slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Agenda PowerPoint Presentation
Download Presentation
Agenda

Loading in 2 Seconds...

play fullscreen
1 / 38

Agenda - PowerPoint PPT Presentation


  • 117 Views
  • Uploaded on

PD Support Framework for instructors in Ontario government-funded language training programs funded by Citizenship and Immigration Canada April 2011 – March 2013 TESL Ontario presentation, October 27, 2011 Anne-Marie Kaskens , Justine Light. Agenda. Project description

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Agenda


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

PD Support Frameworkfor instructors in Ontario government-funded language training programsfunded by Citizenship and Immigration CanadaApril 2011 – March 2013TESL Ontario presentation, October 27, 2011Anne-Marie Kaskens , Justine Light

agenda
Agenda
  • Project description
  • Conclusions from literature scan
  • Preliminary findings from consultations
  • The approach for moving professional learning to classroom practice
  • The approach in action
project goal
Project Goal

The goal of the professional development project is to engage instructors in the examination, evaluation and application of professional knowledge to classroom practice in order to facilitate improved outcomes for language learners.

project description
Project description

Four main components

  • Practitioner Handbook (drafted by March 2012)
  • Guide for Supporting the Professional Learning of instructors (drafted by Dec 2012)
  • Training Program, and training of up to 25 individuals (fall, 2013)
  • Job-embedded PD support to instructors
1 practitioner handbook
1. Practitioner Handbook

...for applying professional learning to the classroom

To include:

  • Forms of professional learning, and strategies for applying to the classroom
  • Methods for applying learning to classroom, based on reflective practice
  • Policies and adopted instructional approaches in Ontario government-funded language training programs
  • Learning from research
2 guide to supporting the professional learning of ontario instructors
2. Guide to Supporting the Professional Learning of Ontario instructors

To include:

  • Details of promising PD practices of a variety of language training providers in Ontario
  • Strategies for supporting professional learning
  • Strategies for supporting job-embedded PD practices
  • Description of training program and training materials
3 training program and training
3. Training program and training
  • Recruit interested participating language training providers (that would select individuals among their staff to receive training)
  • Provide training program
  • Support trained individuals as they offer job-embedded pd support to others
4 job embedded pd delivery
4. job-embedded pd delivery
  • Among the 25 trainees, 3-5 of them would be staff paid by the project, to offer job-embedded pd support to instructors that is:
    • Non-evaluative
    • Collaborative
    • Rooted in reflective practice
consultations with language providers
Consultations with language providers

Language training providers across Ontario

  • Invited by survey
  • Successful, innovative PD practices
  • Summaries for publication
  • A few examples....
team teaching in windsor
Team teaching in Windsor

Windsor Women Working With Immigrant Women

  • Literacy – coordination
  • Proposed Team Teaching
conference sharing
Conference sharing

Polycultural Immigrant Community Services, Scarborough

  • Post conference meeting:
  • Highlights, resources
  • Resulted in a Portable Library

Targeted workshop

Working Women Community Centre, Toronto

  • Targeted workshop on mental health and settlement
esl literacy circle in ottawa
ESL Literacy Circle in Ottawa

