Teaching ESL Students in Mainstream Classrooms: language in learning across the curriculum Information for Schools
|
|
- Adam Logan
- 8 years ago
- Views:
Transcription
1 : language in learning across the curriculum 2013 Information for Schools What is Teaching ESL student in Mainstream Classrooms (TESMC)? (TESMC) is for educators seeking to develop understandings of the cultural and linguistic diversity and experiences of ESL students, the central role language plays in learning and the teaching practices which explicitly support the language learning needs of ESL students. Refer Attachment 1: Module content: Teaching ESL Students in mainstream classrooms. While TESMC is geared to ESL students, its language focus and explicit pedagogy are highly relevant to the literacy development of all students. It builds teachers understanding of how language works across the curriculum (years 3 12) and provides a range of practical teaching and learning strategies. The course aligns closely with the Australian Curriculum: Literacy capability and the Language and Literacy strands of the Australian Curriculum: English. The Literacy capability states, while much of the explicit teaching of literacy occurs in the English learning area, it is strengthened made specific and extended in other learning areas as students engage in a range of learning activities with significant literacy demands (ACARA 2012). The Language strand in particular, where students develop their knowledge about the English language and how it works is new learning for many teachers. The course is also highly relevant for teachers to make explicit the language and literacy demands of the SACE. is most effectively undertaken by a cohort of teachers at their site. The site should have a priority around teachers having common understandings about language in the curriculum and a commitment for all teachers to explicitly teach about language to their students in all learning areas. The course was updated in 2011 and is currently marketed successfully nationally and internationally by DECD Publishing. Various tertiary institutions provide accreditation status within post graduate courses. This rigorous course provides the professional learning needed to sustain approaches to literacy improvement over many years. Rationale The course is based on the belief that explicit teaching about language is the most effective way to scaffold students to successfully engage with the curriculum. The course is based on a belief that explicitly and systematically teaching students about language and its use in a range of contexts using a scaffolded approach will impact on the quality of their learning across the learning areas. It provides teachers with an introductory understanding of the English language system, including a language to talk about language. A common metalanguage then builds coherence and consistency between teachers and explicitly supports students in developing their literacy skills. Student learning about language is best undertaken within the context of a teaching and learning cycle that moves through four key stages: setting the context, modelling and deconstruction, joint construction and independent construction. In the cycle, the teacher has a clear understanding about the kind of language demanded in various teaching and learning activities and how this can help to make decisions about what to scaffold and how to go about doing it. Course Aims The course provides teachers with: - an understanding of the kind of support ESL students need to be successful learners - a pedagogy for explicitly and systematically scaffolding language 1
2 - strategies that teachers can use across the curriculum for effective teaching and learning - an understanding of the role of language in learning - whole-school approaches to addressing the learning needs of ESL students The course integrates a developed awareness of the ESL student as a learner, valuing what the student brings to their learning. This is developed through explicit teaching of language and literacy for cultural inclusion using a scaffolded Teaching and Learning Cycle which moves through defined stages of setting the context, modelling and deconstruction, joint construction and independent construction. This Teaching and Learning Cycle is informed by a developed awareness of genre teaching and supported by teachers having the capacity of to teach the associated text structure and language features of a range of genres. Teachers undertaking the course develop the ability to plan systematic teaching and learning programs and associated assessment using the specific language resources within the program. The course promotes a whole school approach towards inclusion of ESL students using cultural awareness and a genre approach based on high challenge, high support principles which lead to successful language and literacy outcomes for all students involved. Planning processes developed include aspects such as whole school genre mapping, teacher agreements around collaboration, planning and assessment, and ongoing dialogue around sharing, evaluation and the acknowledgement and sustainability of good practice. Teachers from all learning areas will understand more of the language demands of their fields and will be better able to teach their students how to deal with these demands. Underpinning theories and pedagogy The definition of literacy that underpins the Australian Curriculum is referred to as a social view of language that considers how language works to construct meaning in different social and cultural contexts (ACARA 2012). This social view of language is informed by Halliday s functional model which is concerned with how language varies according to the socio-cultural contexts in which it is used. This provides the framework for looking at language at word, sentence and text levels, using functional and traditional grammar terms. It considers: - the range of genres or text types, their structure and language features - how the register continuum can inform language choices appropriate to the context - a teaching and learning cycle to scaffold control of genres as they increase in complexity - how the shift from oral language to written language informs language choice - scaffolding listening skills - reading, writing and assessment for a range of genres and related language choices - how language shifts from everyday to technical fields - whole school models for supporting ESL students The pedagogy (teaching and learning cycle) for supporting students to develop control of language in a range of contexts is based Bruner s notion of scaffolding, where the adult does what the child cannot do, expecting that the child will take over, and handing over