tag:blogger.com,1999:blog-66093178045653570032024-03-21T22:29:35.096-05:00WIDA BlogResources and tips from the WIDA ConsortiumWIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.comBlogger122125tag:blogger.com,1999:blog-6609317804565357003.post-50377382284844252452016-08-31T12:08:00.001-05:002016-08-31T12:08:14.295-05:00<a href="https://www.blogger.com/widaconference.us"><span style="text-decoration: none; text-underline: none;"><img alt="WIDA Conference Logo" border="0" height="57" id="_x0000_i1025" src="http://widaconference.us/images/WIDA-conference-logo-dates-2016.png" width="550" /></span></a><o:p></o:p><br />
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<a href="https://www.blogger.com/%20https:/crowd.cc/wida2016"><span style="text-decoration: none; text-underline: none;"><img border="0" height="252" id="_x0000_i1026" src="http://imageserv.wceruw.org/wida-0fRcWmR6lbpd/QR-wida2016.png" width="252" /></span></a><o:p></o:p></h2>
<b><span style="font-family: "Arial",sans-serif; font-size: 11.5pt;">The WIDA
2016 Mobile App is Live!</span></b><o:p></o:p><br />
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<span style="font-family: "Arial",sans-serif; font-size: 13.5pt;">Conference
attendees, and those still checking out the conference, you can now get
up-to-date information about the conference via the WIDA Events mobile app. Not
only available as a mobile app, you can also view conference details at a
fully functional website. Search WIDA Events on the App Store or Google Play. You can also visit the <a href="https://crowd.cc/wida2016">WIDA Events Website</a>. Check it
out now to prepare for the conference!</span><o:p></o:p>WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-54226310996535168282016-07-11T09:39:00.002-05:002016-07-11T09:39:57.416-05:00Let Freedom Ring Promotion<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP-SFNHIBt9pP1IOi6YD16Yy2ZAtCsaulfp3hQDFUvmWD5FVhpcFRBC6YH5oDh7ic4z5MF8QRt9Aq42QPzZGdlbVlZErjb70moOMEzOFUGBQK57-jQFiBYJXHA7L99r1k0M6-q1JH_rIs/s1600/Liberty-Bell.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP-SFNHIBt9pP1IOi6YD16Yy2ZAtCsaulfp3hQDFUvmWD5FVhpcFRBC6YH5oDh7ic4z5MF8QRt9Aq42QPzZGdlbVlZErjb70moOMEzOFUGBQK57-jQFiBYJXHA7L99r1k0M6-q1JH_rIs/s320/Liberty-Bell.png" width="320" /></a></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">The WIDA 2016 National Conference takes place October 12-15, 2016 in historic Philadelphia, the birthplace of our nation. What better time to announce the Let Freedom Ring promotion. To encourage more educators to participate, WIDA is offering two complimentary Full Conference registrations. We will randomly select two people from the conference attendees who register by July 31, 2016.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Not only is the conference a great place to network alongside your ELL educator and administrator peers, it is also an opportunity to participate in a national discussion about issues surrounding academic language development for language learners from pre-kindergarten through grade 12. Register at <a href="https://lists.wisc.edu/t/46306215/112080965/3340117/2009/" style="color: #954f72;"><span style="color: blue;">widaconference.us/registration.aspx</span></a> by July 31, 2016 to be automatically entered for a chance to receive one of two complimentary Full Conference registrations. The promotion is open to all those currently registered as well as all new registrations received before the end of the month. </span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Good Luck!</span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><br /></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 10pt;">(Two (2) individuals will receive a refund of conference registration fees paid during registration. Promotional giveaway open to all registered attendees and presenters as of July 31, 2016; WIDA Staff and WIDA 2016 conference sponsors are ineligible to participate.)</span></div>
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WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-89608931411083197832016-02-29T13:48:00.000-06:002016-02-29T13:48:42.668-06:00While learning a new language is part of the education process, there are several physiological factors at play. The following link provides interesting background information.<br />
<br />
<a href="http://brainblogger.com/2016/02/29/how-do-we-learn-languages/">http://brainblogger.com/2016/02/29/how-do-we-learn-languages/</a><br />
<br />WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-13200196076383097342016-02-22T11:07:00.002-06:002016-02-22T11:08:34.451-06:00<div class="" data-block="true" data-offset-key="6dqi3-0-0" style="background-color: white; color: #141823; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;">
<div class="_1mf _1mj" data-offset-key="6dqi3-0-0" style="direction: ltr; position: relative;">
<span data-offset-key="6dqi3-0-0">Did you guess new Can Do Descriptors? You're right!</span></div>
</div>
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<div class="_1mf _1mj" data-offset-key="au2s2-0-0" style="direction: ltr; position: relative;">
<span data-offset-key="au2s2-0-0"><a href="https://goo.gl/4XvSCV">https://goo.gl/4XvSCV</a></span></div>
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<span data-offset-key="au2s2-0-0"><br /></span></div>
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<a href="https://goo.gl/4XvSCV" target="_blank"><img border="0" height="264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtOEkiLBU8znt3QLSfBmvz9gedKvqi7GQOnrhk_WtN8-OOZTbE0x_S_RxiGpXpbYRSZ3MbBLymAf69wq-9dpbRgFyJZVj-Rlr46oztLC244QuHaLWktrFp8V75nqFRqKtnAcE6HWie-hY/s320/Can+Do+Descriptors+-+Key+Uses+Editions.png" width="320" /></a></div>
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WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-74514771913009891982016-02-18T08:59:00.004-06:002016-02-18T08:59:32.146-06:00<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">It’s
almost 2-22. Can you guess what WIDA plans to do?</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguqR728sARX0RcvAUdSBLGh-863wa1FG2Z3kjDHgy97O8PrCgKaiX5Bj8MblWVgRhWJ77K_yAydxOFZ8ODVe8t6Ggm48f1r6JlnFrvEOmdF7QVQxpB4xAJcAvNyeCB6AUbFvox0nINcBg/s1600/Can+Do+2-22.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguqR728sARX0RcvAUdSBLGh-863wa1FG2Z3kjDHgy97O8PrCgKaiX5Bj8MblWVgRhWJ77K_yAydxOFZ8ODVe8t6Ggm48f1r6JlnFrvEOmdF7QVQxpB4xAJcAvNyeCB6AUbFvox0nINcBg/s320/Can+Do+2-22.PNG" width="320" /></a></div>
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br /></span>WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-17562229946094504642016-02-17T16:04:00.000-06:002016-02-20T21:59:26.795-06:00Walking the Literacy Tightrope<div class="separator" style="clear: both; text-align: center;">
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By Heat<a href="https://www.blogger.com/null" name="_GoBack"></a>her Jung </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEsCgHoUP-8cUp-qMZCto5_JnsnOHt0AFmAHA9PEEUKBim_0IEQa1osKjvKR0HQGuuhOYs7YTdGcz_xggpUMXxHQwWZ5stoTB1qLIYTk2v8GuTwYuEEDWlYtAev7ULdoxGPE0wnkqga-x4/s1600/WordItOut-word-cloud-1418764+%25282%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEsCgHoUP-8cUp-qMZCto5_JnsnOHt0AFmAHA9PEEUKBim_0IEQa1osKjvKR0HQGuuhOYs7YTdGcz_xggpUMXxHQwWZ5stoTB1qLIYTk2v8GuTwYuEEDWlYtAev7ULdoxGPE0wnkqga-x4/s320/WordItOut-word-cloud-1418764+%25282%2529.png" width="320" /></a></div>
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Is it more important for a student to be a reader or to be a
writer? </div>
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We all know that to be a literate person you need both, but
teachers only have so many instructional minutes a day. Where are those minutes
best spent?</div>
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Striking the right balance between reading and writing is
the tightrope that literacy teachers across the country have to walk each day. </div>
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In elementary schools, many teachers spend most of their
time on reading. They are often highly
knowledgeable and comfortable with reading instruction and with their own
skills as readers. </div>
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These teachers are often avid readers themselves both
professionally and personally, some may even belong to book groups. They read
for work and for pleasure. This predisposes them to the idea that reading is
the more important content to teach.
This predisposition is reinforced by standardized tests, “since federal
law required standardized tests only in math and reading”<w:sdt citation="t" id="-1162771183"><!--[if supportFields]><span style='mso-element:field-begin'></span>
CITATION Lay15 \l 1033 <span style='mso-element:field-separator'></span><![endif]--> (Layton, 2015)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>, with little to no
attention paid to other content areas. </div>
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Still, “over the past ten years research has shown that
reading and writing are more interdependent than we thought” <w:sdt citation="t" id="891466679"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION k1208 \l 1033 <span
style='mso-element:field-separator'></span><![endif]-->(k12reader.com, 2008)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. The reciprocal nature of the relationship
between reading and writing makes it impossible to teach one effectively
without the other. “A child’s literacy
development is dependent on this interconnection between reading and writing” <w:sdt citation="t" id="630908008"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION k1208 \l
1033 <span style='mso-element:field-separator'></span><![endif]-->(k12reader.com, 2008)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>.</div>
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Furthermore, a singular emphasis on reading does not prepare
students well for life in a 21<sup>st</sup> century global community where the
ability to communicate ideas effectively and multimodally is essential to
success. </div>
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So what is a busy teacher to do?</div>
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The first thing is to build a stronger pedagogy around the
teaching of writing and writing conferences.
A good place to start is by researching the work done by Lester Laminak,
Katie Wood Ray, and Lucy Culkins. </div>
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The second, and possibly more difficult thing, is that teachers
must build their own identities as a writer. Very few teachers, outside of
secondary English departments, see themselves as writers. While some may engage in, and be quite
accomplished at writing for professional audiences; few write for personal
pleasure and fewer still belong to either professional or personal writing
groups. Participating in a writing group can be a great way to start building
one’s own identity as a writer.</div>
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Just as a teacher that is a passionate and voracious reader
models a love of reading for their students, a teacher that writes for
themselves as well as for their students models and encourages a love of
writing. </div>
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When the teacher is equally invested in both reading and
writing, it will be easier for them to walk the tightrope of balanced literacy.
