Demands of the CCSS: Preparing Effective Teachers of English Learners

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What are the skills and expertise teachers need to work with English learners in the era of the Common Core State Standards? Presentation with Diane Staehr-Fenner at the 2013 National Association for Bilingual Education (NABE) Conference in Orlando, FL.

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<ul><li> 1. 1DEMANDS OF THE CCSS:PREPARING EFFECTIVE TEACHERSOF ENGLISH LEARNERSDiane Staehr Fenner, Ph.D.John Segota, CAENational Association of Bilingual EducationOrlando, FLFebruary 7, 2013 </li> <li> 2. 2The Issues Increasing number of ELs, including US-born ELs and long-term ELs All students, including ELs, face new, demanding academic requirements with the CCSS Licensure requirements for working with ELs vary widely across states the patchwork quilt approach Focus has been on the what of the CCSS, not the how </li> <li> 3. 3Professional Teaching Standards Can provide a framework to: Define successful teachers of ELs knowledge, skills, and dispositions toward working with ELs Begin to support necessary skills teachers will need to implement the CCSS for ELs Provide a starting point to identify gaps in teachers expertise and design PD for teachers so that they can better support ELs in achieving the CCSS </li> <li> 4. 4Session Outcomes Demonstrate understanding of: CCSS demands for ELs ESL teacher certification requirements National Board for Professional Teachings English as a New Language Standards TESOL International Associations P-12 Professional Teaching Standards Identify gaps in teachers expertise to better prepare all teachers in your context to teach ELs during the implementation of the CCSS </li> <li> 5. Staehr Fenner &amp; Segota, 2012Implementation of CCSS: A SystemsApproach </li> <li> 6. 6Guiding Questions Consider overall academic strengths and challenges for Duy Emilia What challenges will their teachers face in implementing the CCSS with them? What kind of skills will their teachers need? </li> <li> 7. 7Duy Kim 8 years old/3rd grade Born in US to Vietnamese parents Speaks only Vietnamese at home Parents read to him in Vietnamese Intermediate level of English language proficiency Loves going to the library and using computers Attends Vietnamese school on Saturdays </li> <li> 8. 8Emilia Perez 17 years old/9th grade Moved from Mexico at age 13 Attended school in Mexico until 4th grade Lives with aunt and uncle in US Works in grocery store after school Low literacy skills in Spanish Beginning level of ELP Worries about graduating </li> <li> 9. Source: Achieve the Core 93 Shifts of the ELA/Literacy CCSS </li> <li> 10. Achieve the Core 10ELA Shift 1 / ExpertiseShift Teacher Expertise NeededBuilding knowledge Build ELs background knowledge about the nonc3on texts through content-rich content nonc3on Integrate ELs background knowledge and culture Teach ELs informa3onal text vs. literary text structure Use ELs L1 reading literacy skills as a support Adapt/supplement grade level complex texts for ELs at lower levels of English language prociency Collaborate to share eec3ve strategies for teaching ELs using nonc3on Scaold and support instruc3on using nonc3on for ELs Design appropriate classroom assessments so that ELs can demonstrate what they know and can do Use English language prociency/development standards and CCSS to support instruc3on </li> <li> 11. Achieve the Core 11ELA Shift 2 / ExpertiseShift Teacher Expertise NeededReading, Build upon students background and cultures; build background wri3ng and where necessary on using evidence speaking Create appropriate text dependent ques3ons for students at dierent levels of prociency grounded in Teach ELs the academic language necessary so that they can use evidence from evidence from literary and informa3onal text in reading, speaking, text, both listening, and wri3ng literary and Provide ELs linguis3c structures to succeed informa3onal Create and use scaolding and supports so that ELs at dierent levels of English prociency can take part in meaningful conversa3ons and wri3ng using a grade-level text Design appropriate classroom assessments for ELs at dierent levels of English language prociency Collaborate to share eec3ve strategies for teaching ELs to cite evidence when wri3ng and speaking Use ELD standards and CCSS to support instruc3on </li> <li> 12. Achieve the Core 12ELA Shift 3 / ExpertiseShift Teacher Expertise NeededRegular prac3ce with Analyze complex texts and make ELs aware of discourse and complex text and its gramma3cal structures in complex texts academic language Choose and adapt supplementary texts in English and/or the L1 based on ELs reading level, English language prociency level, background, and culture Teach strategies to guess unknown words (e.g., cognates, prexes, roots, suxes) Recognize and teach the meaning of idioma3c expressions and technical terms Explicitly teach the academic language necessary to comprehend complex texts so that ELs can use academic language across content areas Collaborate to share eec3ve strategies for teaching ELs to read complex text and use academic language Use ELD and CCSS standards to support instruc3on </li> <li> 13. 