SATEAL 2018 Building capacity using a co-teaching approach Kim Almond (EAL Teacher) Annabel MacWilliam (EAL Teacher) KA/AM - Working in partnership with primary schools to build capacity for supporting bilingual learners, using a supportive co-teaching approach Intro oursleves

Outcomes What is the context for learning and teaching EAL in Edinburgh? How is the EAL team in Edinburgh responding to changing context? What does the CEC EAL capacity-building pilot model look like? KA - Outcomes are to find the answers to the following questions

Bilingual Profile in Edinburgh Schools Percentage BME* learners: 25.8% No. of different languages: Most commonly spoken languages: 120+ Polish, Arabic, Punjabi/Urdu, Mandarin, Cantonese, Bengali *BME – this is the ethnicity category 'Black and Minority Ethnic' (not necessarily bilingual, so our other term 'bilingual and minority ethnic' is not appropriate here). KA - Quiz – guess with partner Give the answers This is an acknowledgment that historically, if b.l learners had another additional support need, EAL Teachers would not necessarily provide support and this has changed with presumption to mainstream, where we are now often working with the whole class and a range of support needs. For us as EAL teachers in Edinburgh within the wiser (and wider?!) ASL service, we are also now regarded as a link to other specialist support. Developing bilingual learners Learners with other additional support needs 3

EAL (support) and BME school population 2011 2012 2013 2014 2015 2016 % EAL support 7.6% 8.6% 9.4% 10.1% 10.7% 11.4% % BME 18.2% 19.7% 21.4% 22.9% 24.2% 25.8% Primary (2017) 4899 6082 Secondary (2017) 1183 KA - Discuss own contexts – same/different EAL support = stages 1-4 on EAL database as requiring some level of support. It does not include all pupils with a home lang other than English. This may be different to other authorities who take their stats from SEEMIS. Year group No. of learners (2017) Total P1 832 1649 P2 817

Context Increase in learners with EAL Wider ASL context HGIOS? 4 2.3 Learning & Teaching and 2.4 Universal Support National Improvement Framework: focus on Literacy All of the above have implications for provision KA - Us being part of larger service As per previous slide National focus on improving universal provision Literacy across learning

Mainstream: equality and rights issue Findings Mainstream: equality and rights issue ‘All learning happens through language’ LILAC (Language in Learning across the Curriculum) – London Challenge Key Principles Equitable Sustainable Responsive High-quality Inclusive Specific (EAL) AM DHT (Lead on EAL specialism within ASL Service) had secondment to look at alternative models of support –Scottish authorities (Glasgow, Dundee and Highland) and also England (Birmingham) and Wales (Cardiff, Newport, Swansea) for research etc 10 mins

8-10 week co-teaching block Format: Phase 1 EAL Teacher staffing 2 EAL Teachers; 2/3 days each per week Core aims: language demands; plan for language and content all stages of English language acquisition whole-school development work, e.g. Language Policy AM Primary only at the moment We are realising more and more that there is a need to get schools to a certain level of understanding before they embark on working in this way. There is also considerable pre-phase one set-up work to consider, e.g. whole school development work and working alongside SLT to invite teachers to self-identify if they want to take part, staff meetings to share the purpose and practicalities with the whole staff group etc 3-4 weeks set up, measuring start points, gathering background information 8-10 week co-teaching block 3-4 weeks measuring end-point, evaluations, identifying next steps (for phase 2)

Teacher self-evaluation Learner observation Reciprocal observation Approaches Teacher self-evaluation Learner observation Reciprocal observation Learner interviews Measuring impact Qualitative Learner feedback/views Teacher feedback/views Teacher observation Quantitative Data (attainment) KA/AM Talk through some of the materials used to evidence the impact of the pilot – handout for participants to discuss – collect feedback etc 10 mins

Joint planning/Team teaching/Coaching Learning Intention (concept, skills, knowledge): Language Learning Intention (text, sentence, word): To use and read co-ordinates and grid references To describe the features of and explain how to create a grid Success Criteria: I can identify the key features of a grid I can read and plot co-ordinates   I can ask and answer questions I can give and follow instructions I can retell and sequence a group activity I can identify key vocabulary and explain what it means AM I do, we do, you do... we do… I do…you do… - any combo! (modelling) Give out other examples for participants to discuss – what do they notice? Pilot work looked at the key aims of identifying the language demands in any selected curricular area and · developing confidence and skill in supporting EAL learners’ access to the curriculum and language development at all stages This is a very detailed lesson plan that we would not use all the time, but we have put together to illustrate all the key features of integrated content and language support and best practise for supporting bilingual learners. What we would more regularly use is the Gibbons grid and we are about to look at some completed examples form staff in a minute. 10 mins – look at lesson plans – discuss and feedback

Impact on learner talk time Independent work Pupil to pupil Teacher – pupil 2 way Teacher-pupil KA The amount of teacher to student talk & independent talk has reduced in the second observation. The rehearsal time has significantly increased.

Impact on quality and quantity of language output P6 non-pilot class P6 Pilot class 91+ degrees An obtuse angle is a angle that is bigger than 90 but smaller than 180 Parallel means the same, In a shape if two lines are parallel face each other and are the same Parallel means when two lines always stay in the same direction and never meet is a middle This right angle is like paper (drawing of paper with the corner in bold) AM These figures come from Written assessments on 2D Shape

Teacher feedback Film removed for emailing as made the file too big

Format: Phase 2 Staffing Reduced EAL teacher time Aims (developed from evaluation of Phase 1) Embedding practice (core aims) Transfer to other areas of the curriculum Sharing /cascading practice with stage partners: learning triads Ongoing whole-staff training (annual, incremental) Continued wider school work Share examples of how this has worked in different schools. KA – St Davids AM – Gylemuir Link between schools

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