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<span style="font-size: 16.0pt; line-height: 115%; mso-bidi-font-size: 20.0pt;">Works
Cited<o:p></o:p></span><span style="font-size: 11.0pt; line-height: 115%;"><w:sdtpr></w:sdtpr></span></h1>
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<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]-->k12reader.com. (2008, April). <i>The relationship
between reading and writing .</i> Retrieved from k12 Reader:
http://www.k12reader.com/the-relationship-between-reading-and-writing/<span style="font-size: 12.0pt; line-height: 115%; mso-no-proof: yes;"><o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
Layton, L. (2015, October 24). <i>Study says
standardized testing is overwhelming nation's public schools.</i> Retrieved
from The Washington Post:
https://www.washingtonpost.com/local/education/study-says-standardized-testing-is-overwhelming-nations-public-schools/2015/10/24/8a22092c-79ae-11e5-a958-d889faf561dc_story.html<o:p></o:p></div>
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Anonymoushttp://www.blogger.com/profile/07758896219713611182noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-88554942642751018432016-02-13T09:59:00.002-06:002016-02-15T20:16:05.477-06:00The Escamilla Interview: A Must-Read for Teachers of Language Learners<div class="MsoNormal">
<span style="font-family: "\22 calibri\22 ";">Interviewed by Jackie Moreno and Ashley Painter</span><br />
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<span style="font-family: "calibri"; font-size: 13.0pt;"><o:p> </o:p></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYhvtOfeEiUOmq4rBEtewEa54Pfe00uVrqHrP09YEnwYai5hvSb7ipTnghjSWOp2rYA7G6z6VhUg5kIqsDChtivQEQc9J9OzzNXIzpBVWxMEcV_VLj90ioICeFN-GqL5nCBOGVU9jxbkVV/s1600/StudentsLibrary.JPG" imageanchor="1" style="font-family: Calibri; font-size: 13pt; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYhvtOfeEiUOmq4rBEtewEa54Pfe00uVrqHrP09YEnwYai5hvSb7ipTnghjSWOp2rYA7G6z6VhUg5kIqsDChtivQEQc9J9OzzNXIzpBVWxMEcV_VLj90ioICeFN-GqL5nCBOGVU9jxbkVV/s320/StudentsLibrary.JPG" width="320" /></a></div>
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<b><span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Top experts in the field of
bilingual education Kathy and Manuel Escamilla </span></b><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: "calibri"; font-size: 13.0pt;">answer teachers’ questions
on what makes a successful school, hybrid language use, and student identities.
Their answers have affected our practice and could influence yours.</span></b></div>
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<b><span style="color: black; font-family: "calibri"; font-size: 13.0pt;">How would you define a
successful school?</span></b><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Kathy: We need to measure
how kids are learning and doing in reading, writing and math. However,
engagement is as important as accomplishment. Are the kids engaged? Are
they motivated? Do they like to come to school? Do they see school as a place
to invent their future? Those factors, as hard as they are to measure, are
equally important to me when it comes to having a successful school. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Are the teachers well
prepared? Is there a positive climate in the school? </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">I go into too many schools
where the climate is like a prison. Kids are marching down the halls like
soldiers. I don’t think that’s the kind of place where you will find engagement
or the joy of learning that will take kids through graduate school. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: "calibri"; font-size: 13.0pt;">What are your thoughts on
hybrid language use and bridging in DLI programs?</span></b><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Kathy: I think that hybrid
language use has a place. I don’t think it matters if we legitimize it or not
in schools; the human mind is open. We don’t close the Spanish drawer and open
the English drawer, which is why doing things like mixing language is possible,
because the human brain is going to do it anyway. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">I know how controversial it
is in the field and why the field took such a strict separation of language
policy because 20, even 10 or 5 years ago, there was so much concurrent
translation. Concurrent translation is not the same as hybrid language
practice. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">I see a place for it, and
we have to consider it in the context of the entire school day. Even if we tell
students not to, they are using both of their languages to process information.
We have to understand how to productively use what they know and what they are
bringing to the table. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">I don’t see it as a
problem, but rather as a way for us to understand how the human brain is
processing two languages. There is a need for us to better understand that. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: "calibri"; font-size: 13.0pt;">How could a teacher
integrate hybrid language use into a guided reading group?</span></b><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Kathy: Let’s say you are
doing a guided reading group in English and the teacher says the sound is “ch,
ch, ch” and the child responds with chancla. You don’t need to stop and say,
“It’s English time.” Rather you could say, “ You’re right, that’s a good
Spanish word that illustrates the sound ch, just like chocolate.” You don’t
need to put down the child or censor the child. You let them know they were
making a good cognitive connection. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<br /></div>
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<b><span style="color: black; font-family: "calibri"; font-size: 13.0pt;">How can we effectively
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forces that are coming at them?</span></b><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Kathy: There is absolutely
no problem affirming the identity of kids who speak English at home in terms of
learning Spanish. They value their bilingual identities when they are not even
bilingual yet. For white students who come from the dominant culture, bilingual
is not a bad word, it’s an additive process. You are affirming an identity that
is already there. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<br /></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">In the case of the kids who
come to school speaking Spanish, the identities that we have to affirm are a
little bit different because they are speaking a stigmatized language,
stigmatized in terms of what they are bringing to school. We have to work a
little harder to assure them that what they have is of value to them, to their
family, and to the greater community, and it is not something that they should
lose. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Manuel:</span><span style="font-family: "calibri"; font-size: 13.0pt;">
<span style="color: black;">We have two colleagues here at the University of
Colorado, and there are others. They grew up in Mexico, and they went to the
University in Mexico and graduated. The language they spoke was the normal
language that was used there. They didn’t have to be corrected or told not to
use that language. They have a different attitude than I do and other
colleagues like myself. This is a very big issue and a big challenge. </span><o:p></o:p></span></div>
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<br /></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">I came to the U.S. as a
young person when I was eleven years old. The experiences that my colleagues
had were different than the experiences that I had or of the students who are
born being simultaneous bilinguals. We don’t often give enough attention to our
native language. </span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<br /></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">The difference between me
and my colleagues is the confidence that they exhibit. I am a faculty member,
and I teach at the college level. I notice how I react and behave when I teach
a class versus how those two colleagues act. Their accents are heavier than
mine, but that is not important to them. To me it mattered because I grew up
here with the expectation that I shouldn’t have an accent in English.</span><span style="font-family: "calibri"; font-size: 13.0pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "calibri"; font-size: 13.0pt;">Two things that are
important in terms of what is happening in education: many of our children lack
the confidence to be more adventurous in their learning. Also, teachers at
low-achieving schools are reminded that they are at low-achieving schools, and
their confidence is not at the level where they think they can teach something
well. Because of this, we have lost the ability to inspire our children.</span><br />
<span style="color: black; font-family: "calibri"; font-size: 13.0pt;"><br /></span>
<span style="font-family: "calibri";"><span style="font-size: 17px;">See more of the Escamillas' work at: </span></span><a href="http://www.literacysquared.org/" style="color: #1155cc; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 16px;" target="_blank" title="http://www.literacysquared.org
Cmd+Click or tap to follow the link">www.literacysquared.org</a><span style="background-color: white; font-family: "calibri" , "arial" , "helvetica" , sans-serif; font-size: 16px;"> </span></div>
Anonymoushttp://www.blogger.com/profile/05597232245565509255noreply@blogger.com3tag:blogger.com,1999:blog-6609317804565357003.post-12139179921137247802016-02-11T11:22:00.001-06:002016-02-11T11:22:20.592-06:00WIDA Has Something New on 2-22<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Be watching WIDA for something new. Coming your way on
2-22!</span><br />
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br /></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3oPFOaucb5umkqNd00KXmDekEZF1jgMK0pe-jQdOkZJ6KMXGz18rg7XKu3T_ndRz0ICQk2_SZkB68pn8Sc0vxNhqx09GfTydCwTs20Opv9LpFNgX8bsDvZOl5Sjf7A0px77S_nIdSkik/s1600/WIDA+Tease+Image.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="206" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3oPFOaucb5umkqNd00KXmDekEZF1jgMK0pe-jQdOkZJ6KMXGz18rg7XKu3T_ndRz0ICQk2_SZkB68pn8Sc0vxNhqx09GfTydCwTs20Opv9LpFNgX8bsDvZOl5Sjf7A0px77S_nIdSkik/s320/WIDA+Tease+Image.jpg" width="320" /></a></div>
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br /></span>WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-90988450808734984692015-12-13T13:38:00.000-06:002015-12-15T17:01:01.646-06:00What If We Measured What We Value? A Must-Read Interview with Bryan McKinley Jones Brayboy<div class="separator" style="clear: both; text-align: left;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUGN20JW2ytBlVY3mvapQZFbDm3DoKCBV-YLrRkh7qQH1fqU82I0XOJIivahlLQe50m5tpNWq3w9GOw_CumujZ1T9c0mXfnE128Uu7gA4-SISIzhVqnIiMoViJuuSPMLijtf_GEpJo02E/s1600/Wida+quote+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUGN20JW2ytBlVY3mvapQZFbDm3DoKCBV-YLrRkh7qQH1fqU82I0XOJIivahlLQe50m5tpNWq3w9GOw_CumujZ1T9c0mXfnE128Uu7gA4-SISIzhVqnIiMoViJuuSPMLijtf_GEpJo02E/s400/Wida+quote+1.png" width="400" /></a></div>
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<span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">We recently had the opportunity to interview Bryan McKinley Jones
Brayboy (Lumbee), ASU President's Professor of Indigenous Education and Justice
in the School of Social Transformation. Brayboy was a keynote speaker at WIDA’s
2015 National Conference. Here are some thoughts he shared with us after his
presentation.<b><o:p></o:p></b></span></div>
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<b><span style="font-family: Arial, sans-serif;">Narrow metrics are often used to measure how successful a school
is, how would you define a successful school?</span></b><o:p></o:p></div>
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<span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">It won’t be using the same metrics that other people are using. To
me, it is about whether or not children are healthy. To me I measure if a
school is working based on how kids look when they are walking in. So for my
own kids, who go to a good school, they have a way of walking when I know they
are happy and engaged and want to be there. So one of them glides when he is
happy. When he is gliding, I know things are working well. The other one
bounces. </span><span style="font-family: "times"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">I understand accountability measures and the politics around them,
but for me school should be a place where kids want to be, where they are
happy, where they are healthy. And I think the same would be true for teachers.
The teachers and the administrators should show up and feel happy. They should
bounce or glide into work, however that goes for them. That would be a pretty
good mark, and the rest of the work will end up taking care of itself. </span><span style="font-family: "times"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">So for me, I’m a big believer of taking care of people.</span></div>
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<b><span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">On mistakes and learning:</span></b><span style="font-family: "times"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">The other thing I would say to teachers is make mistakes. We don’t
do that enough. I was once watching my son build with Legos. They’d come in
these packages, and he’d spend all day doing it, and then he’d be done with it.
