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Instructional Leadership for English Learners (ELs)

Instructional Leadership for English Learners (ELs). 2019 Coordinators’ Technical Assistance Academy July 15-17, 2019. Disclaimer.

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Instructional Leadership for English Learners (ELs)

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  1. Instructional Leadership for English Learners (ELs) 2019 Coordinators’ Technical Assistance Academy July 15-17, 2019

  2. Disclaimer Theacademy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

  3. Overview • In this session, school and district leaders will explore ideas and strategies related to equitable instruction for ELs. Then, they will discuss ways to integrate evidence of those practices into their current walkthrough and feedback processes.

  4. Language Instruction is a Civil Right

  5. Think About It… • “There are no native speakers of academic language.” • All students are academic language learners. • There are no “low-incidence” academic language learner schools. -NCELA Webinar (2013)

  6. English Language Development (ELD) Standards

  7. Instructional Leadership Principals should be instructional leaders. The title principal emanated from the term principal teacher. The assumption behind the title was that the principal had more skill and knowledge than anyone in the building and would guide others in how to teach. Much has changed in the schooling enterprise, but our expectations for the principal remain the same: He or she needs to be the educational visionary, offering direction and expertise to ensure that students learn. Hoerr(2008) What Is Instructional Leadership?

  8. Principles of Academic Language Instruction • Five research-based principles of second language instruction form the basis for the education of English language learners in grades PreK–12. Teachers can use the five principles to accelerate the learning process, promote academic achievement, and foster academic language acquisition (Levine, Smallwood, & Haynes, 2012a, 2012b). • Principle 1. Focus on academic language, literacy, and vocabulary • Principle 2. Link background knowledge and culture to learning • Principle 3. Increase comprehensible input and language output • Principle 4. Promote classroom interaction • Principle 5. Stimulate higher order thinking and the use of learning strategies

  9. Essential Actions for EL Equity

  10. Analyzing Academic Language • Action 2: Analyze the academic language demands involved in grade-level teaching and learning.

  11. Identifying Language Functions • Language functions refer to the purposes in which we use language to communicate. We use language for a variety of formal and informal purposes, and specific grammatical structures and vocabulary are often used with each language function. Some examples of language functions include: • Compare and Contrast • Identify Causes and Effects • Persuade or Argue • Sequence • Predict • Classify • Describe • Etc.

  12. Using Proficiency Scores • Action 3: Include the background knowledge of ELs, including their language proficiency, in planning differentiated language teaching.

  13. Applying Proficiency Scores Action 3: Include the background knowledge of ELs, including their language proficiency, in planning differentiated language teaching. Note: Ensure the content matches the curriculum expectations and is the same throughout, e.g. 8 examples. The difference is the amount and complexity of text included.

  14. Essential Actions: Observation and Reflection • Video 1: Use a square to mark which you see in action. • Video 2: Use a triangle to mark which you see in action. • With a partner, justify your responses. What did you see that you think counts as part of an Essential Action? NOW...Reflect on your own context (school/content department). • 0- no evidence • 1- Happens irregularly • 2- Happens frequently but without intentionality • 3- Fully Implemented

  15. Observing Academic Language Instruction • How can your division’s or school’s current process and tools be enhanced with attention to essential actions for ELs?

  16. Differentiated Debrief • I want to___. • My plan is to___. • From what I learned and discussed, my intentions are to ___. • Word bank: • Implement • Adjust/modify/enhance • Craft/draft • Integrate • Inspect • Inquire

  17. What does an Oreo have to do with Leadership?

  18. Thank you!Questions?

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