as the child shows that they are ready. This is combined with Vygotsky s social constructivism, where all learning is social and occurs for students when the learning is within their zone of proximal development, with the support of a culturally informed other. How is the course delivered? The course is delivered over 9 modules by a trained tutor who is also an experienced practitioner, able to apply the theory into practice. Five of the Modules are 3 hours duration and 4 of the Modules are 2.5 hours. Each Module has Between Module Activities and Readings. It is recommended that modules be delivered fortnightly so teachers have time to complete the readings and activities. A reflection session at the beginning of each workshop allows time to discuss the Between Module Activities (BMAs), Readings and to reflect on the material covered in the previous workshop. The workshops are divided into a series of sessions with a range of activities which may include: input from the tutor or through DVD or text material discussion or other collaborative learning activities practical activities that are transferable to classroom contexts 2
3 Between Module Activities (BMAs): the BMAs are small scale investigations of understandings developed in the modules. Participants complete a report sheet on each BMA which also includes feedback for the tutor on the workshop and the readings. Between Module Readings: there are one to three readings provided for each module to reinforce or extend the understandings developed. Course registration (a) School-based course: If you are planning a course for your school, please nominate a course liaison person to oversee the administrative and organisational aspects of the course. They should contact: The Project Manager, Literacy Improvement Literacy Secretariat Ph The project manager will negotiate timelines and determine tutor availability. A cohort of 12 participants is required for course viability. The cost of the course is currently $230 per DECD participant, which includes a manual for each participant and DVD of between module readings. Schools may choose to pay all or some participant costs. Once a course is in place to run at your school, the course liaison person ensures that participants have completed registration forms and that payment has been organised. All registrations and payments must be sent to CEASA at least 2 weeks before the course starts to ensure that participants receive their course booklets for the first module. It is recommended that the liaison person collects and sends the registrations & payments in bulk. Refer Attachment 2: Checklist for course liaison. (b) Education Development Centre, Hindmarsh courses will be delivered at EDC when 12 or more expressions of interest are received. Dates will then be organised. Registration forms/expressions of interest can be downloaded from the CEASA website: CEASA contact details: ceasa@ceasa.asn.au Phone: Fax: Service Agreement The Literacy Secretariat currently has responsibility for tutor training costs of around $3000 per tutor. For each course, the Literacy Secretariat provides a grant of $5440 to the tutor s home school for release time for course preparation and delivery. Engagement with this professional learning requires significant commitment and resourcing by both the Literacy Secretariat and the school. A Service Agreement will be entered into by schools to acknowledge the respective responsibilities of both the Literacy Secretariat and the school leadership team. How can our school support teachers to engage with and sustain their learning? The course offers deep and challenging learning. We know this learning occurs best when teachers can reflect, apply and discuss their learning within a professional learning community as they increasingly develop the confidence to use and discuss their new learning using a shared metalanguage. In order to support this, schools should consider supporting a cohort of around 15 teachers to undertake the course, usually over a semester. Resources could be allocated to support these teachers to undertake the course and some release time could be provided to allow them to undertake required coursework, or it could be incorporated into a student free day (with negotiation with the course tutor/project Manager). Staff should agree to participate in this professional learning as a key element of their performance development, aligned to the schools literacy priorities. A key strategy to ensure sustainability for the learning is for these staff to share their learning, successful strategies they have used and evidence of student improvement. Peer observation of those practices is supported, and over time, it is anticipated that all relevant staff will undertake the course. 3
4 What teachers are saying about Teaching ESL Students in Mainstream Classrooms Primary teacher I have learnt so much! Many things have become clearer to me. I am becoming more explicit in my teaching and feeling very confident about it. One of the most worthwhile courses I have ever participated in. Secondary teacher The emphasis on all subject teachers using the strategies in this course was very relevant. I think as a whole site we need to take on a more coordinated approach to teaching language across the school New teacher I am glad I did this in my first year of teaching. All first year teachers should do this course. Leader TESMC has provided us with a solid foundation on which to build a coordinated approach to literacy and inclusive practices across the curriculum. Worth the time and effort! Attachments: Attachment 1: Module content: Teaching ESL students in mainstream classrooms Attachment 2: Checklist for course liaison Attachment 3: How school leaders can support effective professional learning Attachment 4: Evidence base for professional learning Attachment 5: Literacy Improvement Plan 4
5 Module Content: : Language in Learning across the curriculum Attachment 1 Module Topic Contents 1 ESL students and learning in a second language Who are ESL students and what affects their learning? Learning an additional language How we can support ESL students 2 Language and learning and the role of scaffolding 3 Oral Language: how the task shapes the talk 4 Interpreting and producing talk as performance 5 Working with written and visual texts 6 Working with written and visual texts at the text level 7 Developing knowledge of genre and language: the language level Language text and context A functional model of language Scaffolding a teaching and learning cycle Oral language across the mode continuum Oral language tasks Oral language: talk as performance Talk as performance: issues for ESL students and classroom strategies Assessment of oral language Different ways of making meaning Exploring genre Genres across the curriculum Looking at language at the text level Supporting ESL students with reading Linking back to the Teaching and Learning Cycle Moving across the register continuum Focussing on the nominal group Moving to highly written texts through nominalisation Matching the register: Dictogloss 8 Assessing written texts How accessible are the texts we use? 9 Programming & whole-school models of ESL support Assessment of written language Programming Whole school framework for supporting ESL students 5