It’d sit on the shelf for a week and then he’d tear it apart and start free
styling with the Legos. I watched him trying to do this really complicated
thing once. It kept breaking in a particular spot, and he just kept going back
to it. I watched him work through that and figure it out, but he made the same
mistake probably four, five, six, eight, times. Then he started trying stuff,
and this was maybe when he was in second grade. </span></div>
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<span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">I noticed around fourth grade
he stopped doing that; he’s still building with Legos, but I think there’s
something, and I don’t know developmentally how this works, but it seems to me
he stopped wanting to make mistakes. And I think that mistakes are actually
this great place to learn, so administrators have to allow teachers to make mistakes.</span></div>
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<span style="font-family: "arial";"><b>What we need to be careful of when analyzing accountability
measures:</b></span></div>
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<span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">Transferring deficiencies to children rather than looking at
structures. </span><span style="font-family: "times"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: "arial"; mso-bidi-font-family: "Times New Roman";">Moving beyond conventional thinking about students:</span></b><span style="font-family: "times"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: "arial";">Think about things differently. Move outside of
what you see as success or failure. Open yourself to see new kinds of possibilities
for your children. I think the other thing is to love your students.</span></div>
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<span style="font-family: "arial";">Interviewed by Jackie Moreno and Ashley Painter</span></div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-70514308268151598912015-11-04T15:33:00.000-06:002015-11-09T09:35:56.783-06:00A Teacher becomes a Writer<div class="MsoNormal">
<a href="https://www.blogger.com/null" name="h.gjdgxs"></a>By Heather Jung</div>
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<o:p style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Image result for elementary student writing stock" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQZ9bt8-kMhEr3Adj_zC8ktqcuQTU5vN8hJsN0Ocjd5HwqahXVN" /></o:p></div>
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On a sunny Tuesday morning last July, I found myself sitting
in a graveyard in Winchester Virginia, two hours from my house, writing the
first poem that I had written in almost 20 years. </div>
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I have been writing for the WIDA blog for almost 2 years,
but I never thought of myself as a writer.
I am an ELL literacy teacher. I work in an elementary school teaching
students to be critical viewers, listeners, speakers, readers, and
writers. I am a teacher. That is what I
am because that is what I get paid to do.
A writer is a person who writes books.
They are writers because that is what they get paid to do. At least that is what I thought, before I
participated in the Northern Virginia Writing Project's Invitational Summer
Institute (ISI).</div>
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The Northern Virginia Writing Project (NVWP) is an affiliate
of the National Writing Project (NWP), a non-profit organization of almost 200
university based network sites. The NWP
is focused on the knowledge, expertise, and leadership of our nation's educators
on sustained efforts to improve writing and learning for all learners (nwp.org,
2015). </div>
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I have always believed that teaching students to write is an
essential part of any literacy teacher’s day.
I also knew that good teachers of reading were avid readers themselves,
but I never translated that to writing.
One of the core beliefs of NWP is that good teachers of writing write
themselves. This was a new concept for
me.</div>
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Most of the other participants in my ISI were Secondary
English teachers, for whom writing was already a normal part of their everyday
lives. This was not the case for
me. I only wrote when I had to. It never occurred to me that I should or
would want to write just for myself. </div>
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Through engagement in a Writing Group and a Writing Marathon
this began to change. I found that I
could write for enjoyment, rather than just to perform a task. This was the change that I brought with </div>
me
into the classroom when I went back to school this fall.<br />
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Certainly, participating in demonstration lessons presented
by master teachers was great professional development and expanded my
repertoire of concrete techniques for teaching writing. Of course, getting to
know current and former participants has helped me to expand my professional
network. But what has really revolutionized my teaching has been the change in
how I think of myself when it comes to writing.
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Now, I think like a writer.
When I look at the world I look for important ideas that I want to write
about. I write regularly to convey those
ideas. Most importantly, I analyze my
own process as a writer. </div>
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This allows me to talk to students about their writing in a
completely different way. I can share in
their challenges and successes as a fellow writer, rather than as an authority
figure. There is more honesty in my
teaching. When I talk to students about
their writing I no longer use words that I’ve lifted from teacher resource
books. I can speak honestly and with
conviction about my real experiences. I
know the struggles my students are facing when they are writing, because I face
them in my writing too.</div>
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I am a teacher, but I'm also a writer<a href="https://www.blogger.com/null" name="_GoBack"></a>. I am a writer because I have something to
say. I am a writer because I believe
that my ideas matter and deserve to be heard.
All teachers have important ideas to share, and all teachers of writing
need to be writers themselves.me
into the classroom when I went back to school this fall.</div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com2tag:blogger.com,1999:blog-6609317804565357003.post-11296927968175033042015-08-28T12:25:00.002-05:002015-09-11T16:28:38.481-05:00If You Only Do Three Things This September<div class="MsoNormal">
<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">By Ashley Coblentz and Jackie Moreno</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-t7PgOBpm4G8BmR3PsDXb7tkJHPAHx9NZMMk_9GQMrmv5WSL3KU54RhhI_nf7J-NcRPl0ZaJBezc40tjn4-XcoAgkGygSLHCE_pMiOkT7ceiQkzfkkMvArUy9FKhox1LpTmxbK4f0DrM/s1600/francys.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-t7PgOBpm4G8BmR3PsDXb7tkJHPAHx9NZMMk_9GQMrmv5WSL3KU54RhhI_nf7J-NcRPl0ZaJBezc40tjn4-XcoAgkGygSLHCE_pMiOkT7ceiQkzfkkMvArUy9FKhox1LpTmxbK4f0DrM/s320/francys.JPG" width="320" /></a><span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">The beginning of the fall is always hectic - teachers are frantically trying to
finish bulletin boards, and parents are starting to pop into classrooms. In the
midst of all this, the most essential systems of support are being established.
There is a lot going on, but what are key steps that ESL and bilingual teachers
can take early on that will make a difference for their students throughout the
year? </span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">Here are some ideas: </span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">Make sure all teachers know about the language needs in their classrooms</span></b></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">One of the WIDA tools that we find the most
helpful in the fall is the </span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><a href="https://www.wida.us/standards/CAN_DOs/"><span style="color: #1155cc; font-family: Arial; font-size: 11.0pt;">Can Do Name Chart</span></a></span><span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">. This chart is an at a glance resource that helps teachers better
understand the language needs of students in the areas of listening, speaking,
reading and writing. Share this valuable information with other teachers early
on to help frame students from an asset-based perspective. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYoVRiXflPCopH06RIgCKK9FW3TaSQia3ojGi0O3AUc8b_-_nF0Wuo1HqmFZYDKQPtsCbuHQi1Dn8ROFLu698bDl3VcHM5cUQMj5CHQ-M5NxKT7jE_WOVFPF5CjzI-DyEj0iW5b1zUn3g/s1600/wida+cando.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYoVRiXflPCopH06RIgCKK9FW3TaSQia3ojGi0O3AUc8b_-_nF0Wuo1HqmFZYDKQPtsCbuHQi1Dn8ROFLu698bDl3VcHM5cUQMj5CHQ-M5NxKT7jE_WOVFPF5CjzI-DyEj0iW5b1zUn3g/s320/wida+cando.png" width="320" /></a></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">ESL and bilingual teachers are experts in differentiating
lessons for ELLs, but in many schools students only work directly with these
teachers for a small portion of their day or even week. If all teachers have a
deeper understanding of what their students can do, it will have a greater
impact on their daily instruction.</span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">Be a central part of team
meetings</span></b></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">Although working with small groups is very
important, finding ways to co-plan and co-teach with other teachers can have an
even bigger impact by helping make more content accessible to a wider range of
language learners throughout the school day. ESL and bilingual teachers’
understanding of how students develop language is critical to their success, so
make sure you have the chance to offer input and impact instruction during
planning time. </span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">Early on you can suggest to your team that
collectively you might study your planning process and notice if the needs of
ELLs are add-ons or if they are an integral part of how the team plans. From
there you can have reflective conversations, make adjustments and set goals
together as needed. Even though these conversations can feel a little
uncomfortable at times, it is so much easier to have them in the fall from a
proactive place then from a place of frustration later in the year. And of
course, for the students the sooner this is in place, the better. </span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<b><span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">Place language learners in
the center</span></b><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">When it comes to school-wide professional
development, make sure that the needs of language learners are not an
after-thought at your school. Be an advocate and ensure that the professional
development prioritizes these needs. <o:p></o:p></span></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">For example, if your school is offering PD on technology, partner with the technology coach and focus on tools
that serve as graphic, interactive or sensory supports for all students, but
are particularly beneficial for ELLs. </span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: Arial; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";">The best part about the fall is that it is a
fresh start for both students and teachers - take the opportunity to make this year the best yet!</span><span style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com1tag:blogger.com,1999:blog-6609317804565357003.post-122135086515792252015-08-24T09:57:00.000-05:002015-08-24T09:57:13.007-05:00Building Strong School Cultures<h1 dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 0pt; margin-top: 24pt;">
<span style="font-family: Calibri; font-size: 14.6666666666667px; font-weight: 400; line-height: 1.38; white-space: pre-wrap;">By Heather Jung</span></h1>
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<span style="font-family: Calibri; font-size: 14.6666666666667px; font-weight: 400; line-height: 1.38; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“The students in Miss Smith’s class always have test scores that are lower than the other teachers at her grade level. It has been this way for 3 years,” complains a teacher. “I’ve collected data on this and showed it to the principal, but he doesn’t do anything. Our students need better teachers than Miss Smith. She needs to go to a cupcake school or just quit being a teacher all together.’’</span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This is a scene that is repeated in schools across the country. There are teachers who are struggling. Many of them work with our neediest students. These teachers may struggle with classroom management, implementing best practices, or building community. The reasons teachers struggle are as different as the teachers themselves. This often causes frustration among other teachers on their team, administrators, and teacher leaders. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvUg8DR0n_c3oFpHKDFyWQwc-UDyXXPLHZcsbsm1Fiiayu5ZVk2BJYZyCXFNs03EP2RUUpTSwAW-QYuoXNGASFg8r7Fc0ptBRf3K-noAApB69-fLp47xPRuAHrUwp-XBslHJxSrjXQCdU/s1600/wordle+5.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvUg8DR0n_c3oFpHKDFyWQwc-UDyXXPLHZcsbsm1Fiiayu5ZVk2BJYZyCXFNs03EP2RUUpTSwAW-QYuoXNGASFg8r7Fc0ptBRf3K-noAApB69-fLp47xPRuAHrUwp-XBslHJxSrjXQCdU/s400/wordle+5.png" width="400" /></a></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The struggling teachers themselves often feel isolated and attacked by their peers and their administrators. They have reason to feel this way. Often, the very teacher leaders that are supposed to be helping them are, instead, trying to get rid of them. Sometimes, they do leave the profession or transfer to other schools where it is easier for them to hide, but more often a struggling teacher stays. They get frustrated, no longer seek to improve, and find other frustrated teachers to commiserate with. Successful teachers begin to close their doors and disengage with struggling teachers. Together these groups create fragmented cultures within the school. These fragmented cultures are bad for both the teachers and their students. What can we do to break these negative subcultures in our schools?