Proposition 3
Teachers Are Responsible for Managing and Monitoring Student Learning
NBPTS Indicators
- Teachers deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged, and focus.
- They know how to motivate students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
- Teachers know how to assess the progress of individual students as well as the class as a whole.
- They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
Rationale
Artifact # 5
English language learners benefit from lessons that, while presenting challenging content and concepts, contain language that is at their Zone of Proximal Development. Reading comprehends a series of pre-reading during reading, and after reading activities that need to engage every student and serve as gateways to acquiring all four domains of language: listening, speaking, reading, and writing. Lessons need to be modified to the current level of English language proficiency plus one (L+1) to ensure students move along the stages of the second language acquisition continuum while at the same time being exposed to the rigor of the content.
Artifact # 6
Assessing English language learners may pose a challenge for educators who work with this unique student population. Assessment must be comprised of both formative and summative assessments. Assessments must reflect not only ELL’s social language development but also academic language development to ensure students’ overall success. Using the INSIDE Language, Literacy, and Content assessment tool provides an accurate measurement of English language learners overall language skills, thus allowing the ESL teacher to make better informed decisions when clustering students for instruction in their classrooms. Information obtained from this assessment along data from students’ scores in the ACCESS® for ELLs are vital components for the criteria used when differentiating instruction for linguistically and culturally diverse students in the ESL classroom and the content area classrooms as means to promote both new language and content development.
Artifact # 5
English language learners benefit from lessons that, while presenting challenging content and concepts, contain language that is at their Zone of Proximal Development. Reading comprehends a series of pre-reading during reading, and after reading activities that need to engage every student and serve as gateways to acquiring all four domains of language: listening, speaking, reading, and writing. Lessons need to be modified to the current level of English language proficiency plus one (L+1) to ensure students move along the stages of the second language acquisition continuum while at the same time being exposed to the rigor of the content.
Artifact # 6
Assessing English language learners may pose a challenge for educators who work with this unique student population. Assessment must be comprised of both formative and summative assessments. Assessments must reflect not only ELL’s social language development but also academic language development to ensure students’ overall success. Using the INSIDE Language, Literacy, and Content assessment tool provides an accurate measurement of English language learners overall language skills, thus allowing the ESL teacher to make better informed decisions when clustering students for instruction in their classrooms. Information obtained from this assessment along data from students’ scores in the ACCESS® for ELLs are vital components for the criteria used when differentiating instruction for linguistically and culturally diverse students in the ESL classroom and the content area classrooms as means to promote both new language and content development.
Collaboration
Artifact # 6
School administration and faculty, ESL professionals in the district, and parents.
The assignment for UNE was completed with the contribution of my ESL colleague Marcy Roberts.
Artifact # 6
School administration and faculty, ESL professionals in the district, and parents.
The assignment for UNE was completed with the contribution of my ESL colleague Marcy Roberts.
Reflection
Artifact # 5
Modeling a variety of strategies while scaffolding the lesson through the use of visuals, vocabulary, and second language support made the content of social studies become comprehensible to students at all stages of language development. Giving the students the opportunity to “see” the reading process inside my head as I read the text was an eye-opening experience for many of my students because it had never occurred to them an adult “good reader” would apply those processes. The use of metacognitive strategies has become a more meaningful part of their reading time and has resulted in Lexile® levels gains in most of my English language learners, regardless of their current language proficiency level. Therefore, I can ascertain that incorporating metacognitive strategies is an effective strategy for my linguistically and culturally diverse students.
Artifact # 6
Using the data obtained from the ACCESS® for ELLs in conjunction with the INSIDE assessment was a determining factor to guide students’ instruction. The INSIDE assessment offered a very accurate measure of students’ entry point with respect to English language development and content knowledge. This assessment served as an invaluable tool in the design and implementation of lessons at students' readiness level. Further scaffolding or accelerating instruction have enhanced educational experiences for ELLs. Growth on all four language domains in most of my ELLs are clear indicators of the importance of using a diverse battery of assessments to guide instruction for linguistically and culturally diverse students.
Artifact # 5
Modeling a variety of strategies while scaffolding the lesson through the use of visuals, vocabulary, and second language support made the content of social studies become comprehensible to students at all stages of language development. Giving the students the opportunity to “see” the reading process inside my head as I read the text was an eye-opening experience for many of my students because it had never occurred to them an adult “good reader” would apply those processes. The use of metacognitive strategies has become a more meaningful part of their reading time and has resulted in Lexile® levels gains in most of my English language learners, regardless of their current language proficiency level. Therefore, I can ascertain that incorporating metacognitive strategies is an effective strategy for my linguistically and culturally diverse students.
Artifact # 6
Using the data obtained from the ACCESS® for ELLs in conjunction with the INSIDE assessment was a determining factor to guide students’ instruction. The INSIDE assessment offered a very accurate measure of students’ entry point with respect to English language development and content knowledge. This assessment served as an invaluable tool in the design and implementation of lessons at students' readiness level. Further scaffolding or accelerating instruction have enhanced educational experiences for ELLs. Growth on all four language domains in most of my ELLs are clear indicators of the importance of using a diverse battery of assessments to guide instruction for linguistically and culturally diverse students.
Artifact # 5- Scaffolding a Lesson
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Artifact # 6 - Group and Individual Assessment
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