6 Checklist for Course Liaison Attachment 2 Actions Coordinating a course on your site ensure all participants receive course information and registration forms send all registrations & payments to CEASA at least 2 weeks before the course is due to start contact CEASA to confirm delivery time for participant manuals ph: contact course tutor to confirm dates and times ensure all participants know dates, start & end times and location of workshops ensure course tutor and all participants are notified of any alterations to dates, times and location of workshops book appropriate room: Person responsible Comment/ Completed - large enough for cabaret seating - easy & quick access to tea and coffee facilities - near to toilet facilities - see equipment requirements below organise catering for the course check that participant course books have arrived (tutor responsible for distributing these at first workshop) ensure that after school hours access arrangements are in place: - caretaker/cleaners informed - ensure process is in place for lock up get list of equipment needed for each workshop from course tutor and book equipment for each workshop set up room for each workshop: - chairs and tables at adult height - cabaret seating - check equipment is working organise how clearing up will occur after each workshop ensure course evaluations have been forwarded to the Project Manager, Literacy Improvement 6
7 Attachment 3 How school leaders can support effective professional learning The following is intended to support schools undertaking a professional learning course at their site with a cohort of teachers. This should be part of the school s Site Improvement Plan, and relate to an identified need within the school. Schools may choose to include targets around teachers undertaking professional learning courses. For example: - A minimum of 75% of teachers will be supported to undertake literacy professional learning courses over the next 3 years - Literacy professional learning will be part of all teachers performance development plans, and for formal PMP meetings, incorporating literacy into teaching and learning will be a requirement Central to supporting effective professional learning are strategies to: - engage teachers - support them to undertake courses - sustain the professional learning and transform classroom practice. The following provides some guidelines to help achieve the above. Engage Develop and implement mechanisms that strengthen teacher s willingness to engage in increasing their knowledge, skills and practice in supporting students language and literacy development in all areas of learning by: establishing a Literacy Improvement Group that identifies and implements strategies aligned to the Site Improvement Plan mapping genre and language features across the curriculum and the year levels to determine student language learning needs and hence staff professional learning needs mapping the Language and Literacy Strands of the Australian English curriculum and the Achievement Standards to determine staff professional learning needs undertaking/providing targeted professional learning (eg TL cycle, nominalisation, reading comprehension) through staff meetings to build staff awareness of need for further systematic professional learning (cherry pick or deep systematic engagement) supporting self reflection on capacity for language and literacy instruction (eg through performance development processes, use of capacity matrix). strategically engaging key personal in the initial course at the school: staff leadership team, faculty leaders, year level groups, learning area groups Support Promote and support teachers in undertaking sustained professional learning by: providing course subsidies to participants (they are already putting in a lot of their own time) providing regular meeting times to support collaboration with between module activities and readings (i.e. their homework/opportunities for consolidation, clarification of new learning) exploring flexible delivery of course and providing some TRT time release for teachers (incorporate course into student free days). 7
8 Sustain Plan and deliver follow-up that ensures implementation of learning and ongoing changed classroom practice by: providing opportunities for peer mentoring and classroom observation providing regular meeting times, post course workshops/tutorials (and release time?) to support ongoing professional learning discussions around TESMC (eg to develop teaching and learning programs/materials, collaborative planning and teaching, resource development) providing resources (model texts, library resources, research and publications, support mechanisms) developing resources for explicit teaching - faculty scope and sequence with specific reference to literacy requirements - modelling and scaffolding use of teaching learning cycles - focussing on specific language features (eg noun groups, nominalisation, conjunctions) - sharing teaching and learning programs and resources using participant rubrics and course evaluation sheets to identify areas of growth and areas for continuing development training a site based tutor who can provide ongoing implementation support. 8