</span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We need to start by analyzing the overall school culture and the subcultures contained within it. Within a school, there are often many competing subcultures some of which are moving the larger culture of the school forward and some that are holding it back. </span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Every teacher is capable of teaching. Teachers care about their students and want to help them, but they need the support of a collaborative culture to do so. Teacher leaders need to take a critical look at the various subcultures that already exist within the school. Leaders should identify the subcultures that “fit preferred behaviors better or have a more positive influence on a desired vision”(Gruenert & Whitaker, 2015) . Leaders should empower these positive subculture and encourage them to recruit others.</span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It is important for teacher leaders to think long term. The negative elements in a school’s culture are not going to be revolutionized in an instant. This can be frustrating, especially when you see at-risk students in classrooms where they are not getting all that they need. Building a good teacher takes a long time, and so does building a strong, collaborative school culture. </span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teachers in a collaborative school culture have strong relationships with peers and students. They are highly reflexive in their practice, and actively seek to improve their teaching. Building strong and supportive peer relationships is the first step. Teachers will only listen to teacher leaders that they trust and respect.</span><span style="background-color: white; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> If a trusting, collaborative relationship can be built between the struggling teachers and influential teachers in a positive school culture, then the struggling teachers will be more likely to reflect and improve. </span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A new school year is the best time to begin building new relationships between teachers. As you begin this school year, look at your school culture with a critical eye. Which subcultures needed to be empowered? How can you strengthen them? How can you recruit others to join them?</span></div>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 6pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Works Cited</span></div>
<span id="docs-internal-guid-e7094263-602f-d9e3-e06c-328139372c84"><span style="background-color: white; font-family: Calibri; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">Gruenert, S., & Whitaker, T. (2015). </span><span style="background-color: white; font-family: Calibri; font-size: 14.6666666666667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">School Culture Rewired: How to Define, Assess, and Transform It.</span><span style="background-color: white; font-family: Calibri; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"> Alexandria, VA: ASCD.</span></span>WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com1tag:blogger.com,1999:blog-6609317804565357003.post-83231645127898045572015-08-17T08:55:00.000-05:002015-08-17T08:55:15.847-05:00Using Visual Literacy to Engage ELLs<div style="line-height: 1.2; margin-bottom: 0pt; margin-top: 24pt;">
By Heather Jung</div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teachers often struggle to assist ELLs in learning grade level content in Science and Social Studies. The frustration of trying to teach content to students with limited English proficiency often cause teachers to either lower the standards for these students or engage them in meaningless, worksheet based activities. Neither of these provides ELLs with adequate instructional opportunity.</span></div>
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<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our ELLs do not need watered-down instruction; they need instruction that is both accessible and meaningful, and provides the same content knowledge as their grade level peers. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiANXE-8n_uS-kQu4Pm_GjUK7TbfFDmH9FZThlMRHhTXqqgyPBQYH-xkm2Oo9B06NNt8F15OU1H2IFRS5ISSGyqdO3SROsjA7AROaM2LUwQNS06hStzdQq60pCijp3RUZMjSq_N99g4-10/s1600/wordle+4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="257" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiANXE-8n_uS-kQu4Pm_GjUK7TbfFDmH9FZThlMRHhTXqqgyPBQYH-xkm2Oo9B06NNt8F15OU1H2IFRS5ISSGyqdO3SROsjA7AROaM2LUwQNS06hStzdQq60pCijp3RUZMjSq_N99g4-10/s400/wordle+4.png" width="400" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So, how can we accomplish this? One way is to use visual literacy to build student background knowledge prior to content instruction with grade level peers. Access to prior knowledge builds confidence and leads to more risk taking behaviors. These factors are critical for student success. Using Visual Literacy to build prior knowledge allows students to construct meaning without experiencing the confusion they encounter when confronted with text. It also builds student fluency and functionality in this critical form of literacy. </span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 10pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We live in an increasingly visual world where the ability to both convey and decode ideas presented in images is increasingly important. Using online resources such as: YouTube and Google Images, we can expose students to instructional content visually. This provides students with practice learning verbal meaning using visual literacy. We can use the understanding created through visual literacy as a basis to build understanding and oral language around content. Once understanding and oral language are secure, we can begin to link that understanding to the abstract world of communication through text. </span></div>
<span style="font-family: Calibri; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;">For example, when I was teaching a group of ELLs in 2</span><span style="font-family: Calibri; font-size: 8.8px; vertical-align: super; white-space: pre-wrap;">nd</span><span style="font-family: Calibri; font-size: 14.6666666666667px; vertical-align: baseline; white-space: pre-wrap;"> grade about thunderstorms, tornadoes, blizzards, droughts, and floods in science, I showed them YouTube videos about each topic. Then, I had them sort picture cards to sequence the events shown in the videos. Only, after the students had worked with the information visually, did we begin to discuss the topic and build oral language around the content. When the oral language was secure, the students were able to write about their understanding of weather. All of this instruction occurred with my ELLs before the content was introduced to the general education population in the class. As a result of having built strong prior knowledge for the ELLS students they were able to fully participate successfully in whole-group content instruction. </span>WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-37217316941089634092015-08-04T08:19:00.000-05:002015-08-11T13:59:40.085-05:00Changing the Conversation: Rethinking How We Talk About StudentsBy Ashley Coblentz and Jackie Moreno<br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; line-height: 1.38; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">Minimal. Basic. Low.</span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; line-height: 1.38; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Why are these words used to describe children who are anything but? </span><span style="font-family: Arial; font-size: 15px; line-height: 20px; white-space: pre-wrap;">Reporting on a narrow set of skills (primarily reading and math), by using numbers reflective of achievement rather than growth, can make teachers feel complicit in a system that overlooks many students’ interests, talents and growth. Of course academic achievement is an important priority. However, when it becomes the </span><span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20px; white-space: pre-wrap;">singular focus at the expense of the whole child or acknowledging academic growth, it is problematic. </span></span><br />
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<span style="font-family: Arial; font-size: 14.666666666666666px; line-height: 1.38; white-space: pre-wrap;"><br /></span></div>
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<span style="font-family: Arial; font-size: 14.666666666666666px; line-height: 1.38; white-space: pre-wrap;">After spending countless hours nurturing a student's self-image in the classroom, what ends up being communicated to the family and the community about academic achievement often causes stress or disappointment. C</span><span style="font-family: Arial; font-size: 14.666666666666666px; line-height: 1.38; white-space: pre-wrap;">onversations can easily become centered on what needs to be fixed.</span></div>
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<span style="font-family: Arial; font-size: 14.666666666666666px; line-height: 1.38; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>If we just focus on math and language arts scores, what conversations are we missing, and how does this inform students’ beliefs about themselves? </b></span></div>
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<div class="separator" style="clear: both; line-height: 1.38; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX8h1yTHizlnCLTzV4D90H_QK1BabRYM5fxTe9Ur-9tFoNmjsBe1UNic74g-cT5HofIwJ2d8JCB8L8e8MNOO1v74rw6B0uync62ZVEmNgO5rnPS7M_bO7F1nxqQ7YO_6MIJnGcs_Exyg0/s1600/showcase2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX8h1yTHizlnCLTzV4D90H_QK1BabRYM5fxTe9Ur-9tFoNmjsBe1UNic74g-cT5HofIwJ2d8JCB8L8e8MNOO1v74rw6B0uync62ZVEmNgO5rnPS7M_bO7F1nxqQ7YO_6MIJnGcs_Exyg0/s320/showcase2.JPG" width="320" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.38;">Students celebrating their </span><span style="line-height: 17px;">learning</span><span style="line-height: 1.38;"> with their families</span></span></div>
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<br /></div>
<div style="line-height: 1.38;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There’s a constant balance to be found with being straightforward with students and their families about academic achievement, while simultaneously celebrating academic and personal growth.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Although teachers find ways to highlight the positive, we inevitably find many of the conversations focusing around areas of academic concerns. These conversations are essential. However, they become problematic when they are expressed through deficit centered language. </span></div>
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<b><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How do we help kids connect with their strengths while being real about core academics?</span></b></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: large; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When we reframe the way we talk about kids, we reframe the way we think about them.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Let's not deliver the same idea in a “nicer way,” but push ourselves to keep each child in mind as a whole person rather than reducing them to conventional metrics. This a huge temptation because these metrics dominate current educational discourse. </span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: large; font-style: normal; font-variant: normal; vertical-align: baseline; white-space: pre-wrap;"><b>A Shift</b></span></div>
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<div style="line-height: 1.38;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of multiple ways our school community is shifting towards asset-based communication about students is through holding quarterly student showcases - letting kids speak for themselves!</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/6bxm-a7Ow0U/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/6bxm-a7Ow0U?feature=player_embedded" width="320"></iframe></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 20px; white-space: pre-wrap;">A student sharing his e-portfolio in preparation for a showcase</span></span></div>
</div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At our last quarterly showcase, hundreds of family members went into classrooms to talk with students about their learning. Students shared multi-media projects, presentations and other examples of their growth. It was refreshing to hear conversations that included statements of pride from students and families, kids articulating what they’ve learned, and students celebrating each others’ learning. </span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">During the student showcases, our bilingual students are given a platform to share their ability to communicate and create in two or more languages, as opposed to conventional report cards and conferences that systematically frame students in terms of language deficits. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Although this might sound simple, there is a lot of societal pull to move in the other direction - to focus on oversimplified metrics. Instead of reducing the stories of kids and schools to numbers and rankings, let’s move towards a more meaningful narrative. </span></div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-27141644666858945442015-07-17T15:25:00.002-05:002015-07-17T15:25:50.422-05:00Why Did I Get a National Board Certification? <div class="MsoNormal">
By Heather Jung<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggFbfEpc9UdVvVmHLNQI55l6s-W6ZG5LWG74ZDZ8RaijNthoAzoAyqPCImRP6Zyq9pdDNy8FM_nP0Z60jrs8zF1QsK5Y2uBLvnL-2CNJ8Aaz4V-a0H75g4NmToNg3VY73RzHRtE0lV-a0/s1600/NatBOwordle+4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="207" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggFbfEpc9UdVvVmHLNQI55l6s-W6ZG5LWG74ZDZ8RaijNthoAzoAyqPCImRP6Zyq9pdDNy8FM_nP0Z60jrs8zF1QsK5Y2uBLvnL-2CNJ8Aaz4V-a0H75g4NmToNg3VY73RzHRtE0lV-a0/s320/NatBOwordle+4.png" width="320" /></a></div>
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When I told my mother that
I had completed my National Board Certification, after 2.5 years of work, this
was her response:<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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“Congratulations! So,
what does that mean?”<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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I responded with the typical
NBCT reply: “It’s similar to doctors. All doctors have been to
medical school, but some take the next step to become Board Certified.
Which one do you want doing your knee surgery next month?”</div>
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“Well, as much as I am
paying my surgeon he had better be Board Certified,” she said, “But you teach
in public school and in public school kids just have to take what they get.
