Transcript Document

TLE
7&8
Fred Cohen
Regina Cohn
Robert Greenberg
Helene Karo
Nassau BOCES
February 2013
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© 2012, Teaching Learning Solutions
© 2012, Community Training and Assistance Center
Caveat: These training materials include some items from the anticipated changes from enactment of amendments to Education Law 3012-c proposed in February 2012 with the Executive Budget and Settlement of Litigation. To
the extent that language in these training materials differs from the regulatory language ultimately adopted to conform to the statute, the language in the regulation controls.
Our Trip to Albany ~ Your Trip to BOCES
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SED’s Training Objectives
• Understand how teacher evaluation promotes teacher growth
and development
• Understand the expectations for evidence, interpretation of
evidence, and scoring of teacher practice
• Use a quality rating system to improve and ensure the rigor
and comparability of SLOs
• Address implementation issues related to SLOs
• Understand the nuances of the indicators/elements of the
frameworks for refining evidence collection, alignment and
scoring
• Understand how teachers of ELLs and SWD are observed using
the rubrics
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Today’s Agenda
• Look at evaluating teachers of ELLs and SWDs
• Continuation SLO development
• Statewide Instructional Reporting System
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Meeting the Needs of ALL Learners
element 9
Report on “Teacher Evaluation in Effective Schools and Classrooms for
ALL Learners” written by a committee convened by AFT
• Committee of experts outlined four conditions necessary for all
students, including students with disabilities and ELLs, to be
successful
1.
2.
3.
4.
All Learners and Equal Access
Individual Strengths and Challenges and Supporting Diversity
Reflective, Responsive, and Differentiated Teaching Strategies
Culture, Community, and Collaboration
(Ell Experts: Diane August, Ph.D., Delia Pompa, Diane Staehr Fenner, Ph.D., Giselle Lundy-Ponce;
Students with disabilities experts: Peter Kozik and Spencer Salend)
• NYSUT rubrics and modified ASCD rubrics were analyzed for
alignment to the four conditions – strong alignment was determined
Document is being written that will detail the four conditions and include
recommendations for teacher evaluation systems
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Meeting the Needs of ALL Learners
element 9
Part I: Article discussion
“Moving beyond standardized test scores in evaluating
special education teachers”
Read the article selections:
• Highlight areas of interest as you read
• Discuss the following questions as a small group
1) How do the articles address the role of all students in teaching
and learning?
2) What are the implications for how teachers plan and deliver
instruction?
3) What are the implications for teacher observation?
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Meeting the Needs of ALL Learners
element 9
Part II
In your groups, review one standard (NYSUT – 3, 4, 5)
or domain (ASCD – 2, 3) in your selected rubric.
• Which particular elements [ASCD] or indicators
[NYSUT] are critical for an observer to focus on in order
to assess the teacher’s skill at meeting the needs of all
learners including:
• English Language Learners
• Students with Disabilities
• Students who perform significantly below grade level
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Evaluation of
Special Education Teachers
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© 2012, Teaching Learning Solutions
© 2012, Community Training and Assistance Center
Caveat: These training materials include some items from the anticipated changes from enactment of amendments to Education Law 3012-c proposed in February 2012 with the Executive Budget and Settlement of Litigation. To
the extent that language in these training materials differs from the regulatory language ultimately adopted to conform to the statute, the language in the regulation controls.
Individual Education Program
Specially Designed Instruction
Access to Curriculum
General
Education
Related
Services
Consult
Services
Co-Teaching
Resource
Room
Special
Class
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Accomplished through the Delivery of
Specially Designed Instruction
Adapting-Making changes matched to student
need or condition
Content-Knowledge and skills that comprise
the curriculum
Methodology-Actions by the teacher intended
to produce or facilitate learning
Instructional Delivery-Teaching that results in
access to, participation in and progress in the
curriculum for students with disabilities
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Specially Designed Instruction
Adapting
Least Restrictive
Environment
Content
Access
Related
Service
CoTeachin
g
Gen Ed
Instructional
Delivery
Consult
Special Class
Curriculum
Resource
Methodology
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General Questions
to Consider in the
Context of……..
Student
Content
Instruction
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Context of the Student
What are the student(s) IEP
goals? What IEP will you be
addressing?
How will you know that
students were successful in
moving toward mastery of
their IEP goals?
What accommodations will
student(s) be using based
on the IEP?
How will you monitor
student progress on IEP
goals?
Context of the Content
How will you ensure that
students with disabilities
are working on content
aligned with the content of
their grade level peers?
What adaptations will you
make to the content based
on student(s) IEP?
How will you evaluate the
effectiveness of those
adaptations?
Context of Instruction-Methodology
What adaptations will you
make in your methodology
of instruction based on
student(s)IEP?
What teaching strategies
will you use that are
specific to the students
with disabilities in the
classroom?
How will you evaluate the
effectiveness of the
teaching strategies?
Context of Instruction-Delivery
What adaptations will you
make in the delivery of
instruction based on
student(s) IEP?
What learning strategies
will you teach?
How will you teach those
learning strategies?
How will you support
students in generalizing
strategies to other settings?
Continuum of Services for Students with
Disabilities
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Direct or Indirect Consult
Special education teacher provides services to adapt the
content, methodology, or delivery of instruction to
support SWD’s. General education teacher provides
primary academic instruction
* Special Consideration-There
are two models of consultant
teaching
Direct Consult
• Special education teacher
works directly with the SWD
in general education class
instruction
Indirect Consult
• Special education teacher
assists the general education
teacher
Questions to Consider…
Are teachers implementing
their roles with fidelity?
Is there evidence of
collaboration?