9 Attachment 5 Evidence base for effective professional learning Research shows that professional learning and development is effective when teachers: - integrate theory with practice (ie have a theoretical perspective which drives beliefs and actions). The selected sustained courses have a strongly and internationally accepted theoretical base - have existing assumptions, knowledge and skills engaged but also challenged. Sustained courses allow for the iterative attention to existing and new knowledge and skills that will dispose teachers to changes in practice - have multiple opportunities to learn and practise new knowledge and skills in a trusting yet challenging environment. Sustained courses with the same group of people allow for the development of a trusting and challenging environment. Professional learning communities could be established, in individual schools, in existing clusters of schools or in self-selected new ones. School leaders are strongly encouraged to be active participants in Teaching ESL Students in Mainstream Classrooms and to engage in regular professional learning discussions to support a common language and coherent practice across the school (refer Robinson below). Hattie: Teachers make a Difference: What is the research evidence? - Feedback (telling students what they have done well, and what they need to do to improve) Effect size:1.13* - Instructional quality Effect size: Direct instruction (explicit teaching) Effect size: 0.82 *An effect size of 0.4 is equivalent to a one grade increase in a year). McKinsey: world s top performing schools - getting the right people to become teachers - developing them into effective instructors - ensuring that the system is able to deliver the best possible instruction for every child. Timperley, H: Teacher Professional Learning and Development - it typically takes 1 to 2 years to build the pedagogical content knowledge to change practice - leaders are active participants, setting up ongoing opportunities for teacher learning. data/assets/pdf_file/0017/16901/tplanddbesentire.pdf Robinson, V: Uni of Auckland, Oct, Establishing Goals and Expectations: Effect size: Strategic Resourcing Effect size: Planning, Coordinating and Evaluating Teaching and the Curriculum Effect size: Promoting and Participating in Teacher Learning and Development Effect size: Ensuring an Orderly and Supportive Effect size data/assets/pdf_file/0020/13727/leadership_oration.pdf 9
10 Attachment 7 Literacy improvement Plan The Literacy Improvement Model is designed to support site and regional teams build and strengthen coherent whole site approaches to literacy. Developing an agreed and coherent whole site literacy approach requires consistent attention to: Focused literacy leadership Quality literacy teaching Challenged and engaged literacy learners Successful literacy pathways with high expectations Partnerships with families and communities Use of evidence, data and research A key aspect of literacy improvement is the quality of the teaching. The professional learning in Teaching English as a Second Language in Mainstream Classrooms supports an agreed and coherent whole site collaborative approach to ESL student inclusion and whole school literacy practices, where teachers gain understandings of ESL students and a shared language for literacy teaching and assessment relevant for the whole school context. This supports a consistent and coherent implementation of curriculum and pedagogy across year levels and content areas that uses data evidence to drive instruction, interventions and resources. Collaborative professional learning is central to building educators capacity to refine literacy practices and apply differentiated teaching and learning to support each learner achieve improved literacy outcomes. The Literacy Improvement Plan below is intended to support schools to frame professional learning within a sustainable, whole school approach. and to their 10
11 Literacy Improvement Plan Aspects of a coherent whole site approach Strategies/Activities Intended Outcomes Timeline Key Personnel Literacy leadership What role will leaders take in supporting a common vision and focus for literacy professional learning? Quality literacy teaching What professional learning will support teachers to provide balanced and integrated literacy instruction taught explicitly across all levels of schooling and each curriculum area? Challenged and engaged literacy learners How will you actively engage students to build their literacy knowledge and skills to listen, read, view, speak, write and create increasingly complex and sophisticated texts across the range of text types with accuracy, fluency and purpose? How will you support students to apply their developing knowledge of the English language confidently, effectively and critically in a range of contexts? How will you support students to have the dispositions and abilities to use language in powerful and effective ways to make decisions, take actions and influence the world they live in? Successful literacy pathways with high expectations How will you ensure each learner is provided with continuing, progressive and sequenced opportunities to develop their literacy skills? How will you ensure teaching and learning, including intervention support, is targeted to the individual s literacy needs? Partnerships with families and communities 11
12 Aspects of a coherent whole site approach Strategies/Activities Intended Outcomes Timeline Key Personnel How do you build on home literacies, provide information on student progress and work authentically y with families to support literacy improvement? Use of evidence, data and research How do you systematically review the effectiveness of your literacy programs, practices and resources? How do you collect and analyse multiple measures of literacy data to inform site and teaching priorities? How are staff supported to engage with and apply research, inquiry and professional learning into practice? How do you use improvement cycles to improve outcomes, build staff expertise and deploy resources 12
DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW
DECS IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK RESOURCES GUIDE TO SELF REVIEW Reflect... Improve... Achieve GUIDE TO SELF REVIEW The purpose of Self Review Effective organisations regularly monitor and
More informationPlanning and Programming Guidelines for Teachers. Transition Year 9
Planning and Programming Guidelines for Teachers Transition Year 9 2010 Planning and Programming Guidelines for Teachers Transition Year 9 NT Department of Employment and Training Requirements for curriculum,
More informationPRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
More informationProgramme Specification (Postgraduate) Date amended: 30 March 2012
Programme Specification (Postgraduate) Date amended: 30 March 2012 1. Programme Title(s): MA in Education: Leadership and Learning. 2. Awarding body or institution: University of Leicester 3. a) Mode of
More informationTeaching Reading. A Guide to the Report and Recommendations for Parents and Carers
Teaching Reading A Guide to the Report and Recommendations for Parents and Carers National Inquiry into the Teaching of Literacy December 2005 Commonwealth of Australia 2005 This work is copyright. It
More informationInformation for New Scheme Teachers
Information for New Scheme Teachers INTRODUCTION Teaching is a dynamic and rewarding profession. Good teachers provide students with rich, interesting and well structured learning experiences. Teachers
More informationGEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
More informationProfessional Standards for Teachers
Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.
