Sustained and Extended Professional Development: A Model for Comprehensive and Integrated PD Kim Harris, Dr. Heide Wrigley, and Dr. Blaire Willson-Toso

Project Success “….The ongoing nature of multiple sessions and experiences has impacted my learning in a very positive manner.” “I must say the deadlines for assignments during our interim periods were critical to me actually trying some activities in class.” “I highly recommend this program (cohort learning) and the trainers. They have extensive classroom experience and a thorough knowledge of what works in the adult ESL classroom. I've learned new ways to look at the how and why of what we do in the classroom. I'm leaving here inspired and challenged to try new things.” “More like this, please. Even if I had learned nothing (I learned a lot!), the collaboration alone was worth it.”

Our Team… Indiana Department of Workforce Development Heide Wrigley Blaire Willson- Toso Kim Harris

Professional Development: What Works WIOA calls for “high quality professional development” What does that mean? Research indicates: Sustained models are more effective than workshops in bringing about changes in classroom practice Participation in Communities of Practice, peer support and use of “reflective teaching” promotes acceptance of new approaches and practices Coherence across platforms (face to face PD; on site practice; online discussions) extends and deepens teacher learning Alignment with national, state, and local priorities consolidates key messages

Indiana’s PD System PD focuses on staff development and growth to support student achievement Moving away from 1-day, isolated trainings and towards: Extended, cohort style trainings Hybrid delivery Collaborative work & program/classroom application Supporting Standards-Based Education Model Initiatives include: Evidence/Research basis & PD Evaluation Director/Administrator engagement Teacher competencies, credentialing and Career Pathways CCR Resource Warehouse

ESL-4-ESL: How it began… No state requirement for licensure Few large ESL programs; ESL Teachers feeling isolated and requesting PD Difficulties transitioning ESL students beyond ESL classrooms No specific PD in place for ESL teachers Concerns about WIOA implications for ELL instruction (based on early WIOA conversations)

Extended Cohort Design Three two-day in-person sessions Pre-webinar, two in-between webinars, and a post webinar Includes pre-work, homework, and a final project Requires implementation of concepts, skills, and strategies learned followed by extensive and ongoing reflection Develops a strong community of practice and forum for best practices sharing

ESL 4 ESL: Model and Approach Approach: Research based, grounded in principles and standards Drawn from studies in Second language acquisition and brain- based learning Intentional teaching and deep learning Focused on transferable instructional strategies Further readings to extend learning with teacher responses on-line Common approach: Research-based lesson flow Common theme: Community Engagement Task-based – (Project-based Learning using multimedia) Links to standards (complex materials for all levels)

ESL 4 ESL: Key Elements 1. Driving Principle: Learning takes Focus, Engagement and Practice: 2. Flow: Mini-presentation, discussion and comprehension check, hands-on demonstration with active teacher engagement, focus on skills reflection and feedback Expectations for teachers to try out lessons and offer feedback to their cohort Culminating student project and presentation -

Students Explore Community Issues Pot Holes in the Street

HOW ENGLISH WORKS: TEACHING PRONUNCIATION AND INTONATION USING RHYTHM Using music and rhythm to teach pronunciation Is motivating Lowers anxiety Allows the brain to identify patterns Allows the brain to identify different stress patterns Examples: Rap, Clapping, Kazoos, Rubber bands, Drumming, Poetry, Jazz Chants, Reader’s Theatre

INDIANA ESL COHORT: LESSON FLOW Activate Background Knowledge Activate Background Knowledge Present Information (Listening – Speaking) Present Information (Listening – Speaking) Present Information (Reading – Writing) Present Information (Reading – Writing) Discussion Comprehension Check Discussion Comprehension Check Highlight Lesson Focus and Model the Task Highlight Lesson Focus and Model the Task Small Group Work Small Group Work Highlight How English Works Highlight How English Works Quick Check and Review Quick Check and Review Break Guided Practice

HEIDE IN RWANDA: LESSON FLOW DEMONSTRATION

“The students in all of my classes have been making their own "how-to" videos for weeks. It has been an amazing process to watch. Some students have gone from unwilling and doubtful that they could do it to active participants in planning their own video and assisting in the production of their classmates' videos.”

Online Components

Next Phase of ESL-4-ESL Additional cohortTrain-the-TrainerComprehensive instructor’s guide

Discussion/Questions… Have you tried this type of ongoing integrated professional development? How did it work? What features of this model might work in your state? What are special considerations for your state or organization in undertaking this type of professional development? What topics would you consider for doing this type of ongoing sustained PD?