1 / 18

Effective Professional Development for Teachers of ELLs: District and School Readiness

Effective Professional Development for Teachers of ELLs: District and School Readiness. What Needs to be in Place for Effective Professional Development for Teachers of English Language Learners? October 28, 2009 1:00-2:00 p.m. Briefings for Education Leaders: A Webinar Series. Welcome.

judah-potts
Télécharger la présentation

Effective Professional Development for Teachers of ELLs: District and School Readiness

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Effective Professional Development for Teachers of ELLs: District and School Readiness What Needs to be in Place for Effective Professional Development for Teachers of English Language Learners? October 28, 2009 1:00-2:00 p.m. Briefings for Education Leaders: A Webinar Series

  2. Welcome Stephanie Feger Mary Anne Mather Sara Smith Phyllis Hardy

  3. The Webinar Environment • The PowerPoint Window • Polling • Question and Answer Window • Technical Difficulties Window • Telephone audio information

  4. The Webinar Agenda Sara Smith • Nature of Request • Goals and Context • District and School Profile Checklist • ELL Program Articulation • Lessons Learned

  5. Nature of the request Sara Smith What has led the district to seek professional development on this topic? Why did the district contact the New England Equity Assistance Center?

  6. What outcome is the district hoping for? Sara Smith

  7. Building Teacher Capacity Phyllis Hardy Because of both changing demographics of America’s schools and the disparity between the needs of ELLs and the knowledge and skills of their teachers, teacher education and professional development are critical for mainstream teachers of this underserved population. (p.11) NSDC standards support long-term and continuous staff development and represent a departure from decontextualized workshops presented by external experts. (p18) Source: Educating ELLs: Building Teacher Capacity, Roundtable Report, NCELA 2008

  8. District and School Profile Phyllis Hardy CHECKLIST OF ITEMS TO BE COLLECTED

  9. ELL Program Plan Phyllis Hardy • Develop a language policy and implementation plan for the district • Comply with all federal, state and local policies, • Respond to local community needs, interest, and concerns, • Promote the development and implementation of educationally-sound programs for language learners that deliver valid and reliable results, • Be understood and supported by all constituents (administrators, teachers, students, parents, community members), and • Drive decision making on the local level. • (Source: English Language Learners at School, A Guide for Administrators, Editors, Else Hamayan and Rebecca Freeman, (2006), page 21-24.)

  10. District Name: ______________ ASK… Is there standardized information on ELLs in your district that can be provided prior to our meeting? Phyllis Hardy

  11. English Language Education Program • and Structure • What types of support(s)/ELL Service(s) (ESL, Structured Immersion, Bilingual, Dual Language, None, etc.) are present in your district/school? • What is the number of ESL Teachers or bilingual personnel in your district/school? Phyllis Hardy

  12. Process for Identifying English Language Learners • Describe your ELLs. • How many home languages do students in your district speak? • What is the district intake policy? • Does your district have a home language survey? • Describe procedures or protocols that are currently in place for English Language Learners. Phyllis Hardy

  13. Waiver Procedures • How are parents informed of program choices for their children? • Describe parent input into procedures or programming in place for ELLs. Phyllis Hardy

  14. Additional Information: District/School Improvement Plan and Professional Development Plan references to English Language Programming District Strategic Plan for English Language Programming Other NEEAC work planned or completed for district Phyllis Hardy

  15. District supports: lessons learned Sara Smith • What district structures and practices support professional development? • Professional development days • Sufficient teacher coverage during • school hours • Adequate meeting space • Technology support • Coordinating staff

  16. Questions?

  17. For More Information Contact: • Sara_Smith@brown.edu • Phyllis_Hardy@brown.edu • Resources: • The Education Alliance at Brown University http://www.alliance.brown.edu/ • Teaching Diverse Learners http://www.alliance.brown.edu/tdl/ • New England Equity Assistance Center http://neeac.alliance.brown.edu/

  18. Please fill out a short evaluation Click on the link below to go to the online evaluation form: http://www.alliance.brown.edu/forms/poll2.php?m=587 We will send you a follow-up email shortly with the link to the recording of this briefing, and the other links referenced previously. Thank you!

More Related