© wested, teacher professional development, 2007 literacy for adolescent english learners: building...
TRANSCRIPT
© WestEd, Teacher Professional Development, 2007
Literacy for Adolescent English Learners: Building Capacity for Quality Programs
Aída WalquiDirector, Teacher Professional Development Program
[email protected]/qtel
National High School Center Summer InstituteWashington, S.C.
Tuesday, June 12, 2007
© WestEd, Teacher Professional Development, 2007
Issues that need to be addressed
• Language mediates all learning. For English Language Learners the development of literacy skills entails both building the tool and the product of learning at the same time.
• To teach something, teachers need to know it explicitly. Most teachers in high school are disciplinary experts, but their knowledge of the language needed to demonstrate their expertise is implicit. Disciplinary language awareness is a must for teachers.
© WestEd, Teacher Professional Development, 2007
Teachers going through QTEL professional development learn by participating in activity
© WestEd, Teacher Professional Development, 2007
This enables them to understand the disciplinary language and the pedagogy necessary to develop rich literacies in
English as a second language
© WestEd, Teacher Professional Development, 2007
We seldom see quality instruction with English Language Learners
Quality is characterized by QTEL’s principles:
• Sustain Academic Rigor in teaching English Learners
• Hold High Expectations in teaching English Learners
• Engage in Quality Interactions with English Learners
• Sustain a Language Focus in teaching English Learners
• Develop Quality Curricula in teaching English Learners
© WestEd, Teacher Professional Development, 2007
Teaching Learning Zones(adapted from Mariani, 1997; Hammond and Gibbons, 2007)
high challenge
low challenge
high supportlow support
‘APPRENTICESHIP’ ZONE (ZPD)
‘FRUSTRATION’ ZONE
‘POBRECITO’ ZONE
‘NOWHERE’ZONE
© WestEd, Teacher Professional Development, 2007
Building Capacity
• At the school level: Nested, coherent professional development that encompasses : ESL, subject matter teachers; teacher supporters (professional developers, coaches, instructional support specialists, curriculum directors); educational leaders.
• East Side Union High School District, 5 schools
© WestEd, Teacher Professional Development, 2007
Work withEducational Leadership
Figure 1: Ripples of impact on Teacher professional Development, Year 1
All teachers(6 days)
Informal teacherLeadership
(2 more days)
Formal teacherLeadership
(4 more days)
© WestEd, Teacher Professional Development, 2007
Figure 1: Ripples of impact on Teacher professional Development, Year 1 Irvine Grant
All teachers
Informal teacherleaders
Formal teacherleaders
Whole School Improvement
© WestEd, Teacher Professional Development, 2007
Capacity building in a large urban district: The New York City case
• Multiple embedded model of working with teachers, teacher support specialists, educational leadership
• Processes at each level mirror what happens at other levels
APPRENTICESHIP APPROPRIATION
PHASE 1
Building the BaseWestEd increases knowledge base of the ISSs and capacity to support teachers
KEY PARTICIPANTS
WestEdTPD Team
ELL Instruct.Support Specialist
Teachers inApprenticeship
W
ISSs
TIA
ISSsW
PARTICIPATE AS LEARNERS
A Model of Professional Development A Model of Professional Development ApprenticeshipApprenticeship
ELL Instruct.Support Specialist
ISSs
APPRENTICESHIP APPROPRIATION
PHASE 1 PHASE 2
Building the BaseWestEd increases knowledge base of the ISSs and capacity to support teachers
Participation/ObservationISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs
KEY PARTICIPANTS
WestEdTPD Team
ELL Instruct.Support Specialist
Teachers inApprenticeship
W
ISSs
TIA
ISSsW W
ISSs
TIA
OBSERVE AND REFLECT
A Model of Professional Development A Model of Professional Development ApprenticeshipApprenticeship
PARTICIPATE AS LEARNERS
ELL Instruct.Support Specialist
ISSs
T
T
T
T
P/O
O
T = Teacher
P/O = Participant/Observer
O = Observer
APPRENTICESHIP APPROPRIATION
PHASE 1 PHASE 2 PHASE 3
Building the BaseWestEd increases knowledge base of the ISSs and capacity to support teachers
Participation/ObservationISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs
Mentoring/CoachingISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching
KEY PARTICIPANTS
WestEdTPD Team
ELL Instruct.Support Specialist
Teachers inApprenticeship
W
ISSs
TIA
ISSsW W
ISSs
TIA TIAISSs
W
IMPLEMENT WITH COACHING
A Model of Professional Development A Model of Professional Development ApprenticeshipApprenticeship
OBSERVE AND REFLECT
PARTICIPATE AS LEARNERS
ELL Instruct.Support Specialist
ISSs
APPRENTICESHIP APPROPRIATION
PHASE 1 PHASE 2 PHASE 3 PHASE 4
Building the BaseWestEd increases knowledge base of the ISSs and capacity to support teachers
Participation/ObservationISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs
Mentoring/CoachingISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching
AppropriationISSs supports TIAs in providing rigorous academic language and content knowledge to secondary English learners with WestEd consultation
KEY PARTICIPANTS
WestEdTPD Team
ELL Instruct.Support Specialist
Teachers inApprenticeship
W
ISSs
TIA
ISSsW W
ISSs
TIA TIAISSs TIAISSs
W
W
IMPLEMENT WITH CONSULTATION
A Model of Professional Development A Model of Professional Development ApprenticeshipApprenticeship
IMPLEMENT WITH COACHING
OBSERVE AND REFLECT
PARTICIPATE AS LEARNERS
ELL Instruct.Support Specialist
ISSs