So why does it matter that you are Board Certified?”</div>
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Though it is funny to
imagine a sign in the front of the school saying: “Welcome to public school! You take what you get and you don’t get upset!” with families in front of
it nodding in acceptance, my mom was not completely off base. In
public schools the quality and competency of any student’s teacher can vary
greatly, and many teachers are looking for meaningful ways to grow as
professionals.<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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When I started the National
Boards process I wanted to be inspired by my work inside the classroom! I
wanted more opportunities to participate in high-quality professional
development, to meet and network with hard-working, inspirational teachers, and
to participate in leadership and decision making at my school without leaving
my students. I wondered if there was a way to do this without getting another
graduate degree.<o:p></o:p></div>
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<br /></div>
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Then I found the National
Board of Professional Teaching and its mandate for teachers to lead from the
front of the classroom. Still, taking on the challenge of a 2 to 4 year
process with a 70% failure rate was a daunting thing for me, but now having
gone through the process I can see that it was just what I needed. <o:p></o:p></div>
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So how do know if you
should consider going through the process?
Let me tell you what I gained: </div>
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<br /></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline;">I
am a reflective teacher. The planning, videoing, and writing that I
did to prepare my portfolio entries made reflecting on my practice a
routine part of my teaching life.<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline;">I
apply an in-depth knowledge of the five core components of literacy
(Reading, Writing, Speaking, Listening, and Visual literacy). <span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline;">I
have autonomy at my school as I gained legitimacy with administrators,
teacher leaders, and parents. They trust that I know what I am doing
and why. <span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline;">I
participate in decision making at my school.<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline;">I
have leaderships roles such as: mentor teacher, teacher coach, and
professional development presenter. <span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline;">I
network with inspirational educators both locally and nationally. Through new professional development
opportunities.<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></li>
<li class="MsoNormal" style="margin-bottom: 0.0001pt; vertical-align: baseline;">I
continue to develop my voice as a teacher advocate for audiences beyond my
school.<span style="font-family: Arial, sans-serif;"> </span></li>
</ul>
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If you haven’t already considered embarking on the National Boards
process, now might be the time for you!<o:p></o:p><br />
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WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-10686788045048557492015-06-30T10:26:00.000-05:002015-06-30T10:26:13.002-05:00ACCESS for ELLs 2.0 Online Sample Items<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP7yqtf1XomXFksAmrId15aympS2TAeamG8pW15BrNfsdf7zckg6-wRV6rdTUpjQcZZlMMXTJifNXJmv9z5ZYP95QvMD3JcL-SZc9Ss8m7MDghEiRGXNAETOC3MUnEoWtm0c9MyDWX1-s/s1600/7121703837_475b079715_z.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="190" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP7yqtf1XomXFksAmrId15aympS2TAeamG8pW15BrNfsdf7zckg6-wRV6rdTUpjQcZZlMMXTJifNXJmv9z5ZYP95QvMD3JcL-SZc9Ss8m7MDghEiRGXNAETOC3MUnEoWtm0c9MyDWX1-s/s320/7121703837_475b079715_z.jpg" width="320" /></a></div>
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WIDA is excited to present the
new interactive ACCESS for ELLs 2.0 Online Sample Items for the Public (SIPs)!
WIDA, the Center for Applied Linguistics, and Data Recognition Corporation have
created these new SIPs to provide stakeholders with information about the look
and feel of the new online ACCESS for ELLs 2.0 assessment. The new Sample Items
were developed to show the test content and language demands that may be found
on the actual ACCESS for ELLs 2.0 test.<o:p></o:p></div>
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To access the ACCESS for ELLs
2.0 Online Sample Items, open the link, <a href="https://wbte.drcedirect.com/WIDA/portals/wida">https://wbte.drcedirect.com/WIDA/portals/wida</a>,
in a Chrome browser.<o:p></o:p></div>
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You can download instructions
for accessing the online SIPs and screenshots of the online SIPs on the <a href="https://www.wida.us/assessment/access20-prep.aspx">ACCESS for ELLs 2.0 Test Preparation Resources</a>
page of the WIDA website.<span style="color: #c55a11;"><o:p></o:p></span></div>
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<span style="font-size: xx-small;">Image from CreativeCommons</span></div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com1tag:blogger.com,1999:blog-6609317804565357003.post-45311663283367183392015-06-23T09:44:00.001-05:002015-06-23T09:44:43.290-05:00Improving Teacher Prep<div class="MsoNormal">
By Heather Jung <br />
<br /></div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
</div>
Improving public education hinges on hiring and retaining
highly qualified teachers, but this is not a task that we have been successful
at as a country.<span style="background: white;"> </span>“<span style="background: white;">Roughly half a million U.S. teachers either move or leave the profession
each year<w:sdt citation="t" id="-1096477577"><!--[if supportFields]><span
style='mso-element:field-begin'></span> CITATION The14 \l 1033 <span
style='mso-element:field-separator'></span><![endif]--> (The Alliance for Excellent
Education, 2014)<!--[if supportFields]><span style='mso-element:field-end'></span><![endif]--></w:sdt>.
While some of these teachers are retiring or moving for family reasons, many of
them are new teachers who have just entered the profession. The first year of teaching is hard and </span><span style="background: white; mso-bidi-font-family: Arial;">“even those who make it
beyond the trying first year aren't likely to stay long: about 30 percent of
new teachers flee the profession after just three years, and more than 45
percent leave after five”<span class="apple-converted-space"> <w:sdt citation="t" id="-1476919417"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Cla05 \l
1033 <span style='mso-element:field-separator'></span><![endif]-->(Graziano, 2005)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>.</span></span><span style="background: white;"> Idealistic
young teachers leave college enthusiastic about making a difference in the
lives of their students and then quickly become burnt-out. <o:p></o:p></span><br />
<br /></div>
<div class="MsoNormal">
<span style="background: white;">Much of the fault for this
high turnover rate for new teachers lies with dysfunctional teacher preparation
programs in universities. Other
countries do not have the high turnover rate that we have here; for example i</span>n
Finland “<span style="background: white; mso-bidi-font-family: Arial;">their
teacher dropout rate is impressively low: 90 percent of trained teachers<span class="apple-converted-space"> </span></span><span style="background: white; mso-bidi-font-family: Arial;">remain in the profession for the duration of their careers” <w:sdt citation="t" id="-1192063802"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Noa12 \l
1033 <span style='mso-element:field-separator'></span><![endif]-->(Zeichner, 2012)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. To be fair our
teachers face more challenging classrooms than teachers in Finland, but we can
improve our burn-out rate if we raise the standards for entrance into
pre-service teaching programs and create programs that truly prepare
pre-service teachers for life in the public schools.<o:p></o:p></span></div>
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<span style="background: white; mso-bidi-font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; mso-bidi-font-family: Arial;">The
standards for getting into the teaching program need to be higher. In countries with low teacher turnover,
getting into pre-service programs in is extremely competitive. This is something we can easily replicate. If a student cannot maintain at least a 3.0 GPA
by their sophomore year, they should not be allowed to continue in the
pre-service program. <o:p></o:p></span><br />
<span style="background: white; mso-bidi-font-family: Arial;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx94oJaARioFulae1klrZgN5W8lJB8ANiiM2qoZZMcXWmgQAhBtP05a-3MgRIA4mNf3Qd8K2EW9G9UeC8RIq4gL7el77dyjd3t6UEbi-NoIYZzjY9AhZH1XkItrUwzjexEa7xLbM8ARCw/s1600/wordle+3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx94oJaARioFulae1klrZgN5W8lJB8ANiiM2qoZZMcXWmgQAhBtP05a-3MgRIA4mNf3Qd8K2EW9G9UeC8RIq4gL7el77dyjd3t6UEbi-NoIYZzjY9AhZH1XkItrUwzjexEa7xLbM8ARCw/s400/wordle+3.png" width="400" /></a></div>
<span style="background: white; mso-bidi-font-family: Arial;"><br /></span></div>
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<span style="background: white; mso-bidi-font-family: Arial;"><br /></span></div>
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<span style="background: white; mso-bidi-font-family: Arial;">We
also need to look at the professors teaching pre-service programs. Many of these professors have not taught a
full-year in a public school in over ten years.
The populations in our school have changed significantly in the past 10
years; as have the demands put on teachers.
In order to stay relevant, professors need to cycle back to public
school classroom teaching (for a full school year, not just a visit) every 3 to
5 years. <o:p></o:p></span></div>
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<span style="background: white; mso-bidi-font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; mso-bidi-font-family: Arial;">Pre-service
teachers need to spend more time in public schools, especially in the
high-poverty schools (where they are most likely to work after graduation). In many pre-service programs, student
teaching is relegated to the last semester of senior year and is in a
middle-class suburban “cupcake” school. This experience does not replicate the
pressures that new teachers will face when they go out into the field. To get a real sense of the profession they
will be entering, pre-service teachers need to spend 2 full school years (not
college years) working in the public schools: the first year in a “cupcake”
school, and the second in a Title 1 or Special Education setting. There are no ideal classrooms in the real
world. Pre-service teachers need to experience
the true pressures of the public school system while they still have the
support of the university. They need to
have the opportunity to go out and experience what really happens in classrooms
while meeting with university staff regularly over 2 years. There they can have a support system with which
to discuss why they are seeing situations that are not ideal and to determine
how they can face and challenge the status quo when they have their own
classrooms. In this way we can develop
new teachers that are prepared to go out and b<a href="https://www.blogger.com/null" name="_GoBack"></a>e a
positive force to move the profession forward. <o:p></o:p></span></div>
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<h3>
Works Cited</h3>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]-->Graziano, C. (2005, February 9). <i>Public Education
Faces a Crisis in Teacher Retention.</i> Retrieved Jun<span style="color: red;">e</span>
8, 2015, from Edutopia: http://www.edutopia.org/new-teacher-burnout-retention<o:p></o:p></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
The Alliance for Excellent Education. (2014, July
14). <i>Teacher Attrition Costs United States Up to $2.2 Billion Annually,
Says New Alliance Report.</i> Retrieved June 8, 2015, from http://all4ed.org/:
http://all4ed.org/press/teacher-attrition-costs-united-states-up-to-2-2-billion-annually-says-new-alliance-report/<o:p></o:p></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
Zeichner, N. (2012, December 21). <i>Lesson From
Finland on Teacher Retention.</i> Retrieved Jun<span style="color: red;">e</span>
8, 2015, from Education Week Teacher:
http://blogs.edweek.org/teachers/teaching_ahead/2012/12/lessons_from_finland_on_teacher_retention.html<o:p></o:p></div>
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WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-24294972899093003902015-06-02T09:56:00.000-05:002015-06-02T09:56:11.938-05:00The Middle Class Parent and “Those Kids”<div class="MsoNormal">
By Heather Jung<o:p></o:p></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpGOpoERefjuED0W5J7tJstoHb5jNBkHD2Pe3PGok6b5D7kAHMMhQfUrWAkznr43xyAqiws01FbJOwYlnFRHHV_vfZp8l5S9d8YdEVMELcwpRHZnLabZGSVuT8Hk4hPpOJrmr0tsvKNBo/s1600/stock-photo-word-equity-on-ascending-arrow-above-bar-graph-of-wooden-small-cubes-isolated-on-black-background-269637089.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpGOpoERefjuED0W5J7tJstoHb5jNBkHD2Pe3PGok6b5D7kAHMMhQfUrWAkznr43xyAqiws01FbJOwYlnFRHHV_vfZp8l5S9d8YdEVMELcwpRHZnLabZGSVuT8Hk4hPpOJrmr0tsvKNBo/s320/stock-photo-word-equity-on-ascending-arrow-above-bar-graph-of-wooden-small-cubes-isolated-on-black-background-269637089.jpg" width="320" /></a></div>
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<span style="font-size: 12.0pt; line-height: 115%;">There are
many changes that will be occurring at my school over the next few years. One of which is that our school building is
going to be renovated and enlarged (it was built in the 1950s and last
renovated in the 1980s). A significant increase
in English Language Learners (ELLs) and students in poverty will come with the
expansion. We are currently at 34% ELL
and 55% free/reduced lunch and we expect to be increasing to around 55-65% ELL
and 70-80% free/reduced lunch. These
proposed changes to the demographics of our school have created quite a buzz
among both staff and parents. Some
parents welcome the opportunity to have a more diverse school, but other
parents are adamantly opposed to having “more of <i>those kids</i>” coming to our school.
