NABE 2005 AN EFFECTIVE PROFESSIONAL DEVELOPMENT MODEL FOR EDUCATORS OF SECOND LANGUAGE LEARNERS & LANGUAGE ACQUISITION ACROSS GRADES AND CONTENT AREAS—AN OBSERVATION CHECKLIST TO INCREASE TEACHER EFFECTIVENESS

AN EFFECTIVE PROFESSIONAL DEVELOPMENT MODEL FOR EDUCATORS OF SECOND LANGUAGE LEARNERS ELDPI (English Language Professional Development Institutes) ELDPI (English Language Professional Development Institutes) CA state grant ( ) CA state grant ( ) Participants: teachers, administrators, coaches, paraprofessionals Participants: teachers, administrators, coaches, paraprofessionals Grades 4-12 Grades hour summer institute, 40 hours follow-up sessions, 40 hours of meetings 40 hour summer institute, 40 hours follow-up sessions, 40 hours of meetings

Focus: Improve sdaie and eld teaching strategies across content areas Improve sdaie and eld teaching strategies across content areas Emphasize academic language Emphasize academic language Use assessment to inform curriculum Use assessment to inform curriculum Use technology to showcase “best practices” & for online peer coaching Use technology to showcase “best practices” & for online peer coaching Build parent/community partnerships Build parent/community partnerships

Focus (continued): Build a team plan to be monitored through the 40 hours of meetings at the school sites Build a team plan to be monitored through the 40 hours of meetings at the school sites

Professional development institute model: Keynote speaker each am (krashen, fillmore, kenfield, etc.) Keynote speaker each am (krashen, fillmore, kenfield, etc.) Three two hour sessions on strategies (Monday=standards, Tuesday=assessment, Wednesday, Thursday, Friday=eld/sdaie strategies) Three two hour sessions on strategies (Monday=standards, Tuesday=assessment, Wednesday, Thursday, Friday=eld/sdaie strategies) One hour team planning block at the end of each day to review sessions attended One hour team planning block at the end of each day to review sessions attended

Model (continued): Teams planned how they would implement strategies learned back at their school site (each member attended different sessions) each day Teams planned how they would implement strategies learned back at their school site (each member attended different sessions) each day Teams shared their plans at the end of the week Teams shared their plans at the end of the week Teams also received training on how to edit videos on apple “i-books” Teams also received training on how to edit videos on apple “i-books”

Requirements: Each participant would produce a “best practice” video based on an instructional strategy learned at the institute (reflection piece) Each participant would produce a “best practice” video based on an instructional strategy learned at the institute (reflection piece) They then edited their videos and we posted them to the website: They then edited their videos and we posted them to the website:

The study: Three schools who attended with full teams were selected (“intervention” schools) Three schools who attended with full teams were selected (“intervention” schools) Three “like” schools were selected where no one from the school attended the institutes Three “like” schools were selected where no one from the school attended the institutes State mean percentile growth scores were compared State mean percentile growth scores were compared

the study (continued): Mean percentile growth scores on the sat9 (Ca state achievement test) for English learners (in all subject areas) were compared across the three groups to determine if there was a significant difference between the state average scores, the “like” schools and the “intervention” schools Mean percentile growth scores on the sat9 (Ca state achievement test) for English learners (in all subject areas) were compared across the three groups to determine if there was a significant difference between the state average scores, the “like” schools and the “intervention” schools

findings: High significant difference between the elementary and middle school scores (“intervention” vs. “like” and “intervention” vs. state) High significant difference between the elementary and middle school scores (“intervention” vs. “like” and “intervention” vs. state) No significant difference between the high school scores (still scored higher, but larger population to deal with and smaller ratio of attending participants to larger # of students served) No significant difference between the high school scores (still scored higher, but larger population to deal with and smaller ratio of attending participants to larger # of students served)

STATE MEAN SCORE 2000 Intervention School EL 00 SCORE STATE MEAN SCORE 2002 Intervention School EL 02 SCORE 2 YEAR GROWT H STATE 2 YEAR GROWTH INTERVENTION SCHOOLS High School Reading (9-11) High School Math High school Language High School Science High School Social Science Middle School Reading (6-8) Middle School Math Middle School Language Middle School Spelling Elementary School Grade Elementary School Grade Elementary School Grade Elementary School Grade

Like Schools MEAN SCORE 2000 Intervention School EL 00 SCORE Like Schools MEAN SCORE 2002 Intervention School EL 02 SCORE 2 YEAR GROWTH LIKE SCHOOLS 2 YEAR GROWTH INTERVENTION SCHOOLS High School Reading (9-11) High School Math High school Language High School Science High School Social Science Middle School Reading (6-8) Middle School Math Middle School Language Middle School Spelling Elementary School Grade Elementary School Grade Elementary School Grade Elementary School Grade

English Learners at schools where teams attended the institutes scored higher on the average than similar schools and the state average.

