HANDBOOK FOR ESL TEACHERS

Transcription

1 DRAFT HANDBOOK FOR ESL ERS INDEX 2006/07 Edition

2 TABLE OF CONTENTS 3 Role Statement for ESL Teachers Administrative Responsibilities 5 Teaching Responsibilities 6 Essential Procedures for ESL Teachers 7 Effective collaboration between mainstream and ESL teachers - Part A 8 Matrix for effective collaboration between mainstream and ESL teachers - Part B 2006/07 2

3 ROLE STATEMENT FOR ESL SCHOOL-BASED AND ADVISORY VISITING ERS Part A - Administrative Responsibilities 1. Provide information to school administration teams on enrolment procedures and the availability of support for eligible students. 2. Regularly collect enrolment information from schools and send the appropriate forms to Central Office ESL Database so funding can be claimed. This is of vital importance, particularly in relation to New Arrivals. 3. Ensure all current enrolment information is sent to the Central Office ESL Database by the cut-off dates for New Arrival claims and the allocation of funding to districts, March 30, June 30 and October Check that all data on the ESL Database computer printouts is correct and updated. 5. Meet regularly with school principals (or other designated liaison) to inform them of the types of support currently being provided to students in their school and of any changes or developments in support, timetables, teacher s needs, etc. 6. Negotiate timetables and levels of support for individual students in consultation with classroom teachers and other support teachers, within the time constraints of your role. 7. Provide a copy of your current timetable, showing students supported, to the base location, each supported school and the District ESL Program Manager. 2006/07 3

4 ROLE STATEMENT (continued) 8. Inform all relevant schools, including the base school, of any absences, eg sick leave. Additionally, in the event of an extended period of sick leave, inform the District ESL Program Manager. 9. Discuss Long Service Leave and other lengthy periods of optional leave with the District ESL Program Manager prior to formal application. 10. Maintain up-to-date student data on the progress of each student receiving support and forward Form 5C, which includes current Bandscales levels, to the Central Office ESL Database on a semester basis. 11. Inform schools of the availability of translating and interpreting services for students eligible for ESL support. 12. Inform schools of the availability of community groups or services that may be able to provide support for migrant and/or refugee families. 2006/07 4

5 ROLE STATEMENT FOR ESL SCHOOL-BASED AND ADVISORY VISITING ERS Part B - Teaching / Advisory Responsibilities 1. Visit schools, as allocated, to assess the needs of eligible ESL students. 2. Discuss with classroom teachers and administrators the options available for ESL support. 3. ESL teachers can provide support in a variety of ways: Advise or discuss with classroom teachers strategies which can be used in the classroom to help ESL students learn English Co-operatively plan units of work with the classroom teacher Undertake face-to-face teaching of ESL students, individually or in small groups, working on specific problems or needs Report back to classroom teachers on the work covered and any progress made or problems discovered academic, social, cultural or emotional Advise classroom teachers on cultural differences which may cause difficulties in the early stages of the ESL student s adjustment to the new country / school Provide resources to classroom teachers / teacher aides where requested Request to attend parent interviews where appropriate. 4. ESL teachers should respond as quickly as possible to emergent requests for support from schools, while not neglecting pre-existing commitments. 5. Consider volunteering to participate in appropriate school committees - your contributions at decision making levels can provide valuable opportunities for ESL teacher input. 2006/07 5

6 ESSENTIAL PROCEDURES FOR ESL ERS On being appointed to a new base location & at the start of each year Make an appointment with the Principal to discuss: the English as a Second Language program criteria for eligibility the ESL allocative model roles and responsibilities o yours as the ESL teacher o theirs as your Line Manager (& Curriculum Supervisor if you support that school) enrolment procedures requirements of the Central Office ESL Database the type/s of service you can offer Teacher Aide availability logistics, etc Where several teachers are based at the one location, the whole group should jointly meet with the Principal. AVTs should provide their base school with an initial list of the schools to be visited and days worked, prior to the establishment of a regular timetable. All schools to be supported should be visited by the second week of term to establish contact and begin the process of determining the students eligible for support. On first being appointed to a particular school as an AVT Make an appointment with the Principal to discuss all of the above. Early in each term Make an appointment with the Principal (or other designated liaison) to discuss: the school s current eligible ESL student numbers time allocation methods of service delivery Teacher Aide availability, etc Use this discussion to negotiate how best to provide the school with the maximum possible, most appropriate ESL support, given their preferences and your allocation. On arrival at every school (daily/weekly) Your first stop on every visit is the school office: Sign on or follow whatever is that school s preferred procedure Report to the Principal (or other designated liaison) o to be informed of new enrolments o to update /be updated on students being supported, etc 2006/07 6

7 EFFECTIVE COLLABORATION BETWEEN MAINSTREAM AND ESL ERS - PART A The matrix following shows the wide scope of possibilities for effective collaboration between mainstream and ESL teachers. Some specific strategies that have proven effective are: 1) Include your AVT (ESL) in the planning of units of work and specific lessons. They are often able to provide or suggest resources that will help you to involve children with limited English in the lessons. 2) Arrange for your AVT (ESL) to see your planning, texts etc. ahead of time to enable them to suggest modifications, or plan parallel work for newer ESL students. Keep a copy of class notes to parents for your AVT (ESL) to see, or keep a notebook in which you write things as you think of them. Your AVT (ESL) may be contacted by parents with whom you have concerns about excursions, etc. If your AVT (ESL) knows what outings or activities are planned they can help assist the child to gain the most from the experience. 3) Discuss information on students cultural, linguistic and personal backgrounds with your AVT (ESL). 4) Ask your AVT (ESL) to try to ascertain a child s knowledge of a topic soon to be introduced and, if necessary, to plan work to help bring the child s knowledge in line with what others in class will bring to the topic. 5) Involve your AVT (ESL) in the evaluation and reporting process. ESL teachers have relevant tools (the NLLIA ESL Bandscales) that describe language development for ESL learners. 6) Involve your AVT (ESL) in the evaluation of units of work, lessons. 7) Use your AVT (ESL) to provide strategies to support ESL students in the preparation for the Year 3 and 5 Tests and for students caught in the Net process. 8) Access your AVT (ESL) to provide resources for teaching and learning strategies for anti-racist education. 9) Use your AVT (ESL) as an advocate within the school for ESL students and for multiculturalism, inclusive curriculum. 2006/07 7

8 EFFECTIVE COLLABORATION BETWEEN MAINSTREAM AND ESL ERS - PART B The matrix below shows the scope that can be negotiated between ESL and mainstream teachers. FOCUS ON WHAT FOCUS ON WHO TEAM WHOLE CLASS SUPPORT WHOLE CLASS INDIVIDUALLY SEPARATE SUB-GROUPS OF WHOLE CLASS SUPPORT SEPARATE ESL GROUP SUPPORT INDIVIDUAL ESL LEARNERS GUIDE THROUGH ORIGINAL (MAINSTREAM) PROVIDE PRELIMINARY PROVIDE RESTATED PROVIDE SUPPLEMENTARY GUIDE THROUGH AN AGREED SAMPLE OF THE ORIGINAL PROVIDE ALTERNATIVE 2006/07 8