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Spring Teacher Education Faculty Retreat

Spring Teacher Education Faculty Retreat. 28 May 2013. Outcomes. Add to collective knowledge about preparing candidates to understand language and to teach English learners Plan for integrating new SB 2042 EL Authorization content ( report due to CCTC soon! )

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Spring Teacher Education Faculty Retreat

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  1. Spring Teacher Education Faculty Retreat 28 May 2013

  2. Outcomes • Add to collective knowledge about preparing candidates to understand language and to teach English learners • Plan for integrating new SB 2042 EL Authorization content (report due to CCTC soon!) • Identify additional areas for program articulation and continued professional learning

  3. Agenda • Overview & policy updates • 21st century preparation for teaching EL • Lunch • Articulation & Planning: “Grade-alike” workgroups • MS – Susan (Room 302) • SS – Rachel (Room 304) • Closure and Next Steps – All (Room 304)

  4. i. Policy Updates

  5. 2012-13 In Review EDS • Fall TE Retreat -PE (MS) -Inclusion (SS) • M.Ed Changes • TEIIS • OGS Review CCTC • Accreditation hiatus • EL Authorization Changes • New TPEs • Teacher Education Advisory (TAP)Panel review of SB 2042 (1998)

  6. 2013-14 @ EDS • CCTC Accreditation Review May 2014 • No programmatic changes 2013-14! • BUT – implement new EL Authorization SB 2042 content (MS/SS/EdSpecialist/Clear)

  7. Revise authorizations: MS = TK-8 self-contained SS = 5-12 + adult in core areas Emphases: Early Childhood, Middle School, Bridge; Teacher Leadership • Individual Learning Plan for exit from preliminary program and for credential renewal Revise Program Standards to include online-blended teaching (100% online to require separate authorization) Review & enforce restrictions on “formative feedback” during TPA Teacher Preparation Advisory (TAP) Panel Highlights (39 recommendations…)http://www.surveymonkey.com/s/TAP_Recommendations

  8. New TPEshttp://www.ctc.ca.gov/educator-prep/PS-alerts/2013/PSA-13-03.pdf • Common Core/NGSS & “21st Century Skills” • Academic language • Technology integration • Implementation 2014-15 • TPA will change to reflect new TPEs

  9. ii. 21st century preparation for teaching English learners • Policy • Practice • EL Profiles • Understanding Language • Language variation • Unpacking dense text • Explore the new ELD/CCSS Standards

  10. EL Issues – policy snapshot • Proposition 227 (1998) • SB 2042 (1998) “subsumed” CLAD: all credentials include authorization to teach EL students (ELD & SDAIE) • Growing alarm about achievement gaps, particularly for “Long Term English Learners” (2008) • Shift to Common Core State Standards (2010) & Smarter Balanced Assessments • CCTC EL Authorization Review Panels (2009, 2011); all credential Program Standards updated (2013) • CDE Next Gen ELD Standards (2012) • CCTC: Stakeholder group to inform policy changes regarding EL Authorization for intern teachers (2013)

  11. Who are EL students? (Olsen, 2010) •  Accelerated, College Bound - may have strong academic knowledge in L1 •  Newly Arrived, in the ESLSequence •  Newly Arrived, Underschooled(Sometimes referred to as “Students with Interrupted Formal Education” or SIFE) •  ”Long-Term” English Learners (LTEL) - AB 2193 (Lara, 2012)

  12. Looking closer •  As many as 60-75 % of ELsin US secondary schools were born in the US and have been in US schools since kindergarten. They may have command of oral English proficiency in conversational settings but lack academic language. •  9-20% of the EL population in US secondary schools are newcomers or refugees, and the majority of them are SIFE (2 or more years of interrupted education).

