Transcript PowerPoint Presentation - Think-Pair

Literacy for Adolescent English
Learners: Building Capacity for
Quality Programs
Aída Walqui
Director, Teacher Professional Development Program
WestEd
[email protected]
www.wested.org/qtel
National High School Center Summer Institute
Washington, 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
‘FRUSTRATION’ ZONE
‘APPRENTICESHIP’
ZONE (ZPD)
low support
high support
‘NOWHERE’
ZONE
‘POBRECITO’
ZONE
low challenge
© 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 with
Educational Leadership
All teachers
(6 days)
Informal teacher
Leadership
(2 more days)
Formal teacher
Leadership
(4 more days)
Figure 1: Ripples of impact on Teacher professional
Development, Year 1
© WestEd, Teacher Professional Development, 2007
Whole School Improvement
All teachers
Informal teacher
leaders
Formal teacher
leaders
Figure 1: Ripples of impact on Teacher professional
Development, Year 1 Irvine Grant
© 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
© WestEd, Teacher Professional Development, 2007
A Model of Professional Development Apprenticeship
PHASE 1
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
Building the
Base
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
Teachers in
TIA Apprenticeship
W
ISSs
PARTICIPATE
AS LEARNERS
ISSs
ELL Instruct.
Support
Specialist
APPRENTICESHIP
APPROPRIATION
A Model of Professional Development Apprenticeship
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
PHASE 1
PHASE 2
Building the
Base
Participation/
Observation
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
ISSs develops
multiple levels of
knowledge and skills
through participation/
observation and
analysis of WestEd’s
professional
development with
TIAs
Teachers in
TIA Apprenticeship
W
ISSs
W
P/O
TIA
ISSs
ELL Instruct.
Support
Specialist
T
T
T
O
T = Teacher
ISSs
PARTICIPATE
AS LEARNERS
T
P/O = Participant/Observer
O = Observer
OBSERVE AND
REFLECT
APPRENTICESHIP
APPROPRIATION
A Model of Professional Development Apprenticeship
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
PHASE 1
PHASE 2
PHASE 3
Building the
Base
Participation/
Observation
Mentoring/
Coaching
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
ISSs develops
multiple levels of
knowledge and skills
through participation/
observation and
analysis of WestEd’s
professional
development with
TIAs
ISSs delivers
selected Teacher
Professional
Development tools
and processes in
schools with
WestEd support,
mentoring, and
coaching
Teachers in
TIA Apprenticeship
W
ISSs
W
TIA
ISSs
TIA
ISSs
W
PARTICIPATE
AS LEARNERS
ISSs
ELL Instruct.
Support
Specialist
OBSERVE AND
REFLECT
APPRENTICESHIP
IMPLEMENT WITH
COACHING
APPROPRIATION
A Model of Professional Development Apprenticeship
KEY PARTICIPANTS
W
ISSs
WestEd
TPD Team
ELL Instruct.
Support
Specialist
PHASE 1
PHASE 2
PHASE 3
PHASE 4
Building the
Base
Participation/
Observation
Mentoring/
Coaching
Appropriation
WestEd increases
knowledge base of
the ISSs and
capacity to support
teachers
ISSs develops
multiple levels of
knowledge and skills
through participation/
observation and
analysis of WestEd’s
professional
development with
TIAs
ISSs delivers
selected Teacher
Professional
Development tools
and processes in
schools with
WestEd support,
mentoring, and
coaching
Teachers in
TIA Apprenticeship
W
ISSs
W
TIA
ISSs
TIA
ISSs supports TIAs
in providing rigorous
academic language
and content
knowledge to
secondary English
learners with WestEd
consultation
ISSs
TIA
ISSs
W
W
PARTICIPATE
AS LEARNERS
ISSs
ELL Instruct.
Support
Specialist
OBSERVE AND
REFLECT
APPRENTICESHIP
IMPLEMENT WITH
COACHING
IMPLEMENT WITH
CONSULTATION
APPROPRIATION