Bilingual Education and Related Programs

MAKING CONTENT COMPREHENSIBLE FOR

ENGLISH LANGUAGE LEARNERS USING THE

SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) MODEL
Summer 2005 Bilingual Professional Development Institute

Roberto Clemente Learning Academy
DAY 2

July 26, 2005
AGENDA
1:30 - 2:00 p.m. General Session: Review and share knowledge acquired in the previous session using the SIOP Model principles (REVIEW LESSON BACKGROUND KNOWLEDGE VIDEO - HANDOUT BLM#5)
2:00 – 3:30 p.m. Presentation:

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

5:15 – 5:45 p.m. Reflection on Learning

(JOURNAL QUICK WRITE)
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etroit Public Schools


Office of Bilingual Education and Related Programs
MAKING CONTENT COMPREHENSIBLE FOR

ENGLISH LANGUAGE LEARNERS USING THE

SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) MODEL
Summer 2005 Bilingual Professional Development Institute

Roberto Clemente Learning Academy
DAY 3

July 27, 2005
AGENDA
1:30 - 2:00 p.m. General Session: Review and share knowledge acquired in the previous session using the SIOP Model principles (Teacher Lesson Demonstration - Balestini's Lesson Demonstration)
2:00 – 3:30 p.m. Presentation:

Interactions and Grouping

Cooperative Learning Experiences with Language Minority Students

Interaction Techniques for the Classroom

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

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

Lesson Preparation
5:15 – 5:45 p.m. Reflection on Learning

(JOURNAL QUICK WRITE)
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etroit Public Schools


Office of Bilingual Education and Related Programs
MAKING CONTENT COMPREHENSIBLE FOR

ENGLISH LANGUAGE LEARNERS USING THE

SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) MODEL
Summer 2005 Bilingual Professional Development Institute

Roberto Clemente Learning Academy
DAY 4

July 28, 2005
AGENDA
1:30 - 2:00 p.m. General Session: Review and share knowledge acquired in the previous session using the SIOP Model principles Video- Practice / Applications Handout BLM#4
2:00 – 3:30 p.m. Presentation:

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

SIOP Lesson Delivery

Factors that Contribute to High Levels of student Engagement


5:15 – 5:45 p.m. Reflection on Learning

(JOURNAL QUICK WRITE)

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etroit Public Schools


Office of Bilingual Education and Related Programs
MAKING CONTENT COMPREHENSIBLE FOR

ENGLISH LANGUAGE LEARNERS USING THE

SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) MODEL
Summer 2005 Bilingual Professional Development Institute

Roberto Clemente Learning Academy
DAY 5

July 29, 2005
AGENDA
1:30 - 2:00 p.m. General Session: Review and share knowledge acquired in the previous session using the SIOP Model principles LESSON DEVELOPMENT VIDEO BLM#4

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



Modify and Infuse the Assessment Component into the actual Content Area Lesson

Setting Personal Goals for Implementing the SIOP


Lesson Plan for Preparing and Lesson Delivery


Lesson Plan for Building Background

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


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

SHARE ACTUAL FINISHED SIOP LESSONS WITH THE GROUP
Where do we go from here? Future SIOP Implementation Planning
5:15 – 5:45 p.m. Reflection on Learning and Evaluations

SIOP LESSON DEVELOPMENT

CREATION FORMAT

TYPES OF CONTENT-FOCUSED PROFESSIONAL DEVELOPMENT


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  • 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



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  • 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

Michigan Department of Education Office of School Improvement



MI-Map 7:3 Preparing Teachers to Meet the Needs of ELL Students Page



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