Proposition 5
Teachers are Members of Learning Communities
NBPTS Indicators
· Teachers collaborate with others to improve student learning.
· They are leaders and actively know how to seek and build partnerships
with community groups and businesses.
· They work with other professionals on instructional curriculum
development and staff development.
· They can evaluate school progress and the allocation of resources in
order to meet state and local education objectives.
. They know how to work collaboratively with parents to engage them
productively in the work of the school.
· Teachers collaborate with others to improve student learning.
· They are leaders and actively know how to seek and build partnerships
with community groups and businesses.
· They work with other professionals on instructional curriculum
development and staff development.
· They can evaluate school progress and the allocation of resources in
order to meet state and local education objectives.
. They know how to work collaboratively with parents to engage them
productively in the work of the school.
Rationale
Artifact # 9 – Note from a Mentee
An educator’s career demands constant growth and development. Accordingly, the value of training is dependent upon the educator’s receptivity, implementation of techniques, and use of newly acquired knowledge, strategies, and techniques. Sharing my expertise of English language learners with a larger community of educators will create more opportunities for linguistically and culturally diverse students to actively engage in all educational activities which in turn will drive them to become the successful learners and responsible citizens our society demands.
Artifact # 10 – Classroom Strategies that Work for ELLs (and all students)
“According to the U.S. Department of Education, 42% of public schools teachers have at least one ELL in the classroom, only 27% of teachers of ELLs feel highly qualified to teach them, and only 30% of teachers of ELLs have received professional development in teaching these students.” (Calderon, 2007, p. 4).
The Alamance-Burlington School System schools have seen a change in demographics over the past decade, with Hispanic students accounting for more than 20% of total student enrollment, according to data for the school year 2011 – 2012.
Considering the previously statistics, I found it appropriate to share some of my knowledge teaching English language learners during one of the Hot-Topics sessions, an initiative of the school system for teachers to provide professional development to fellow teachers. Participating actively in Professional Learning Communities and modeling strategies that work with ELLs to other educators who work with this student population is a more effective way to actively engage all teachers in the language development process as opposed to providing the CAN DO descriptors recommended by the World-Class Instructional Design and Assessment (WIDA) Consortium at the beginning of each school year. These descriptors may be rather unclear to those who are not specialized in teaching linguistically and culturally diverse students and thus most teachers are reluctant to use them in their daily planning. It is the responsibility of the English as a Second Language (ESL) teacher to disseminate effective strategies that work with ELLs to ensure students' language development and academic achievement.
Artifact # 11 - Parent-Teachers Connection
Ample research endorses the positive relationship between parent involvement and students' educational achievement. Parents of linguistically and culturally diverse students often remain distanced from their children’s education due to their own limited knowledge of the new language. This phenomenon is not as evident in the elementary schools of our district where parents know they rely on language support personnel to serve as liaisons between them and the larger school community. In addition to the language barrier, many parents mistakenly think that as their children grow up there is less need for their involvement with school matters. This distance is many times perceived by administrators and educators as lack of parents’ interest in investing their time on their children’s academic future. Engaging these parents in the school life using a language that is familiar to them is just one of the bridges that can be used to bring them closer to the school community and to have parents become active partners in their children’s educational experiences.
Artifact # 9 – Note from a Mentee
An educator’s career demands constant growth and development. Accordingly, the value of training is dependent upon the educator’s receptivity, implementation of techniques, and use of newly acquired knowledge, strategies, and techniques. Sharing my expertise of English language learners with a larger community of educators will create more opportunities for linguistically and culturally diverse students to actively engage in all educational activities which in turn will drive them to become the successful learners and responsible citizens our society demands.
Artifact # 10 – Classroom Strategies that Work for ELLs (and all students)
“According to the U.S. Department of Education, 42% of public schools teachers have at least one ELL in the classroom, only 27% of teachers of ELLs feel highly qualified to teach them, and only 30% of teachers of ELLs have received professional development in teaching these students.” (Calderon, 2007, p. 4).
The Alamance-Burlington School System schools have seen a change in demographics over the past decade, with Hispanic students accounting for more than 20% of total student enrollment, according to data for the school year 2011 – 2012.