It shocking to hear parents saying things like: “<i>they’re</i>
ruining our nice neighborhood school” or “<i>those
kids </i>are going to drop our home value by $100,000,”statements which are
both inflammatory and inaccurate. I worry
about my neediest students facing such prejudiced comments from the very
community that is supposed to be supporting them and my school is not alone in
facing this problem.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Nationally,
“for the first time in at least 50 years, a majority of U.S. public school
students come from low-income families, according to a new analysis of 2013
federal data, a statistic that has profound implications for the nation” <w:sdt citation="t" id="653343136"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Lay15 \l
1033 <span style='mso-element:field-separator'></span><![endif]-->(Layton, 2015)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. The reality of public schools now is that
working with students from poverty is the <i>norm</i>,
not the exception. Teachers working in
public schools have known and accepted this for years. <span style="color: #111111;">Sonya
Romero-Smith, a veteran teacher at Lew Wallace Elementary School in Albuquerque
said, “When they first come in my door in the morning, the first thing I do is
an inventory of immediate needs: Did you eat? Are you clean? A big part of my
job is making them feel safe”<w:sdt citation="t" id="-12692996"><!--[if supportFields]><span
style='mso-element:field-begin'></span> CITATION Lay15 \l 1033 <span
style='mso-element:field-separator'></span><![endif]--> (Layton, 2015)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. Stories like Sonya’s have been echoed in
classrooms across the country. You also
see them passed around on Facebook, with people commenting on how tragic
childhood poverty is. It is tragic but
it is also the <b><i>reality</i></b> of the American public school system. Demographics in this country have changed</span>. Teachers accepted this years ago. It is time for parents, communities, and
politicians to do the same. Childhood poverty is a reality across the United
States, in <i>every</i> community! It is often hidden within upper-middle class suburban
communities. They need to be supported
and embraced by them. We need to build a
culture that understands that fairness is not about giving everyone the same
education, but giving everyone the education that they need. Everyone wants<b><i> </i></b>their child to have the
best teachers and the best school. Often
middle class parents do not understand why money and resources are shifted to
the schools with the neediest students and away from their own children, but a
person with a clear understanding of the true meaning of equity realizes that
this is the only way to more society forward in an unbiased manner.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<h3>
Works Cited</h3>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]-->Layton, L. (2015, January 16). <i>Majority of U.S.
public school students are in poverty.</i> Retrieved May 21, 2015, from The
Washington Post:
http://www.washingtonpost.com/local/education/majority-of-us-public-school-students-are-in-poverty/2015/01/15/df7171d0-9ce9-11e4-a7ee-526210d665b4_story.html<o:p></o:p></div>
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WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com1tag:blogger.com,1999:blog-6609317804565357003.post-1858737205940095002015-05-18T15:40:00.001-05:002015-06-02T09:57:13.343-05:00Teacher Leadership and Teach to Lead<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="MsoNormal" style="margin-left: 1em; margin-right: 1em; text-align: left;">
<br /></div>
<div class="MsoNormal" style="margin-left: 1em; margin-right: 1em; text-align: left;">
By Heather Jung<br />
<br /></div>
<div class="MsoNormal" style="margin-left: 1em; margin-right: 1em;">
<img alt="Beautiful woman writing a motivational concept on a blackboard - stock photo" src="http://thumb9.shutterstock.com/display_pic_with_logo/210376/112397306/stock-photo-beautiful-woman-writing-a-motivational-concept-on-a-blackboard-112397306.jpg" /></div>
<br />
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Teachers, who are working with students every day, have the
most important perspective on the issues surrounding education, but are often
reticent to make their voices heard when it comes to educational policy issues.
The egalitarian nature of the teaching profession can make teachers reluctant
to take on leadership roles. Although most
teachers do not want to leave the classroom or become administrators, their</span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt;"> integral knowledge of both the community and student
learning needs is essential to promoting positive change in our schools.</span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"> There has been research, showing that actively
involving </span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt;">teacher leaders is the
best way to advance the vision of school and district communities</span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">. Teachers who lead from the front of the
classroom, rather than leaving it, have the strongest impact on student
learning. </span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt;">Helping
teachers recognize that they are leaders, offering them opportunities to
develop their leadership skills, and creating school cultures that honor
teacher leadership can open up new avenues for providing support and resources
to teachers and elevate the level of professionalism surrounding the field of
education. </span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Still, many teachers struggle to find their voice on policy
issues and appropriate forums for expressing their ideas. Teach to Lead is one
avenue that is available to teachers who want to advocate and promote policy
change.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Teach to Lead is a joint venture between the U.S. Department
of Education and the National Board of Professional Teaching Standards that was
started in the spring of 2014. Teach to
Lead has created an online community called "Commit to Lead." As a part of this community, teachers summit
their ideas addressing current issues in education. They then use social media and crowdsourcing
to promote their concepts. Community members comment and vote on the
initiatives that have been submitted. Teachers
whose proposals generate the most conversation are invited to attend various "Teach
to Lead" summits where they can collaborate with other teacher leaders, principals,
districts, supporter organizations, and state leaders to implement their policies<a href="https://www.blogger.com/null" name="_GoBack"></a>.</span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
<br />
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Here is a link to a proposal that I have submitted to Commit
to Lead:</span></div>
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<a href="http://teachtolead.ideascale.com/a/ideas/search?templateId=0&query=supporting+teacher+success" target="_blank">http://teachtolead.ideascale.com/a/ideas/search?templateId=0&query=supporting+teacher+success</a></div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-88298560300171727712015-04-22T16:57:00.001-05:002015-04-22T19:19:25.521-05:00Assessment 2.0 and the Every Child Achieves Act<div class="MsoNormal" style="text-align: center;">
</div>
<div class="MsoNormal" style="text-align: center;">
<div style="text-align: left;">
By Heather Jung </div>
<div style="text-align: left;">
<br /></div>
</div>
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Since last July, I have been participating in a program to
gather teacher leaders from around my home state of Virginia together to
discuss issues on our current educational system. The program is called: the Virginia Center
for Excellence in Teaching (VCET) and is run through the education program at
George Mason University. As part of
this program, I participated in a conference call with Dr. Steve Staples, the
superintendant of public education in Virginia.
I found Dr. Staples’ comments very intriguing, especially those
regarding realigning and reshaping the assessments and accountability. In
Virginia, we have not accepted CCSS.
Instead, we assess based on Standards of Learning (SOLs) set forth by
the Virginia Department of Education. Yet many of the current SOLs are not consistent
with the 21<sup>st</sup> Century Skills that we are trying to instill in our
learners and need to be revisited. Dr.
Staples has appointed a committee to revisit the SOLs, but he did not give any
specifics about who was on the committee.