More informationMA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL
Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging
More informationDoctor of Education - Higher Education
1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership
More informationRevisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect
More informationSchool Strategic Plan for Highvale Secondary College 7918 2016-2019
School Strategic Plan for Highvale Secondary College 7918 2016-2019 Endorsement by School Principal Signed Name Ian Watkins Date 15 September 2015 Endorsement by School Council Signed Name Fred Butcher
More informationAppraisal for teachers: Support for professional leaders. Workshop One: Strengthening understanding of appraisal
Appraisal for teachers: Support for professional leaders Workshop One: Strengthening understanding of appraisal Welcome! E ngāmana, e ngāreo, e raurangatiramā, Naumai, haeremai! A warm welcome to you all!
More informationA guide to the evidence-based process for full registration SUPPORTING PROVISIONALLY REGISTERED TEACHERS
A guide to the evidence-based process for full registration SUPPORTING PROVISIONALLY REGISTERED TEACHERS Updated 0 SUPPORTING PROVISIONALLY REGISTERED TEACHERS ONLINE Teachers with provisional registration
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationOpportunities for multi-levelling
Course rationale: Senior NCEA ESOL This course is designed to meet the English language learning needs of students who are working at ELLP stage 1 and stage 2 of The English Language Learning Progressions
More informationOur Young Learners: giving them the best possible start
NSW DEPARTMENT OF EDUCATION & TRAINING Our Young Learners: giving them the best possible start An Education Strategy for the Early Years from Kindergarten to Year 4, 2006-2009 Introduction We are committed
More informationKey Principles for ELL Instruction (v6)
Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require
More informationTHE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
More informationFramework and Guidelines for Principal Preparation Programs
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
More informationNottingham Trent University Programme Specification
Nottingham Trent University Programme Specification Basic Programme Information 1 Awarding Institution: Nottingham Trent University 2 School/Campus: School of Education/ Clifton campus/ Offsite 3 Final
More informationInstruction: Design, Delivery, Assessment Worksheet
Reading Specialist Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program
More informationNicole Rettke and Mun Wei Wong Fairfield Primary School. Giovanna Liapis Thornbury High School. Sue Richardson Croxton Special School.