  13. Recommendations • Specialized ELD courses for LTEL, as well as for newcomers/SIFE • Clustered grade-level courses (including A-G, honors) with Eng proficient students; taught with differentiated SDAIE plus explicit language & literacy development • Native speakers classes through AP levels • Flexible master schedule • Systems for monitoring & triggering support • School-wide focus on study skills

  14. EL Authorization Panel (2011) • Revised EL Authorization Structure & Content (CCTC, 2013): • Departmentalized ELD = new SS credential, English as a World Language; other SS only teach content area, not stand-alone ELD • ELD & SDAIE in MS/ Content Areas = revisions to SB 2042 Program Standards (Preliminary MS/SS, Education Specialist; also Induction and Clear) • Service credential Program Standards revised • New EL Specialist Program Standards created

  15. SS Program Standard 8B(n): World Language: ELD • Authorizes PreK-adult instruction in departmentalizedELD setting as for other World Language SS areas • Subject Matter Requirements have been adopted (linguistics, language acquisition, literacy development, culture) • CSET in development • Subject Matter Prep program approved

  16. EL Authorization SB 2042 Revisions (MS/SS/EdSpec) • Typologies/profiles • Analyze language demands • Promote EL student language production • Structured oral interaction • Writing • Provide additional ELD • Culturally responsive practice & materials • Integrate technologyappropriately • Effective interaction with families • Basic knowledge of differentiating language development & language disability

  17. EL Authorization SB 2042 Revisions (MS/SS/EdSpec) • What do all teachers need to know about ELstudents? • What do all teachers need to know about language, especially “academic” language?

  18. ii. 21st century preparation for teaching English learners • Policy • Practice • EL Profiles • Understanding Language • Language variation • Unpacking dense text • Explore the new ELD/CCSS Standards

  19. EL “typologies” or “profiles” based on…. • Oral proficiency • Native language literacy • Similarity of native language to English • Native language writing system (if any) • Previous experiences with school or school programs (CA ELD Standards)

  20. Across Program Standards: Candidates learn how to plan and differentiate instruction based on student assessment data and diverse learning needs of the full range of learners (e.g., struggling readers, students with special needs, English learnersEL of varied proficiency levels, educational and cultural backgrounds, speakers of non-standardnon-dominant varieties of English, and advanced learners. (new or revised language)

  21. Across Program Standards: Candidates learn how to plan and differentiate instruction based on student assessment data and diverse learning needs of the full range of learners (e.g., struggling readers, students with special needs, English learners EL of varied proficiency levels, educational and cultural backgrounds, speakers of non-standard non-dominant varieties of English, and advanced learners. (new or revised language) Partner Talk What changes do you notice (red type)? What might you add to/highlight in current courses/field experiences? What additional information/resources would be helpful for you and/or your students?

  22. “non-standard non-dominant varieties of English”: language variation

  23. ii. 21st century preparation for teaching English learners • Policy • Practice • EL Profiles • Understanding Language • Language variation • Unpacking dense text • Explore the new ELD/CCSS Standards

  24. ii. 21st century preparation for teaching English learners • Policy • Practice • EL Profiles • Understanding Language • Language variation • Unpacking dense text • Explore the new ELD/CCSS Standards

  25. Content-alike groups • Math/Science Rachel Rusty Chris Libby Caren Linda Melanie • TELL/ELA/WL & BLA Kathy Marcia Susan Bobbie Liz Luz

  26. Candidates learn to Analyze and articulate language and literacy demandsinherent in content area instruction (e.g., language form and function, audience and purpose, academic vocabulary, comprehension of multiple oral and written genres) Teach T-12 students to…make linguistic choices in their writing that signal awareness of audience and purpose Understand & demonstrate the importance of structured oral interaction in building academic English proficiency & fluency

  27. Analyze and articulate language and literacy demandsinherent in content area instruction (e.g., language form and function, audience and purpose, academic vocabulary, comprehension of multiple oral and written genres) Partner Talk How do candidates currently understand content-area language and literacy demands? (AL 12) What are their strengths? What difficulties do they have? What information/resources would be helpful for you and/or your students to further develop in this area?

  28. “Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.” Partner Talk “Unpack” the meaning of the sentence at the left as if you were explaining it to a first-grader.

  29. Research-based strategiesUnderstanding Language (Kenji Hakuta & Colleagues)http://ell.stanford.edu

  30. EL Authorization SB 2042 Revisions (MS/SS/EdSpec) Candidates learn to provide… additional ELD for English learners at all proficiency levels.

  31. ii. 21st century preparation for teaching English learners • Policy • Practice • EL Profiles • Understanding Language • Language variation • Unpacking dense text • Explore the new CA ELD Standards

  32. Who are EL Students? New CA ELD Standards & Proficiency Descriptors

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