</div>
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<div class="MsoNormal" style="text-align: center;">
<img alt="ASSESSMENT word cloud, business concept" src="http://image.shutterstock.com/display_pic_with_logo/11994/255694000/stock-vector-assessment-word-cloud-business-concept-255694000.jpg" height="254" width="320" /></div>
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Students in Virginia take standardized SOL tests on the
computer each year. These tests are used to determine if schools have met
annual yearly progress (AYP) and annual measurable objectives (AMO) according
NCLB. Many of our ELL students are
eligible to take an alternative portfolio assessment called the Virginia Grade
Level Alternative (VGLA). The VGLA
portfolio includes gathering evidence demonstrating student performance of the
standards. The students are required to perform
50 to 100 rote tasks and worksheets for documentation. The rote tasks required for the VGLA take
time away from authentic learning tasks that would benefit the students more. I have heard that portfolio assessments were
the great alternative to standardized tests, but when I look at the VGLA portfolio,
it does not really meet the instructional needs of my students. </div>
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At my scho<a href="https://www.blogger.com/null" name="_GoBack"></a>ol, many students come in 3
years or more below benchmark. Many of
those students make significant progress during the school year, often as much
as 1.5 to 2 years of growth. The
administration at my school does a good job of recognizing this achievement in
house but, because these students are still not “meeting benchmark,” their
progress goes largely ignored at the county and state level.</div>
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It seems as though we need to find an Assessment 2.0. A method, which can track and celebrate the
accomplishments of students, and teachers, who are making great growth even if
that growth cannot always be measured in a standardized way.</div>
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<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">As we look forward to the reauthorization of the
Elementary and Secondary Education Act (ESEA) with the Every Child Achieves Act
(ECAA), now is the time consider how to change our assessment systems. ECAA
will require students be assessed every year in grades 3 and up for math and
language arts and science (though not as often). States will have autonomy to choose their assessments
as long as they "...involve multiple up-to-date measures of student
academic achievement, including measures that assess higher-order thinking
skills and understanding, which may include measures of student academic growth
and may be partially delivered in the form of portfolios, projects, or extend
performance tasks;" (pg 36). </span><br />
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span>
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">This
language provides little reassurance that things will change under the new
policy, but the bill has not been passed yet! Now is the time to let our voices
be heard and demand that changes be made to the old standardized testing
systems! </span>WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-86542110550941764872015-02-16T10:33:00.000-06:002015-08-04T02:59:11.770-05:00Teacher Timesavers Reimagined<div class="MsoNormal">
<span style="color: black; font-family: Verdana, sans-serif; font-size: 10.0pt; mso-bidi-font-family: Arial;">by Jackie Moreno and Ashley Coblentz</span></div>
<div class="MsoNormal">
<span style="color: black; font-family: Verdana, sans-serif; font-size: 10.0pt; mso-bidi-font-family: Arial;"><br /></span>
<span style="color: black; font-family: Verdana, sans-serif; font-size: 10.0pt; mso-bidi-font-family: Arial;"><span style="font-family: Verdana, sans-serif;">What if students took on more of the “teacher workload” and in the process became more engaged and invested in school?</span></span><br />
<span style="color: black; font-family: Verdana, sans-serif; font-size: 10.0pt; mso-bidi-font-family: Arial;"><span style="font-family: Verdana, sans-serif;"><br /></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnAXhLCxcWSuakWZVaUuHfgOcaWtGGWPjppCkkyN9LcYPoX25Le9QsQ6mJDF7b7_hHOGSy8Dku9X0nmPs76GH6DkHlqucmZ6GRdoWDINJIwYUb3smQvfpjy3qrMyL3IP7XQOLN5weydHk/s1600/Collette.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Verdana, sans-serif;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnAXhLCxcWSuakWZVaUuHfgOcaWtGGWPjppCkkyN9LcYPoX25Le9QsQ6mJDF7b7_hHOGSy8Dku9X0nmPs76GH6DkHlqucmZ6GRdoWDINJIwYUb3smQvfpjy3qrMyL3IP7XQOLN5weydHk/s1600/Collette.jpg" width="301" /></span></a></div>
<div class="MsoNormal" style="text-align: center;">
<span style="color: black; font-family: Verdana, sans-serif; font-size: 10.0pt; mso-bidi-font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><span style="color: black; font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: Arial;">Instead of running around crazily as stressed-out adults, why not
invite students to be a part of the essential work that happens at schools,
such as having a say in how schools spend money, plan events, and communicate
with parents? We have been thinking about this a lot this year, especially in
the midst of new demands placed on educators. </span><span style="font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: Verdana, sans-serif; font-size: 10.0pt; mso-bidi-font-family: Arial;">At Sandburg Elementary our principal
has branded 2014-15 the “Year of the Student.” This is all about teachers
working together to create opportunities for student leadership and ownership
of learning. </span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM0XzeCHGiUEtea3NYWc7eBnQ8VWWarzYVyGmxKPtfjo2-x6EeWt3X2EHntglv21A-mus9HX5APFJY1vKWeZsGZZ-I1Cmp7JojmRX9R7agDlJ_4kpsH8cPJK_QGcUw-5zsLOm3Db-gGuk/s1600/morningmessage.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Verdana, sans-serif;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM0XzeCHGiUEtea3NYWc7eBnQ8VWWarzYVyGmxKPtfjo2-x6EeWt3X2EHntglv21A-mus9HX5APFJY1vKWeZsGZZ-I1Cmp7JojmRX9R7agDlJ_4kpsH8cPJK_QGcUw-5zsLOm3Db-gGuk/s1600/morningmessage.JPG" width="240" /></span></a></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: Verdana, sans-serif; font-size: x-small;">Third-graders writing the morning message</span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;">"Whoever does the work does the learning" is often said in education.</span> <span style="font-family: Verdana, sans-serif;">Here are some Sandburg teacher inspired ways to bring this to life in the classroom:</span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: Verdana, sans-serif; font-size: 10pt;">Instead of rushing to school early to
write a morning message, pass the markers to the students.</span></li>
</ul>
<ul>
<li><span style="font-family: Verdana, sans-serif; font-size: 10pt;">Instead of hurrying to finish a
newsletter on a Friday, have students do it by writing about what they learned
that week.</span></li>
</ul>
<ul>
<li><span style="font-family: Verdana, sans-serif; font-size: 10pt;">Instead of stressing about planning
school assemblies, let students take charge. For instance, Sandburg’s fifth
grade students lead whole school assemblies where teachers are in the audience
and students are front and center.</span></li>
</ul>
<ul>
<li><span style="font-family: Verdana, sans-serif; font-size: 10pt;">Instead of coordinating field trips,
empower student leaders to plan outings by contacting organizations, writing
permission slips, and setting up transportation.</span></li>
</ul>
<span style="font-family: Verdana, sans-serif;"><br /></span>
<br />
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><span style="color: black; font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: Arial;">One of our students’ favorite
experiences this year has been spending thousands of dollars on
books for their classroom and school libraries. Due to high poverty, our school
is eligible for Title I funding. Historically adults have been in charge of
figuring out how this money is spent, but this year each child in our school
was in charge of spending fifty dollars at <a href="http://host.madison.com/news/local/education/local_schools/school-spotlight-sandburg-students-choose-books-for-the-library/article_9f3ef33b-6259-57b0-ac05-31fddb1a39dc.html" target="_blank">Barnes and Noble to shop for books</a>
to fill their classroom libraries. Additionally, students created surveys to
determine how the school library budget would be spent. </span><span style="font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><span style="color: black; font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: Arial;">Before the trip students surveyed their
current classroom libraries; created online wish lists within their budgets;
and graphed the genres of books selected to decide if their choices supported a
balanced classroom library. This culminated in a joy filled day they will
always remember and left them with a personal investment in how they care for
and engage with their refreshed libraries. </span><span style="font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><span style="color: black; font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: Arial;">Turning over the book selection to
students connects to reading research around student choice improving academic
outcomes and saved teachers hours of time that would have been spent paging
through catalogs and placing orders. And after all, the best experts on what
kids like to read are kids themselves. </span><span style="font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="color: black; font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: Arial;">Inviting students to participate in
these practical, fun tasks incorporates standards into authentic learning
experiences, allowing students to understand how school applies to everyday
life, while helping teachers save time. What could you subtract from your to do
list, that your students could take on? </span><span style="font-family: Verdana; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
<div>
<br /></div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-77685023411596938862014-10-30T15:37:00.000-05:002015-08-04T02:58:20.405-05:00Scenes from an Unquiet Classroom<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
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<span style="background: white; color: black; font-family: Verdana; mso-bidi-font-family: "Times New Roman";">by Ashley
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<span style="background: white; color: black; font-family: Verdana; font-size: 14.0pt; line-height: 150%; mso-bidi-font-family: "Times New Roman";">Do our students help write the script for learning
or do they sit in the audience? </span><span style="font-family: Verdana; font-size: 14.0pt; line-height: 150%; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: white; font-size: x-small;"><span style="background-color: white; font-family: Verdana, sans-serif; line-height: 13px; white-space: pre-wrap;">`</span></span></div>
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<span style="background-color: white; line-height: 1; white-space: pre-wrap;"><span style="color: white; font-family: Verdana, sans-serif; font-size: x-small;">`</span></span><br />
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<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">This is a question we regularly ask ourselves, and although we
definitely want to say the former, the true answer is found in how we use our
time. As we count down our last days of first quarter, we are at the perfect
time of year to take a close look at our daily schedule, to see if the value we
place on student-driven learning is truly reflected in our day.</span></div>
<u1:p></u1:p>
<u1:p></u1:p><br />
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<span style="color: black; font-family: "Verdana","sans-serif"; font-size: 10.0pt; line-height: 150%;">Today we’d like to share one of our favorite projects that fosters
student choice and empowerment,<span class="apple-converted-space"><b> </b></span>student
created book trailers! They are<span class="apple-converted-space"><span style="background: white;"> </span></span><b><span style="background: white;">multi-media
projects that encourage students to take on the roles of writers, actors and
directors of learning</span></b><span style="background: white;">.</span><o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; color: white; font-size: x-small; line-height: 13px; white-space: pre-wrap;">`</span><b style="font-weight: normal;"><br /></b>
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/36qkSGi1FKU" width="560"></iframe></span><br />
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<span style="font-family: Verdana; mso-bidi-font-family: Verdana;">A Spanish language book trailer created by a
third grader.<o:p></o:p></span></div>
</div>
</div>
<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; color: white; font-size: x-small; line-height: 13px; white-space: pre-wrap;">`</span>
</span><br />
<div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<div class="MsoNormal" style="line-height: 150%;">
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<b><u><span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">Creating in the Classroom</span></u></b><span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;"><u1:p></u1:p><o:p></o:p></span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">Together teachers and students define
which standards will be addressed</span><span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">. Once
students demonstrate they clearly understand the purpose, the creative
direction of the project is primarily up to them. For example, students might
choose the theme, tone, script, etc. Next enters joy and engagement as they
compose music, act, illustrate, read and write about what’s most compelling to
them. In other words,<span class="apple-converted-space"> </span>students decide how they will prove they have
learned what they set out to.</span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;"><br /></span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">In<span class="apple-converted-space"> </span><a href="http://goo.gl/WmV0Ra" target="_blank">Writing Workshop
2.0</a>, in addition to publishing their narratives digitally, students might
print them as well. Then QR codes leading to student-created book trailers
advertising their books are placed on the copies. Other QR codes featuring a
student read audio book version are placed on the print copy as well.<span class="apple-converted-space"> <u1:p></u1:p></span><o:p></o:p></span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="background-color: white; color: white; font-family: Verdana, sans-serif; font-size: x-small; line-height: 13px; white-space: pre-wrap;">`</span></div>
</div>
</div>
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<span style="font-family: Verdana, sans-serif;"><img height="263px;" src="https://lh5.googleusercontent.com/JDNNOXDAfN9rh7kTXHpAchduSzpVWHe9gaxnEOqr5wnRjJhSWZosNSUo2tFXXwEOZoBtQe908OPJ4ZFhj8LWkkBh029rGw39kOBEOjTUtlT2nGMr0C420ab24gCNe-WUI2XLhYg0_A" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="351px;" /></span></div>
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<u1:p></u1:p><br />
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="background: white; font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">Joy is found not only in the creation; it expands
further as they</span><span class="apple-converted-space" style="line-height: 150%;"><span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;"> </span></span><span style="background: white; font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">get to share their writing and book trailers with
the whole school. This is incredibly powerful for them since it creates a sense
of authentic purpose for writing. By creating the trailers and books, students
have more access to texts that reflect experiences of other students “like
them”. This is a particularly powerful opportunity for ELL students to tell
their stories and the stories of their families, especially given mainstream
portrayals of immigrant communities.</span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="background-color: white; color: white; font-family: Verdana, sans-serif; font-size: x-small; line-height: 13px; white-space: pre-wrap;">`</span></div>
</div>
<div dir="ltr" style="line-height: 1; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Verdana, sans-serif;"><img height="253px;" src="https://lh3.googleusercontent.com/IwgdOO-5eK8j0WUZqS81APHmhRGPtrlhgfSJG3GvhP0uaGaHPiHoXooSRmp5o5Rz5mFejUe4olvassIX2RBbpYq59c5rEcV6mjl0ECSojOit65kVLzuVTgsCF0uvzDBBuNXqDV_3YA" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="338px;" /></span></div>
<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; color: white; font-size: x-small; line-height: 13px; white-space: pre-wrap;">`</span>
</span><br />
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<div class="MsoNormal" style="line-height: 150%;">
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<b><u><span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">How To</span></u></b><span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;"><o:p></o:p></span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">1. Students write and publish narratives.<o:p></o:p></span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">2. The book trailer concept is introduced, and students are given
a descriptive rubric. Students use the rubrics to evaluate professional or
other student created book the trailers before creating their own so that they
know exactly what the CCSS learning goals are and what is expected from them.<o:p></o:p></span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">3. Students then use iMovie to create book trailers about their
stories. Students use the rubric to make sure their trailer includes all of the
key components.<o:p></o:p></span></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">4. After that, students use Voice Record Pro to record themselves
reading their narratives. They then convert their voice recordings into QR
codes so that other students can hear the stories read aloud.</span></div>
<u1:p></u1:p>
<u1:p></u1:p>
<u1:p></u1:p>
<u1:p></u1:p>
<u1:p></u1:p>
<br />
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt; line-height: 150%;">5. Place the books with the QR codes on them in the school library
so that students throughout the school can read the print versions and scan the
QR codes to access the book trailers, as well as audio versions of the books.<o:p></o:p></span></div>
</div>
</div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com1tag:blogger.com,1999:blog-6609317804565357003.post-22912794869746198962014-08-01T08:47:00.000-05:002014-08-01T08:47:05.621-05:00Peer CoachingToday, Heather Jung talks about peer coaching in her district.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNpzPc0b7T19H3xll7SNkmTjfBjFj6chzqBKI0Tz6nQw7shZo-pMUv_i5kLX6pycYPF9YD5RY1oHtQ-w9WjS2TQY9mNVxm_PkV6UAEZEopp8qXPEtPowAd9zQArqnSZcd1BV6veosPecw/s1600/Peer.Coaching-feature.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNpzPc0b7T19H3xll7SNkmTjfBjFj6chzqBKI0Tz6nQw7shZo-pMUv_i5kLX6pycYPF9YD5RY1oHtQ-w9WjS2TQY9mNVxm_PkV6UAEZEopp8qXPEtPowAd9zQArqnSZcd1BV6veosPecw/s1600/Peer.Coaching-feature.jpg" /></a></div>
<br />
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">During the summer months and
throughout the school year, teachers are required to attend various staff
development programs. The purpose of
these programs is to ensure that high-quality instruction is available to all
students. Many times the staff
development that is offered does not accomplish the goals that it is trying to
meet. As school districts around the
country face increased budget cuts, providing high-quality staff development is
often one of the first things to go. Often
staff development is offered in a large group “one-size fits all” model, which
teachers find frustrating. This style of
staff development cannot meet the unique needs of teachers and their students. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">In my district, we have
previously been offered time weekly to engage in onsite small group staff
development that was differentiated to meet teacher’s needs and interests. This year that time has been cut. To meet the professional needs of our
teachers we are trying a different approach to staff development. We will be starting a peer coaching
initiative at my school in the fall.