Middle Years teachers from a primary, secondary and special setting work together to teach visual literacy through film analysis and production in their classroom By Nicole Rettke and Mun Wei Wong Fairfield
More informationThe Standards for Leadership and Management: supporting leadership and management development December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership
More informationLANG 557 Capstone Paper . Purpose: Format: Content: introduction view of language
Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards
More informationEXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
More informationCalifornia State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan
California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual
More informationProgramme Specification Foundation Degree (Arts) Business and Enterprise
P Programme Specification Foundation Degree (Arts) and Enterprise Valid from: September 2015 Oxford Brookes University Faculty of / (Activate Learning) Reading College 1 SECTION 1: GENERAL INFORMATION
More informationENGLISH. Second Language. as a GUIDELINES FOR SCHOOLS
E S L ENGLISH as a Second Language GUIDELINES FOR SCHOOLS ISBN 0731383451 SCIS 1176326 2004 NSW Department of Education and Training Multicultural Programs Unit Level 14, 1 Oxford Street Darlinghurst NSW
More informationElementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
More informationCAREER AND TRANSITION SERVICES FRAMEWORK: an effective national approach to youth transitions
CAREER AND TRANSITION SERVICES FRAMEWORK: an effective national approach to youth transitions PREAMBLE The Career and Transition Services (CTS) Framework will help young people to make successful transitions
More informationSchool Management Plan 2012 2014. 2012 2014 School Management Plan Identifier: SPS PD/110712/D004
School Management Plan 2012 2014 Policy: 2012 2014 School Management Plan Identifier: SPS PD/110712/D004 Author: Mr. Bernard Cheng Consultation: School Executive Endorsement: Kerri Brickley: School Education
More informationMASTER OF EDUCATIONAL LEADERSHIP IN EARLY CHILDHOOD
EDUCATIONAL LEADERSHIP IN EARLY CHILDHOOD 01 EDUCATIONAL LEADERSHIP IN EARLY CHILDHOOD The University of Canberra The University of Canberra (UC), established in 1968, is located in Australia s national
More informationCLEMTON PARK PS. Learning Support Team Policy
CLEMTON PARK PS Learning Support Team Policy A Learning Support Team A learning support team is a whole school planning and support mechanism. It is formed with the purpose of addressing the learning support
More informationAustralian Professional Standard for Principals
AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the
More informationArkansas Teaching Standards
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
More informationThe University s course specification template has been developed to fulfil three main functions; it shall act:
LONDON METROPOLITAN UNIVERSITY Course Specification template The University s course specification template has been developed to fulfil three main functions; it shall act: as a source of information for
More informationGovernment response to the review of teacher education and school induction
Government response to the review of teacher education and school induction Government response to the review of teacher education and school induction In February 2010, the Queensland Government released
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award Doctor of Clinical Psychology 4 Programme Title Doctorate in Clinical Psychology
More informationInspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G
School Self-Evaluation Guidelines for Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines
More informationTHE SCHOOL DISTRICT OF PALM BEACH COUNTY. Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement
THE SCHOOL DISTRICT OF PALM BEACH COUNTY Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement 2011 2016 William F. Malone, Acting Superintendent Constance Tuman Rugg,
More informationdeveloping an action plan Implementing change: Implementing change: developing an action plan
Implementing change: developing an action plan Implementing change: developing an action plan Implementing change: developing an action plan Implementing change overview The change process through which
More informationHow To Build Connection With New Arrival Students
Building connection in working with new arrival immigrant and refugee students Jenny Barnett, University of South Australia, South Australia Rosie Antenucci, Department of Education and Children s Services,
More informationNCNSP Design Principle 1: Ready for College
College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All
More informationQueensland Education Performance Review
Queensland Education Performance Review Government to the Report of the Queensland Education Performance Review Masters Review A Shared Challenge: Improving Literacy, Numeracy and Science Learning in Queensland
More informationA TEACHING AND LEARNING ISH, MATHS AND SCIENCE MA AND SPECIALIST PATHWAYS PATHWAYS (ENGLISH, MATHS GLISH, MATHS AND SCIENCE)
A TEACHING AND LEARNING ISH, MATHS AND SCIENCE MA A TEACHING AND LEARNING AND SPECIALIST PATHWAYS PATHWAYS (ENGLISH, MATHS GLISH, MATHS AND SCIENCE) FACULTY OF EDUCATION AND CHILDREN S SERVICES ACADEMIC
More informationAUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional
More informationBusiness Plan 2015-2017 COMET BAY COLLEGE
Business Plan 2015-2017 COMET BAY COLLEGE Our Business Plan 2015-2017 Our Vision To seek excellence in all that we do. We will:» Promote equity and excellence» Ensure that all students become successful
More informationb. A handout for your MATESOL Conference presentation
M.A. TESOL Capstone Project Overview: The M.A. TESOL Capstone Project (CP) provides students with an opportunity to demonstrate their in-depth knowledge and practical expertise in a specific area of the
More informationThe Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The