13Reflection Which CCSS shifts are the most challenging for your teachers? Why? What kinds of professional development or support would your teachers need to address these CCSS shifts to effectively instruct your ELs? </li> <li> 14. Ballantyne, Sanderman, &amp; Levy (2008) 14Certification Requirements Related to ELs for AllTeachers Specific EL coursework and/or certification requirements 4 states Use of National Council for Accreditation of Teacher Education (NCATE) unit standards - 7 states Reference to unique challenges of ELs in certification standards - 17 states Reference to language as an example of diversity in certification standards - 8 states No requirements - 15 states </li> <li> 15. TESOL, in press 15ESL Teacher Credentialing Requirements Endorsement - 33 states Full certification/licensure - 9 states Add-on Certificate - 6 states No information readily available - 2 states </li> <li> 16. 16NBPTS and TESOL Standards Development Content overview Similarities </li> <li> 17. 17NBPTS English as a New LanguageStandardsI. Knowledge of Students II. Knowledge of Culture and Diversity III. Home, School, and Community Connec3ons IV. Knowledge of the English Language V. Knowledge of English Language Acquisi3on VI. Instruc3onal Prac3ce VII. Assessment VIII.Teacher as Learner IX. Professional Leadership and Advocacy </li> <li> 18. 18TESOLs Domains &amp; Standards </li> <li> 19. 19P-12 Professional Teaching StandardsDomain 1 Language 1.a. Language as a System 1.b. Language Acquisi3on and Development Domain 2 Culture Culture as It Aects Student Learning Domain 3 Planning, Implemen3ng, and Managing Instruc3on 3.a. Planning for Standards-Based ESL and Content Instruc3on 3.b. Implemen3ng and Managing Standards-Based ESL and Content Instruc3on 3.c. Using Resources and Technology Eec3vely in ESL and Content Instruc3on </li> <li> 20. 20P-12 Professional Teaching StandardsDomain 4 Assessment 4.a. Issues of Assessment for English Language Learners 4.b. Language Prociency Assessment 4.c. Classroom-Based Assessment for ESL Domain 5 Professionalism 5.a. ESL Research and History 5.b. Professional Development, Partnerships, and Advocacy </li> <li> 21. 21NBPTS/TESOL Content CrosswalkNBPTS Standard TESOL StandardI. Knowledge of Students 3.a. Planning for Standards- Based ESL and Content Instruc3on II. Knowledge of Culture and 2. Culture as it Aects Student Diversity Learning III. Home, School, and 5.b. Professional Development, Community Connec3ons Partnerships, and Advocacy IV. Knowledge of the English 1.a. Language as a System Language V. Knowledge of English 1.b. Language Acquisi3on and Language Acquisi3on Development </li> <li> 22. 22NBPTS/TESOL CrosswalkNBPTS Standard TESOL Standard(s)VI. Instruc3onal Prac3ce 3.a. &amp; 3.b. Implemen3ng and Managing Standards-Based ESL and Content Instruc3on 3.c. Using Resources and Technology Eec3vely in ESL and Content Instruc3on VII. Assessment 4.a. Issues of Assessment for English Language Learners 4.b. Language Prociency Assessment 4.c. Classroom-Based Assessment for ELLs VIII. Teacher as Learner 5.b. Professional Development, Partnerships, and Advocacy IX. Professional 5.a. ESL Research and History Leadership and Advocacy 5.b. Professional Development, Partnerships, and Advocacy </li> <li> 23. 23Understanding Languages Principles forELL Instruction1. Instruction focuses on providing ELLs with opportunities to engage in discipline- specific practices which are designed to build conceptual understanding and language competence in tandem.2. Instruction leverages ELLs home language(s), cultural assets, and prior knowledge.3. Standards-aligned instruction for ELLs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds. </li> <li> 24. 24Understanding Languages Principles forELL Instruction4. Instruction moves ELLs forward by taking into account their English proficiency level(s) and prior schooling experiences.5. Instruction fosters ELLs autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings.6. Diagnostic tools and formative assessment practices are employed to measure students content knowledge, academic language competence, and participation in disciplinary practices </li> <li> 25. 25Discussion Which standards and principles are applicable to your teachers as they work with ELs and the shifts of the CCSS? What should the role of ESL/bilingual teachers be in implementing the CCSS? </li> <li> 26. 26Off Label Uses of NBPTS &amp; TESOLStandards for Teachers NBPTS and TESOL standards: a starting point to address the shifts of the ELA/Literacy CCSS, identify gaps, and plan professional development...</li></ul>