Outcome: AN OBSERVATION CHECKLIST TO INCREASE TEACHER EFFECTIVENESS evolved from the institutes to assist teachers in reflecting on their lessons. AN OBSERVATION CHECKLIST TO INCREASE TEACHER EFFECTIVENESS evolved from the institutes to assist teachers in reflecting on their lessons. It is a list of instructional strategies which should be used to enhance instruction for all students, especially English learners. It is a list of instructional strategies which should be used to enhance instruction for all students, especially English learners. Not all components, however, would be used at the same time. Not all components, however, would be used at the same time.

√ ELD/ELA STRATEGYEVIDENCE√ CONTENT AREA STRATEGY EVIDENCE Punctuation/Syntax/GrammarContent Area Reading (not text book) Vocabulary DevelopmentText Analysis Reading for FluencyContent Area Writing Integrated Reading & WritingPrimary Language Support √ ALL SUBJECT AREASEVIDENCE√ ALL SUBJECT AREASEVIDENCE Anticipatory SetHigh Expectations Clear Purpose Established for Learning the Skill Multiple Exposures to New Vocabulary Performance Objectives/Standards Posted Intensive Vocabulary Development Appropriate ModelingPrediction Guided PracticeContext Clues Stressed Accessing Prior KnowledgeGraphic Organizers ScaffoldingQuestioning Strategies Predictable Class RoutinesCorrective Feedback Use of RealiaDifferentiated Instruction Visual AidsAlternative Assessments Cooperative GroupingAll Students Actively Engaged Social Discourse EncouragedLessons are “Into, Through & Beyond” Formal & Informal SpeakingChecking For Understanding (Ongoing) Student InteractionAssessment Informs Curriculum √+ (Observed & Effective), √ (Observed), √- (Not Observed, but could be inserted in the lesson), N (Not observed, but could be evident in another lesson) © Dr. D. L. Cook Hirai, California State University, Bakersfield, 2004 LITERACY/ACADEMIC LANGUAGE OBSERVATION PROTOCOL FOR EVALUATION AND SELF-REFLECTION: NAME_______________________________ DATE____________ SUBJECT/GRADE_________________________________ √+ (Observed & Effective), √ (Observed), √- (Not Observed, but could be inserted in the lesson), N (Not observed, but could be evident in another lesson) ©Dr. D. L. Cook Hirai, California State University, Bakersfield, 2004

LITERACY/ACADEMIC LANGUAGE OBSERVATION PROTOCOL FOR EVALUATION AND SELF- REFLECTION: NAME_______________________ DATE____________ SUBJECT/GRADE__________________________ √+ (Observed & Effective), √ (Observed), √ (Observed), √- (Not Observed, but could be inserted in the lesson), √- (Not Observed, but could be inserted in the lesson), N (Not observed, but could be evident in another lesson) ©Dr. D. L. Cook Hirai, California State University, Bakersfield, 2004

√ ELD/ELA STRATEGYEVIDENCE Punctuation/Syntax/Grammar Vocabulary Development Reading for Fluency Integrated Reading & Writing

√ CONTENT AREA STRATEGYEVIDENCE Content Area Reading (not text book) Text Analysis Content Area Writing Primary Language Support

√ ALL SUBJECT AREASEVIDENCE Anticipatory Set Clear Purpose Established for Learning the Skill Performance Objectives/Standards Posted Appropriate Modeling Guided Practice

Accessing Prior Knowledge Scaffolding Predictable Class Routines Use of Realia Visual Aids Cooperative Grouping Social Discourse Encouraged Formal & Informal Speaking Student Interaction

√ ALL SUBJECT AREASEVIDENCE High Expectations Multiple Exposures to New Vocabulary Intensive Vocabulary Development Prediction Context Clues Stressed

Graphic Organizers Questioning Strategies Corrective Feedback Differentiated Instruction Alternative Assessments All Students Actively Engaged Lessons are “Into, Through & Beyond” Checking For Understanding (Ongoing) Assessment Informs Curriculum

Now, let’s try it out as we observe two teachers in action…………..

Thank you for your attention!!!! California state university, bakersfield dr. debra cook hirai Dr. irene borrego