This document outlines a professional development plan over 2 years aimed at developing effective integrated content and language instruction. It involves teachers from elementary, middle, and high schools in 3 partner districts. The plan includes workshops, embedded coaching, and teacher learning communities. Outcomes varied by level and included differentiated lesson plans, a revised ancient civilizations course, and unit plans in core subjects. Recommendations include starting where teachers are, integrating professional development into teaching and planning, and making it responsive to the school context.
Mac Donald Tesol 2010, Teaching Acdemic English: Changing Teacher Roles and Implications for Teacher Education
1. Professional Learning Communities Develop
Effective Integrated Content-Language Instruction
Rita MacDonald, Applied Linguistics rmacdonald@smcvt.edu
James Nagle, Education jnagle2@smcvt.edu
2. Project CREATE at SMC
Curriculum Reform for the
Education of All Teachers of ELLs
3. Project CREATE
OELA National Professional Development Grant
Year 3 of 5 years
Goal: revise curriculum for pre-service teachers so that all
teachers graduating SMC are equipped for today’s culturally
and linguistically diverse classrooms
Work with three partner school districts
4. SMC Curriculum Placements Schools
Program Design Program DesignCourse work Instruction
Elementary Secondary
Teaching Model
Shared responsibility, collaboration,
integrated content and language instruction
5. SMC Curriculum Placements Schools
Program Design Program DesignCourse work Instruction
Elementary Secondary
Teaching Model
Shared responsibility, collaboration,
integrated content and language instruction
6. Winooski School
District Consists of one elementary, one middle and one high
school. Total student population of 822. 76% qualify for free
and reduced lunch.
26% are ELL with 22 languages spoken and most of the
ELLs are recently arrived refugees in the last three years.
All but three of the sixty teachers are HQT.
All grades (3-8 & 11) have been identified as needing
improvement in math and language arts.
7. Integrated Content-
Language Instruction
Develop teacher knowledge of understanding by design and
differentiated instruction (Tomlinson & McTighe, 2006)
Integrate content and language instruction for elementary
science, middle school social studies and high school core
content courses (VT Grade Expectations; WIDA, 2008; Zweirs,
2008)
Create teacher learning communities that plan, teach and
assess integrated content and language instruction (Little, 2006)
and are customized to the school’s particular needs and
responsive to the realistic constraints of schooling
8. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
9. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district-
wide
½-day
district
-wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only
@
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
• English Proficiency Scores (WIDA ACCESS)
• Can Do charts for entire class
• Cultural profiles
• Choose unit to plan DI
10. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
• Understanding proficiency levels
• Strategies & tools for differentiated instruction
• ‘Apprenticing’ students into Academic English
• Writing clear Content and Language Objectives
11. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
CONTEXTUALIZED SAME TOPICS
• Understanding proficiency levels
• Strategies & tools for differentiated instruction
• “Apprenticing’ students into Academic English
• Writing clear Content and Language Objectives
PRODUCTS
differentiated lesson/unit plans
for Fall 09
12. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Ts also learning methodology of
inquiry-based science
+ UBD basics
13. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Ts also learning methodology of
inquiry-based science
+ UBD basics
Difference in Teacher Products
K-5: 2-3 lesson plans with some Content Objectives, some
differentiation
MS: Ancient Civilizations course developed within three teacher team
with ELL teacher as consultant
HS: Unit plan designed in core content courses for
implementation in Fall 2009
14. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district-
wide
½-day
district
-wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only
@
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
REITERATION OF FALL 08
• English Proficiency Scores (WIDA ACCESS)
• Can Do charts for entire class
• Cultural profiles
• Revise unit based on UPDATED class profile
15. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded/TLC, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
16. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
17. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Process = Varied
Outcomes
18. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Outcomes
•Meet monthly, 30 Ts at once, 30 minutes
•Effective differentiation across English proficiency levels (WIDA
2-5)
•Widespread use of SIOP strategies in Science, spreading to other
lessons
•Beginning to use UBD learning objectives effectively
•Increased focus on Academic English, explicit language
instruction (strategies from SIOP and Zwiers)
19. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Outcomes
•Eclipse team meets weekly, 90 minutes, to review progress of Ancient
Civilizations course, modify lesson and unit plans based on analysis of
student work
•Team meets with ELL teacher & SMC professor monthly to analyze
student performance on formative & summative assessments (WIDA
levels 2-5)
•Over 2009-10, teachers move from cursory knowledge of WIDA
standards and MPIs to developing specific MPIs and language objectives
for unit and lesson plans
20. Professional Development Plan over 2 Years
Aug.
08
March
09
March –June 09
4 months
Aug. 09 September 09-present
Full school year
W W Varied W Varied
K-5
2 days
district
-wide
½-day
district-
wide
Workshop-
30 m/twice/month
All K-5 1-day
district-
wide
Workshop, 30 m /month
+ observation
MS Embedded-2h/month
1 team
Embedded, 2 h/month
HS Embedded- 2h/month
Departments
PLC, 1 h/month
•student work
•Text analysis
ESL:CT Collaboration (shared planning or teaching)
K-5
only @
event
only @
event
only @ workshops
@ event
only @ workshops
MS Began co-planning for
instruction
Co-planning for instruction
HS Planning @ workshop Co-teaching science & math
Varied Outcomes
•Faculty discuss unit and lesson plans for WIDA language proficiency levels
of 2-5 – modifying lessons with differentiated resources and formative
assessments
•Faculty analyze student work, specifically writing samples, to modify
writing instruction
•All core content faculty (language arts, math, history, science) meet
monthly with ELL faculty as department teams to review and develop unit
and lesson plans using Zweirs’ strategies for language structure and
vocabulary
•Currently, in monthly meetings faculty conduct discourse analysis on
21. Recommendations
Need to start where Ts are and work from there.