More informationCalifornia University Intermediate Unit 1 ESL Professional Development Project
California University Intermediate Unit 1 ESL Professional Development Project The California University of Pennsylvania (Cal U)/ Intermediate Unit 1 (IU1) English as a Second Language (ESL) Professional
More informationPGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications
PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications Faculty of Education, Law and Social Sciences School of Education December 2011 Programme Specification PG
More informationEvidence Guide for the Proficient Teacher Standards
Guide for the Proficient Teacher Standards Guide for the Proficient Teacher Standards Table of Contents Section One: Teaching Standards... 3 Section Two: for Accreditation... 8 Section Three: Examples
More informationSTUDENT OUTCOMES ASSESSMENT PLAN (SOAP)
Masters of Arts in Education, Early Childhood Education Option Kremen School of Education and Human Development STUDENT OUTCOMES ASSESSMENT PLAN (SOAP) I. Mission Statement Empower Early Childhood Education
More informationBecoming a Cambridge Professional Development Centre A guide to the approval process
Section heading Becoming a Cambridge Professional Development Centre A guide to the approval process The development of teachers and leaders is an essential part of school life. Cambridge Professional
More informationBachelor of Education Early Childhood
Faculty of Humanities Faculty of Humanities Faculty of Professional Experience Handbook Bachelor of Education Early Childhood Bentley and Regional Professional Studies in Teaching an Assessment in Junior
More informationForeword. Harold Hislop, Chief Inspector DES Stanley Goudie, Chief Inspector ETI
A Joint Report by the Education and Training Inspectorate and the Department of Education and Skills Inspectorate on How Best to Promote and Improve Literacy and Numeracy in our Schools November 2010 December
More informationFoundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0
Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0 UCAS code: Awarding Institution: Teaching Institution: Relevant QAA subject
More informationShape of the Australian Curriculum: English. May 2009
Shape of the Australian Curriculum: English May 2009 COPYRIGHT Commonwealth of Australia 2009 This work is copyright. You may download, display, print and reproduce this material in unaltered form only
More informationResponse to QCEC Discussion Paper Pre service Teacher Education Entry Requirements December 2012
Response to QCEC Discussion Paper Pre service Teacher Education Entry Requirements December 2012 Australian Catholic University (ACU) welcomes this opportunity to inform discussion on entry levels into
More informationEvaluation Case Study
Australian Government Department of Education More Support for Students with Disabilities 2012-2014 Evaluation Case Study Team teaching by speech pathologists and teachers in the classroom MSSD Output
More informationEnglish. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English
English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official
More informationICAN Case Management Standards
ICAN Case Management Standards The purpose of the standards will be to: Provide a framework/ tool to ensure that a minimum service is delivered across all schools, irrespective of service provider. Assist
More informationUNIVERSITY OF BRIGHTON PROGRAMME SPECIFICATION
UNIVERSITY OF BRIGHTON PROGRAMME SPECIFICATION PART 1: COURSE SUMMARY INFORMATION Awarding body University of Brighton School Centre for Learning and Teaching (CLT) Faculty Faculty of Education and Sport
More informationFor examination in 2015
Cambridge International Certificate in Teaching with Digital Technologies 6224 Cambridge International Diploma in Teaching with Digital Technologies 6225 For examination in 2015 Preface This syllabus sets
More informationNATIONAL STRATEGIC INDUSTRY AUDIT. TAA40104 Certificate IV in Training and Assessment
2010 NATIONAL STRATEGIC INDUSTRY AUDIT TAA40104 Certificate IV in Training and Assessment WESTERN AUSTRALIA FINAL REPORT June 2010 CONTENTS 1. Executive Summary 2 2. Background 5 3. Methodology 5 4. Findings
More informationp e d a g o g y s t r a t e g y MCEETYA A u s t r a l i a N e w Z e a l a n d
p e d a g o g y s t r a t e g y MCEETYA A u s t r a l i a N e w Z e a l a n d Pedagogies that integrate information and communication technologies can engage students in ways not previously possible, enhance
More informationACTION 100 and Students Receiving Special Education Services
ACTION 100 and Students Receiving Special Education Services Approximately 12% of students in grades K-12 currently receive special education services. These students include: those with diagnosed learning
More informationStanding Tall in Literacy and Numeracy
Standing Tall in Literacy and Numeracy > Summary > Target student group > Method > Results > Lessons learned > Next steps > Research base > Further reading and links > Contacts 1 Summary The Standing Tall
More informationREGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)
247 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work
More informationCourse outline. Code: EDU317 Title: Teaching Health and Physical Education in Primary School
Course outline Code: EDU317 Title: Teaching Health and Physical Education in Primary School Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator:
More informationTEACHER/HIGHER EDUCATION INSPECTION
TEACHER/HIGHER EDUCATION INSPECTION Education and Training Inspectorate An Inspection Report on the PGCE Early Years Programme, with a focus on Literacy and Numeracy, Stranmillis University College Inspected:
More informationPrincipal Practice Observation Tool
Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE DIPLOMA IN EDUCATIONAL STUDIES
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationThe Standard for Career-Long Professional Learning: supporting the development of teacher professional learning December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standard for Career-Long Professional Learning: supporting the development of teacher professional learning December 2012 Contents Page The Standard