Considering the previously statistics, I found it appropriate to share some of my knowledge teaching English language learners during one of the Hot-Topics sessions, an initiative of the school system for teachers to provide professional development to fellow teachers. Participating actively in Professional Learning Communities and modeling strategies that work with ELLs to other educators who work with this student population is a more effective way to actively engage all teachers in the language development process as opposed to providing the CAN DO descriptors recommended by the World-Class Instructional Design and Assessment (WIDA) Consortium at the beginning of each school year. These descriptors may be rather unclear to those who are not specialized in teaching linguistically and culturally diverse students and thus most teachers are reluctant to use them in their daily planning. It is the responsibility of the English as a Second Language (ESL) teacher to disseminate effective strategies that work with ELLs to ensure students' language development and academic achievement.
Artifact # 11 - Parent-Teachers Connection
Ample research endorses the positive relationship between parent involvement and students' educational achievement. Parents of linguistically and culturally diverse students often remain distanced from their children’s education due to their own limited knowledge of the new language. This phenomenon is not as evident in the elementary schools of our district where parents know they rely on language support personnel to serve as liaisons between them and the larger school community. In addition to the language barrier, many parents mistakenly think that as their children grow up there is less need for their involvement with school matters. This distance is many times perceived by administrators and educators as lack of parents’ interest in investing their time on their children’s academic future. Engaging these parents in the school life using a language that is familiar to them is just one of the bridges that can be used to bring them closer to the school community and to have parents become active partners in their children’s educational experiences.
Collaboration
Artifacts # 9 & # 10
Graduate candidate, educators in several schools within the school district and other professional who work with English language learners.
Artifact # 11
Parents, administrators, teachers, and other professionals who work with English language learners in the school building.
Artifacts # 9 & # 10
Graduate candidate, educators in several schools within the school district and other professional who work with English language learners.
Artifact # 11
Parents, administrators, teachers, and other professionals who work with English language learners in the school building.
Reflection
Artifact # 9 & 10
Sharing my expertise of English language learners is already positively impacting the educational experiences of students in other schools in my district and other districts. Knowing that students are more engaged and successful as the result of sharing my knowledge makes my own professional growth more meaningful.
Artifact # 11
Parents’ attendance to the Parent-Teacher Connection meeting surpassed all expectations. Over 80 parents attended this meeting as opposed to previous meetings that were conducted in English. During these meetings the school had a very limited number of parents of linguistically and culturally diverse students. Parents were engaged in rich and lively discussions about the academics, behavior, and personal lives of their children and left with the certainty that our school is a welcoming environment where language will not be a barrier to establish ongoing communication. The meeting served as an arena to identify additional student's needs for language and other interventions. Parents’ awareness of how important it is to participate in their children's school-life has increased and their presence in our school campus is a clear evidence of the success of such meetings. Administration acknowledges the value of such meetings and more of the kind will make part of our future agenda.
Artifact # 9 & 10
Sharing my expertise of English language learners is already positively impacting the educational experiences of students in other schools in my district and other districts. Knowing that students are more engaged and successful as the result of sharing my knowledge makes my own professional growth more meaningful.
Artifact # 11
Parents’ attendance to the Parent-Teacher Connection meeting surpassed all expectations. Over 80 parents attended this meeting as opposed to previous meetings that were conducted in English. During these meetings the school had a very limited number of parents of linguistically and culturally diverse students. Parents were engaged in rich and lively discussions about the academics, behavior, and personal lives of their children and left with the certainty that our school is a welcoming environment where language will not be a barrier to establish ongoing communication. The meeting served as an arena to identify additional student's needs for language and other interventions. Parents’ awareness of how important it is to participate in their children's school-life has increased and their presence in our school campus is a clear evidence of the success of such meetings. Administration acknowledges the value of such meetings and more of the kind will make part of our future agenda.
Artifact # 9: Note from a Mentee
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Artifact # 10: Professional Development for Teachers (Originally created as a SmartBoard Presentation)Click on text below slide to open presentation on new page.
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Artifact # 11 - Engaging Parents in
Students School Life
| hispanicparent_teacherconnection.pptx |