PD needs to be integrated into Ts’ planning, teaching and
assessment programs, using their tools and formats.
PD needs to be responsive to the context of the school. Work
with teachers during the school day. Intensive front-loading of
information can be a start, but PD needs to be embedded into
teachers’ work with their curriculum and lessons.
22. References
Echevarria, Vogt and Short. (2008) Making Content Comprehensible for English Learners: The SIOP Model,
Third Edition. Pearson
Fang, Z. & Schleppegrell, M. (2008). Reading in secondary content areas: A language-based pedagogy. Ann
Arbor, MI: University of Michigan Press.
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by
Design. Alexandria, VA: ASCD
Vermont Grade Level Expectations for content area and grade level
http://education.vermont.gov
WIDA Standards for Language Standards www.wida.us
Winooski School District (2009). The Report on the Effectiveness of the Winooski School District.
VT does not require ESL courses for teacher ed or for licensing, but we know that today’s Ts need to be prepared to teach in culturally and linguistically diverse classrooms
VT is a WIDA state, and we’ve incorporated WIDA standards and tools into our SMC curriculum and used them in the PD we’ll be describing today.
We’ll talk about those as we go along.
Explain the model of curriculum reform
across 2 departments
Coursework + placements + LEA development w/ 3 partner school districts
keeps our revision grounded in real classrooms
This PD project in this one high-incidence school district is designed to help teachers meet the needs of a rapidly-growing ELL population.
This school district serves as an important observation and student teaching site for SMC students in both Education and Applied Linguistics.
Have moved placements from former ‘suburban’ schools to this one high-need district.
HIGH NEEDS SCHOOL....similar to urban districts...
High ELL population—at the tipping point-- up from just 12% 3 years ago—so, need to revise models for instruction
High percentage of low ses Ss—unusual in VT—again, similar to urban districts
1: 13 ratio
Research shows DI not sufficient for ELLs…….explicit instruction in Academic Language needed…[and for many other Ss, to a lesser extent]
Therefore, model of integrated C-L instruction.. not to replace ESOL instruction, but situated in C classroom with COLLABORATION of ESL Ts
We will walk though this process of developing flexible, responsive PD approach —responsive to structural restrictions/impediments of schooling (scheduling, planning time)
PD project over the 2 year period…
Year 1 = 1 W in fall, then another in Spring followed by 4 months of work, embedded to varying degrees to meet the specific needs and opportunities of each school
Year 2 = kick-off W (repeat of Y1 Fall W), followed by FULL YEAR of monthly work, embedded in varying degrees
Flexible and responsive to the teachers’ real teaching and learning situations
1. CAN DO = graphic org showing English proficiency levels across 4 domain + Cultural profiles
2. look at roster, create whole-class Can Do char, showing range of proficiency levels and cultural backgrounds
3. Then start to develop unit plans for these particular Ss based on DI and UBD
Half-day workshop
More of Eng proficiency levels as they interact with typical classroom activities
Selected components of SI
Rationale for increasing the focus on AE for all Ss
Role of learning objectives as navigational aid for ELLs, how to write effective ones for Ss
4 months of further exploration of these topics, but contextualized by using Ts’ real lesson planning process and products
Products hoped for were Ts working in groups to develop unit plans to implement in fall of 09.
Groupings differed, based on schedule and structural constraints
K-5 Ts were really under the gun …new science approach + new to UBD… multiple demands, very little common time…met as a 30-person group for 30 minutes once/month
PDers need to be flexible to meet real demands of:
school schedules,
union contracts,
multiple T responsibilities and
Ts expressed and changing needs
K-5 –whole school, 30 Ts, working on developing inquiry-based science + UBD + SIOP/DI…hope for spread of strategies to other content areas
MS– ELLs clustered into one team, with new teams to be trained in successive years.. based on needs of Ss—Ss were graduating from newcomer into mainstream, needed team up and running
HS—disciplinary level teams to develop unit plans to start in fall...to be followed thru implementation through PLC cohort...revise and develop more unit plans
Didn’t re-teach, just facilitated a review of concepts from previous fall
Desired outcome --- Ts update unit plan based on new, updated info about their Ss
K-5 = traditional workshop
MS = all bottom-up, Ts have id’d need and process, during school time...Ts bring issues and Qs
HS = top-down PLC dictated by state...differential effects for Ts + after school...still, able to create opportunities for investigation of S work
K-5: no shared planning time; ESL Ts ‘push in’ to classroom, but are not co-teaching
MS: Andrea works in planning AV + DI + lang sx
HS: plan and teach together
Desired outcomes are being met
Strategies are spreading to other content areas
Moved from initial separation of C/L…. to more authentically integrated C=L approach...just beginning to use SFL
CONTENT: Take Ts where you find them...
move from basic knowledge (WIDA standards and tools, chart, ACCESS scores) ..
increase awareness of AE (SIOP, Zwiers) as pertains to content but not really getting into L...
more sophisticated analysis of the construction of meaning trough discourse (SFL)...
INTEGRATED INTO Ts’ PLANNING, TEACHING AND ASSESSMENT PROGRAM...BUT all done using THEIR curric planning tools, their lessons, their unit plan formats
PD Responsiveness: embed it into context of school...work w teams of Ts during school day.. Don’t add another demand...therefore PD must be flexible ...intense front-loading helped, but need ongoing focus with Ts working on THEIR practice and THEIR lessons