More informationSupporting successful transitions. School decision-making tool
Supporting successful transitions School decision-making tool 150233 Department of Education and Training Supporting successful transitions: School decision-making tool Starting school is an important
More informationHonours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationGradDipTchLn (Primary) College of Education. Primary. Education
GradDipTchLn (Primary) College of Education Primary. Education 20 Graduate Diploma of Teaching and Learning (Primary) Primary Teaching Primary teaching (for Years 1 8, ages 5 13) allows you to use your
More informationCourse outline. Code: EDU351 Title: Alternative Schooling Pedagogies
Course outline Code: EDU351 Title: Alternative Schooling Pedagogies Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 1 Year: 2015 Course Coordinator: Elizabeth Toohey Tel:
More informationProgramme Specification. MSc Accounting. Valid from: September 2014 Faculty of Business
Programme Specification MSc Accounting Valid from: September 2014 Faculty of Business 1 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim
More informationHome Economics Education
Subject Area Syllabus and Guidelines Home Economics Education (Part 2 of 4) Level 4 to Beyond Level 6 Note: The PDF version of this document has been split into sections for easier download. This file
More informationHow To Teach
AITSL is funded by the Australian Government Certification documentary evidence supplement Lead teachers Companion document to the Guide to Certification of Highly Accomplished and Lead Teachers in Australia
More informationInitial Teacher Education: Selection Criteria for Teacher Education Candidates
Initial Teacher Education: Selection Criteria for Teacher Education Candidates Prepared by: The Australian Secondary Principals Association on behalf of the peak national principal associations June 2015
More informationYou have opened the information package on Principal Professional Development project for NSW DEC principals and leadership associations.
You have opened the information package on Principal Professional Development project for NSW DEC principals and leadership associations. This package should be viewed in conjunction with the Expression
More informationEvaluation Case Study. Leadership development in special schools
Australian Government Department of Education and Training More Support for Students with Disabilities 2012-2014 Evaluation Case Study Leadership development in special schools Output 7: Supporting school
More informationBUILDING CURRICULUM ACCOMMODATION PLAN
BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION
More informationCourse outline. Code: EDU343 Title: Inclusive Practices and Intervention in Early Education
Course outline Code: EDU343 Title: Inclusive Practices and Intervention in Early Education Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator:
More information2 Degree Type : Single Honours 3 UCAS Code : JX91 4 NYT Course S L CT 5 1 Education 1A : Lifespan
B 1 Degree Title (B.Ed) B.ED Design and Technology 2 Degree Type : Single Honours 3 UCAS Code : JX91 4 NYT Course S L CT 5 1 Education 1A : Lifespan c 8 20 Development, Socialisation and Learning 6 Education
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationCambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248
Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 For examination in 2015 Preface This syllabus sets out the details of the
More informationEvaluation Case Study. Changing the roles of special education teachers
Australian Government Department of Education More Support for Students with Disabilities 2012-2014 Evaluation Case Study Changing the roles of special education teachers MSSD Output 9: Modifying lesson
More informationGreenwood College Business Plan 2015-2017
Greenwood College Business Plan 2015-2017 Greenwood College 2015-2017 Business Plan Our Business Plan 2015 2017 is a reflection of the College s priorities and change initiatives that endeavour to ensure
More informationHow To Teach Reading
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
More informationHow To Write The English Language Learner Can Do Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
More informationMaster in School Leadership
Education with specialist streams in Literacy and Numeracy Australia n China n India n Italy n Malaysia n South Africa www.education.monash.edu Become a transformational leader with the Faculty of Education
More informationThe Primary Curriculum in Schools
The Primary Curriculum in Schools Insights from the Curriculum Implementation Evaluation and the Primary Curriculum Review English Visual Arts Mathematics 1 Introduction During the 2003/2004 school year,
More informationBUILDING A HIGH PERFORMING SYSTEM. A business improvement plan for the Department for Education and Child Development
BUILDING A HIGH PERFORMING SYSTEM A business improvement plan for the Department for Education and Child Development BUILDING A HIGH PERFORMING SYSTEM 1 Contents Executive summary 3 Increasing local decision-making
More informationProfessional Education Unit Assessment System School of Education and Child Development Drury University
Plan 7-30-12 1 Professional Education Unit Assessment System School of Education and Child Development Drury University Overview and Goals The PEU assessment system is designed to facilitate collection
More informationKey Components of Literacy Instruction
Key Components of Literacy Instruction The longer I write and read, the more I learn; writing and reading are lifelong apprenticeships --Donald M. Murray W e, in MPS, believe that effort creates ability.
More informationInspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G
School Self-Evaluation Guidelines for Post-Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines
More information