This peer coaching cycle will be based on each teacher receiving both a
10 minute coaching observation and a 15 minute feedback and planning conference
every two weeks. This format is based on
research done by Joyce & Showers (2002) and Bambrick-Santoyo (2012). According
to Joyce & Showers (2002), (see Fig A.) peer coaching has significantly
higher outcomes than other forms of staff development. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">Figure A. <w:sdt citation="t" id="1043635650"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
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<b><span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">TRAINING COMPONENTS AND
ATTAINMENT OF OUTCOMES<o:p></o:p></span></b></div>
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<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">(strong)<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 3.5pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">Transfer<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">(executive
implementation)<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">Study
of Theory<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 106.2pt;" valign="top" width="142">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">10<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">5<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">0<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">Demonstrations<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 106.2pt;" valign="top" width="142">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">30<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">20<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">0<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">Practice<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 106.2pt;" valign="top" width="142">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">60<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">60<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">5<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">Peer
Coaching <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 106.2pt;" valign="top" width="142">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">95<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">95<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">95<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-bidi-font-size: 11.5pt;">Peer Coaching builds
independence and shared responsibility among teachers. Using this approach we hope to be able to
meet the individual needs of our teachers and focus staff development on
meeting the unique needs of each group of students. Meaningful learning “is based on a broader
vision of learning that includes not only acquiring knowledge but also being
able to use knowledge in a variety of ways<w:sdt citation="t" id="1014031788"><!--[if supportFields]><span
style='mso-element:field-begin'></span> CITATION May02 \l 1033 <span
style='mso-element:field-separator'></span><![endif]--> (Mayer, 2002)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. This is the kind of knowledge that is
facilitated by peer coaching. Teachers involved in peer coaching develop strong
pedagogy “with someone nearby to encourage, critique, and suggest next steps” <w:sdt citation="t" id="299049088"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Cus10 \l
1033 <span style='mso-element:field-separator'></span><![endif]-->(Cushman, 2010)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. Having an expert listener available on a
routine basis to notice and support growth encourages teachers to develop
expertise. There will be many challenges
as we implement this initiative, both logistical and cultural, as we seek build
a school climate that will support peer coaching, but the potential rewards are
worth the risk.<o:p></o:p></span></div>
<h1>
<span style="font-size: small;">Works Cited</span><o:p></o:p><span style="color: windowtext; font-size: 11.0pt; font-weight: normal; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><w:sdtpr></w:sdtpr></span></h1>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]-->Bambrick-Santoyo, P. (2012). <i>Leverage Leadership:
A Practical Guide to Building Exceptional Schools.</i> San Francisco, CA: Jossey-Bass.<o:p></o:p></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
Cushman, K. (2010). <i>Fires in the Mind.</i> San
Fancisco, CA: Jossey Bass.<o:p></o:p></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
Joyce, B., & Showers, B. (2002). <i>Student
achievement through staff development (3rd ed.).</i> Alexandria, VA:
Association for Supervision and Curriculum Development.<o:p></o:p></div>
<w:sdt docparttype="Bibliographies" docpartunique="t" id="328791368" sdtdocpart="t">
<!--[if supportFields]><b><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:
minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
EN-US;mso-bidi-language:AR-SA'><span style='mso-element:field-end'></span></span></b><![endif]--></w:sdt><br />
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<span style="mso-no-proof: yes;">Mayer, R. E. (2002, Autumn). Rote versus Meaningful
Learning. <i>Theory into Practice, 41</i>(4), 226-232.<o:p></o:p></span></div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com2tag:blogger.com,1999:blog-6609317804565357003.post-11880847570756765472014-07-28T10:20:00.001-05:002014-07-28T10:22:53.611-05:00ESL Program Equity AuditToday, Holly Niemi shares her ideas on reflecting to prepare for the upcoming school year.<br />
<br />
Summer is the perfect time for reflection. This ESL Program Equity Audit is a great tool to guide that reflection in preparation for the coming school year. I came across this meaningful exercise at a professional development I attended this past spring. It came from the text by Alfred and Niño (2011) entitled Leading Academic Achievement for English Language Learners: A Guide for Principals. My ESL colleagues and I found it a facile and enlightening way to view our ESL program and its future direction. The audit is a one-page document that considers six program areas: role of ESL teacher, instructional materials & curriculum, professional development, assessment, ESL parent outreach, and teacher evaluation. This is a wonderful starting point to gauge the access and rigor of an ESL program in light of the demands of the Common Core State Standards. Additionally, the audit was a means to opening communication and collaborating between both ESL teachers and administrators. As a group of ESL teachers, we completed the audit, and then later shared it with our school administration. This audit could be used at both macro and micro levels: it allows for the consideration of the overall effectiveness of a district-wide ESL program or it can be completed at the school or grade team levels. Overall, the audit allows for educators and administrators to prioritize their ESL program’s needs and begin taking action in the focus areas in order to maximize ELLs’ equitable access to the Common Core.<br />
<br />
<div>
<a href="http://wida.us/DownloadDocs/Blog/equity-audit-table.pdf" target="_blank">Download the Equity Audit Table here</a>.</div>
WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com0tag:blogger.com,1999:blog-6609317804565357003.post-12958136448121010892014-07-07T15:26:00.000-05:002014-07-07T15:26:01.642-05:00Top Ten Ways for ELLs to Beat Summer BackslideHolly Niemi shares how she beats the summer backslide.<br />
<br />
The downside of summer vacation is backslide. Summer learning loss is an issue for many learners, especially English language learners. A variety of summer programs may focus on remediation, acceleration or enrichment, all of which will help ELLs maintain and improve the language domains of listening, speaking, reading, and writing.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihYOm9bPCM2pKPVjK33I5sHTx20xXHeSNYsFtqNNt0fRra2ShMts2ClajbgF9dKvNuoJY28-SVQJZ-qSvafLgqAoKETwEM99Zkt4JG_H0Z6sPXXTM6gJjxTQRaUaMDJMKZbhjAx2W7TcU/s1600/Top+10.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihYOm9bPCM2pKPVjK33I5sHTx20xXHeSNYsFtqNNt0fRra2ShMts2ClajbgF9dKvNuoJY28-SVQJZ-qSvafLgqAoKETwEM99Zkt4JG_H0Z6sPXXTM6gJjxTQRaUaMDJMKZbhjAx2W7TcU/s1600/Top+10.jpg" height="320" width="320" /></a></div>
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<br />
ESL Summer School may meet the language learning needs of ELLs with localized instruction. ESL Grants and Title III monies may help schools fund ELLs with this opportunity.<br />
<br />
Summer Activity Camps may be offered through local boys & girls clubs or religious organizations. These camps may provide ELLs the opportunity to learn an instrument, play sports, or visit local attractions, all while interacting with native speakers. Depending on the organization, many of these camps provide financial assistance or reduced for those who qualify.<br />
<br />
Job Shadow programs are offered by some businesses, Junior Achievement Program and county programs. This may help secondary ELLs maintain their language proficiency, while venturing into the business world and learning about potential future careers.<br />
<br />
Summer Academic Camps may be offered through local colleges and universities. These camps focus on math, science and language arts. Often times, they are organized through the institute of higher learning’s teacher training programs.<br />
<br />
Library Youth Programs offer a variety of weekly programs for ELLs, ranging from story time to crafts and games.<br />
<br />
Phone Number & E-mail Exchanges on the last day of school will provide ELLs with contact information for their classmates. This way they can call or write their peers and perhaps even plan a time to get tougher in person.<br />
<br />
Summer Field Trips are a great way to maintain contact with ELLs. They have a chance to reconnect with the teacher, as well as classmates. This can even be an opportunity to engage parents and families.<br />
<br />
Television Programs in English may help ELLs maintain their listening skills, as well as reading skills when the closed-caption is activated. Teachers could recommend a variety of shows with the channel and time for ELLs.<br />
<br />
On-line ESL resources may help ELLs practice their listening, speaking, reading, and writing from a computer. Here is a link to 50 resources that may prove useful to ELLs over the summer.<br />
<br />
ESL Class Websites will enable the ESL teacher with the ability to post various informative pieces and ELLs to connect with other ELLs over the summer. Posts could include reading material, articles, as well as English practice website links, as well as local community events that may interest students.<br />
<div>
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WIDAhttp://www.blogger.com/profile/01442047644266375892noreply@blogger.com1