Ottawa Catholic District School Board

  • Topic from identified need
  • Met monthly for 5 months
  • New approaches to supporting learners
sharing lessons learned
Sharing lessons learned
  • Ongoing interviews
  • Do you know of an initiative that features bringing knowledge to the classroom?
  • Contribute to publications
preliminary conclusions from our initial research
Preliminary conclusions from our initial research
  • Currently no study (that we could find or access) with information on pd activities in Ontario LINC programs
implications for the project
Implications for the project…
  • Conduct an environmental scan to determine current pd practices in LINC programs; identify and explore promising practices
how we plan to address that
How we plan to address that
  • Our Guide will include a section on current practices and examples of pd in the Ontario LINC context
preliminary conclusions
Preliminary conclusions …
  • There is a gap between academic research and classroom practice ; there can be a gap between what teachers think they are doing (e.g., communicative language teaching), and what they are in fact doing
implications for the project1
Implications for the project…
  • Make research-based instructional strategies and sources of SLA knowledge available and accessible to practitioners
  • Make SLA knowledge/research relevant to particular instructional contexts
  • Ensure that pd goes beyond individual reflection, but also includes inputs, such as explorations of policy, theory and research, new resources, etc.
how we plan to address that1
How we plan to address that
  • A Practitioner Toolkit, that includes a user-friendly listing of information about SLA and TESL research, research summaries, as well as approaches and techniques of reflective practice to put professional learning into practice
preliminary conclusions1
Preliminary conclusions …
  • Teachers report a lack of time and lack of systemic supports as a barrier to learning from SLA research
implication for the project
Implication for the project…
  • Focus on job-embedded forms of pd, that are directly related to teacher’s context, and can be pursued within class time and with learners
  • Include strategies to help teachers locate directly relevant, short, clear information (e.g., assisting teachers with the leg work and sifting through research summaries)
how we plan to address that2
How we plan to address that
  • In the Practitioner Toolkit and the PD Guide, outline (and include tools for the implementation of) the process, methods and techniques of reflective practice and action research.
  • In the PD Guide, and PD Support Lead Training Program, highlight strategies for contextualizing research in particular classroom situations, and facilitating reflective practice
preliminary conclusions2
Preliminary conclusions …
  • There may be some inconsistencies in the interpretation and application of LINC policies and curriculum guidelines
implications for this project
Implications for this project
  • Make LINC policies, curriculum guidelines and related LINC instructional resources possible topics of job-embedded pd activities
how we plan to address that3
How we plan to address that
  • Include a section in the Practitioner toolkit, the PD Guide and the PD Support TrainingProgram that addresses and clarifies LINC policies and the purpose of curriculum guidelines, and CLB
preliminary conclusions3
Preliminary conclusions …
  • There are forthcoming, new and existing resources and CIC initiatives that are of key relevance to Ontario LINC and adult ESL teachers
implications for this project1
Implications for this project
  • Make LINC policies, curriculum guidelines and related LINC instructional resources possible topics of job-embedded pd activities
how we plan to address that4
How we plan to address that
  • Include a section in the Practitioner toolkit, the PD Guide and the PD Support TrainingProgram that addresses Ontario government-funded language initiatives and applying that learning to the classroom
applying professional learning to the classroom
Applying professional learning to the classroom

... an approach rooted in reflected practice

  • How can I reflect on what I do as an instructor and how my actions impact the learners in my class, in order to create an optimal environment for language learning?
applying professional learning to the classroom1
Applying professional learning to the classroom

... an approach rooted in reflected practice

select a focus
Select a focus
  • Select a question, topic, area of interest or classroom issue to explore.
      • Conference, workshop
      • New resource
      • Funder mandated change
      • Critical incident in class
collect information
Collect information

This step involves collecting information about the

topic or question for learning. It can involve both

collecting information about learners, and about the

topic

  • Learner questionnaires/surveys/interviews
  • Observations
  • Examining lesson plans
  • Keeping a journal
  • Peer observation
  • Reading research articles
  • Examining a resource
reflect on the information
Reflect on the information

Consider the information from step 2 as it relates to

your instructional practices.

  • New information
  • Feedback from learners
  • The degree to which your practices reflect your beliefs and theories
  • Information from resources or peers about alternatives
return to the classroom and experiment
Return to the classroom and experiment

Try the alternative technique, instructional strategy or approach in the classroom.

  • This step involves adopting an attitude of open-mindedness and exploration.
  • It may involve trying an approach or technique you have doubts about, or that differs from your usual approach.
re reflect on the results of the experimenting
Re-reflect on the results of the experimenting

This involves reflecting on results in the classroom, related to the effect on learners of the alternative instructional practice.

  • learner questionnaires, surveys or interviews
  • observations of learners or classroom activities
  • It also involves reflecting on the results, and making instructional decisions based on those results.