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Leading and Learning:

Supporting English Learners with


Effective Teacher Preparation and
Professional Development

Annette M. Daoud, Ph.D.


California State University, San Marcos
44th Annual Conference of the National Association for Bilingual
Education (NABE), Las Vegas, NV

March 6, 2015

Leading and Learning


Collaboration between the Single Subject Credential
Program at Cal State San Marcos and the Escondido
Union High School District
GOALS
Effectively teach EL students in all content classes in
order to increase overall academic achievement
Increase the number of ELs in the district on the
college track

Professional Learning Community (PLC)


Work collaboratively to design, implement and
evaluate our efforts

Leading and Learning: Pre-Service


Content and assignments in all courses that focus on
addressing the needs of secondary ELs,
predominately Long-term English learners (LTELs)
Majority of ELs in our partner districts (north San
Diego county) are LTELs

Core courses Secondary Literacy, Teaching &


Learning, Multilingual Education & Secondary
Schools of the 21st Century
Methods courses English Language Arts, Social
Studies, Mathematics, Science, World Languages Spanish

Leading and Learning: In-Service


Professional Development Workshops
4 sessions (2 online) / 16 hours (1 unit)

20-25 teachers annually


Recruit a cross-section of content area teachers
(English, Math, Social Studies, Science, Special
Education, ELD & Teachers on Assignment)
Technology: collaborative use of iPads or
Chromebooks

Leading and Learning


Lesson plans designed for content areas classes
that include English language development
State content, Common Core State Standards
(CCSS), and CA English Language Development
Standards
Objectives and assessments aligned to the
standards
Instructional strategies and student activities
designed to meet the needs of the ELs in the class

Leading and Learning


PLC analyzed lesson plans submitted by pre-service
candidates (n = 35) during the 2013-14 academic year
Five different parts of the candidates lesson plans that
were equitable and effective:
1.

Identification of ELs proficiency levels, learning profiles


and/or interests

2.

Strategies aligned to the ELs proficiency levels, learning


profiles and/or interests

3.

Explanation of why the strategies are appropriate for the


ELs proficiency level, learning profiles and/or interests

4.

Assessment criteria for monitoring the ELs progress based


on proficiency level

5.

Monitoring and adapting strategies to support ELs


progress

Leading and Learning


Examples of Course / Professional Development
Activities designed to support Equitable Lesson
Planning for EL students
Identifying EL students: proficiency levels,
learning profiles and interests
Seating Chart Analysis, Student Surveys &
Interviews

Strategies aligned to the ELs proficiency levels,


learning profiles and/or interests
Modify a strategy to meet the needs of ELs in class,
and to align it to an ELD Standard

Leading and Learning


Professional Learning Community
Continue to analyze data (lesson plans, surveys,
observations, student achievement) to improve
our design and delivery of content

Tools designed available on the CSUSM Single


Subject Website
http://csusmsinglesubjectprogram.weebly.com/

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