Integrated Co-Teaching
Instruction delivered jointly by two or more professionals
for a diverse group of students with and without disabilities
*Specials ConsiderationAdministrators should note a
variety of co-teaching models
during mini-observations
*Special ConsiderationSpecial education teacher
needs to have a more in-depth
knowledge of the content
Questions to consider..
What evidence is there of
co-planning?
What types of co-teaching
models are being used?
Are those models being
implemented with
fidelity?
How are the interactions
between gen ed and
sped teacher impacting
the classroom climate?
Resource Room
Supplementing the regular or
special classroom instruction of students with disabilities
*Special ConsiderationHomework and content area text
may be incorporated for
independent practice, but
homework should never be “the
lesson”
Questions to consider….
What is the skill focus of
the lesson?
How is the general
education content being
supported?
What evidence is there of
collaboration and
communication with
stakeholders?
Special Class
Provides primary instruction to a group of students in a selfcontained setting, separate from their non-disabled peers
*Special ConsiderationsThere are a variety of configurations
based on intensity of student need:
• 15:1 Specialized instruction
• 12:1:1 Management needs
interfere with Instructional process
• 8:1:1 Intensive management
needs
• 6:1:1 Highly intensive
management needs
• 12:1 (3:1) Severe, multiple
disabilities in Special Class
*Special ConsiderationsThe special education teacher is also
responsible for teaching content
Questions to Consider..
Do students have access to the
content?
How is the content being adapted
to meet the ability levels of the
student?
What types of materials are
students using?
How are functional behavior plans
and behavior intervention
plans being developed and
implemented?
Paraprofessionals-
What is the Role of the Paraprofessional?
Teaching Assistants
•working with individual students or
groups of students on special
instructional projects;
•providing the teacher with information
about students which will assist the
teacher in the development of
appropriate learning and behavioral
experiences;
•assisting students in the use of
available instructional resources and
development of instructional materials;
•assisting in the development of
instructional materials;
•assisting in providing testing
accommodations;
•assisting in related instructional work
as required; and
•assisting students with specific health
related activities as appropriate.
Teacher Aides
•assisting in physical care tasks and
health-related activities;
•assisting students with
behavioral/management needs;
•assisting in the set up of equipment
•reading to and playing audio-visual
materials for children in lower grades;
•assisting in proctoring and other tasks
related to the administration of
examinations;
•assisting in the correction of test papers,
recording of grades, maintaining of files
and preparing statistical reports;
•managing records, materials and
equipment; and
•supervising students (e.g., watching
students during recess, hall transitions,
etc.).
Specially Designed Instruction
Adapting
Least Restrictive
Environment
Content
Access
Related
Service
CoTeachin
g
Gen Ed
Instructional
Delivery
Consult
Special Class
Curriculum
Resource
Methodology
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SLO..LY
We turn….
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Specific Considerations in
Evaluating Teachers of ELLs
www.engageNY.org
© 2012, Teaching Learning Solutions
© 2012, Community Training and Assistance Center
Caveat: These training materials include some items from the anticipated changes from enactment of amendments to Education Law 3012-c proposed in February 2012 with the Executive Budget and Settlement of Litigation. To
the extent that language in these training materials differs from the regulatory language ultimately adopted to conform to the statute, the language in the regulation controls.
Things can look very different in the world of
ELLs.
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Who are we looking at?
“ESL Teachers”
“Teachers of ELLs”
Second language
acquisition
Any teacher with ELLs
Any subject
Cultural components
ESL standards, curriculum
and assessment
Best instructional practice
for ELLs
Training or experience
with content areas?
Any grade level
Generalists and specialists
Training or experience with ELLs
and SLA?
5 Stages of
Second Language Acquisition
Pre-production
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
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BICS
Basic Interpersonal Communication Skills
CALP
Cognitive Academic Language Proficiency
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5 Stages of
Second Language Acquisition
Affects:
Questioning strategies
Response expectations
Level of independence
Level of collaboration
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So we need to ask:
“What are the
language
acquisition stages of
your ELL students?
How is this lesson
tailored to their
levels?”
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Best Curricular Practice:
Dual Objectives
Language
Goals
Content
Goals
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Content
Goals
- CCLS
- State standards for content area
- identify, analyze, rank, construct, graph, divide,
solve, visualize, design
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NYS Bilingual Common Core Initiative
“…in addition to being a series of
grammatical structures, language is also a
social practice.”
Theoretical Foundations: p. 1
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“…language learning in an academic context
is…about the development of competency
in the language specific to each academic
discipline.”
NYS Bilingual Common Core Initiative
Theoretical Foundations: p. 1
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Language
Goals
- academic content
- vocabulary
- perform classroom tasks
- achieve content objectives
- read, write, listen, list, tell, discuss, journal,
record, persuade, debate, draft
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So we need to ask:
“What are the
lesson’s content
objectives and
language
objectives?
How did you
determine these
objectives?”
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Best Instructional Practice for ELLs
Start with what the kids bring, know, are:
Culture
Language
Personal Experiences
Academic Experience
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Best Instructional Practice for ELLs
Speak slowly and clearly
Minimize idiom
Use gestures and visuals
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Best Instructional Practice for ELLs
Students speaking a lot
Affirm communicative ability
Correct with modeling
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So we need to ask:
“What are your
instructional strategies
specific to ELLs?
How will you check ELL
student comprehension
and learning?”
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Always Best Practice
Student engagement
Higher order thinking skills
Differentiation
Collaboration
Data-driven instruction
More …
Student engagement
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So we need to ask:
“How does this
lesson
demonstrate great
teaching and
engaged
learning?”
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