Foreign Language Review Report
Grades 6-12
Natick Public Schools
Spring 2011
Foreign Language Curricula Review Team
Dr. Karen Leacu LeDuc, Assistant Superintendent, Curriculum, Instruction, and
Assessment – Natick Public Schools
Ms. Katherine Presswood, Foreign Language Curriculum Leader –
Kennedy Middle School
Ms. Judy Sletzinger, Foreign Language Curriculum Leader –
Wilson Middle School
Ms. JoAnn DiGiandomenico, Foreign Language Department Head –
Natick High School
Summary prepared by Karen Leacu LeDuc, Ph.D.
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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Foreign Language Curricula Review Report
Introduction
During the 2010-2011 school year, the Natick Public Schools was charged with
conducting a foreign language curricula review of grades six though twelve. The Foreign
Language Curricula Review Team, comprised of the grades 6-12 Foreign Language
Curriculum Leaders/Department Heads and the Assistant Superintendent undertook this
task as a vehicle to highlight student learning and as a reflective process to review the
Foreign Language learning environment for our students. This report contains an
historical outline of the implementation of Natick Public Schools 6-12 standards-based
foreign language curricula, describes the evaluation process, indicates findings, and
makes recommendations for the future.
Historical background
With the advent of the state of Massachusetts Education Reform in 1993, the Natick
Public Schools sought to align foreign language curriculum with the first ever-defined
Massachusetts Department of Elementary and Secondary Education curriculum
frameworks, published in 1999. Since then, foreign language teachers and leaders have
aligned Natick Public Schools curriculum, instruction and assessment practices to reflect
these frameworks.
Curricula Review Process
During the fall of 2010, a grade six through twelve foreign language curricula review was
conducted. The multi-faceted review was informed by the National Study of School
Evaluation guidelines: Indicators of Schools of Quality Program Evaluation Series. The
district reviewed the grade 6-12 foreign language curricula by examining the current
Natick Public Schools standards-based curriculum guides with respect to student
achievement, in conjunction with instructional systems and organizational systems that
are currently in place to support student learning. To facilitate this work, the district
convened a foreign language curricula team comprised of: the grade 6-12 Foreign
Language Curriculum Leaders and Department Heads and the Assistant Superintendent whose charge was to develop the evaluation process, protocols, and subsequent action
steps.
Evaluation Process
The Indicators of Schools of Quality (see below) were used to frame the evaluation
process, which consisted of surveys and a teacher/curriculum leader curricula review
team. To best gain the perspective of all constituencies, a survey was developed and
conducted for all grade six through twelve teachers (n=15), parents (n=168),
administrators (n=7), and grades 8 and 11 students (n= Kennedy: 118, Wilson: 152, NHS:
180). Grade level teachers and curricula coordinator(s) comprised the curricula review
team (n= 16: 2 participants/grade level), who reviewed curricula documents.
Additionally, we analyzed results of teacher-created common assessments as data points
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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for indicators of the quality of the student work. These evaluation tools were developed
to gain information on the following:
Evaluation components - Overview, Analysis, Action Steps
(Based on National Study of School Evaluation guidelines, Indicators of Schools of Quality: Program Evaluation Series)
Indicators of Schools of Quality (National Study of School Evaluation, 2000)
 Instructional systems, specifically curriculum, instruction, and assessment
o To what extent is an organized, articulated, up-to-date curriculum in
place?
o To what extent are research-based, best instructional practices being
implemented?
o To what extent are assessments that reflect student learning goals in place,
being implemented, and used to inform instruction?
 Organizational systems, specifically leadership, professional development and
culture of continuous improvement
o To what extent is there leadership in place that ensures skillful
management of the program, operations, and resources that promote an
effective learning environment?
o To what extent is there a focus on improving teacher skills and capacity to
implement the articulated curriculum?
 Quality of the work of the students
o To what extent do students meet or exceed benchmark expectations of
curriculum essentials in the subject under investigation?
Multiple sources of data were used to respond to the indicators, as noted below.
Teacher Profile
Distribution of the years of experience among our 6-12 school faculties:
Years
Teaching
Teaching in Natick
1-5
7%
47%
6-10
47%
33%
11-15
20%
13%
16-20
7%
0%
>20
20%
7%
Percentages rounded to the nearest whole number
As is noted in the table above, 80% of foreign language teachers have been teaching in
Natick for ten years or less. Conversely, only 7% of the respondents have sixteen or more
years of experience in Natick. Since most of the foreign language staff is new to Natick
and the efforts to develop benchmarks for student learning, design curriculum with
learning objectives in mind and the district focus on writing, many teachers are well
versed in the teaching and learning of this content. Spanish is the predominate language,
with 67% of teachers instructing, compared to 27% French and the balance of teachers
instructing in German, Latin or Greek.
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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Summary
Continued professional development offerings need to be crafted for all teachers, and
new-to-the-district teachers, to review the foreign language curricula and resources and to
assure teachers have a clear understanding of the foreign language standards for Natick
and to support teaching in a standards-based environment. The professional development
questions of our survey indicated that teachers valued the professional learning that was
afforded them during their department or grade level meetings, during district early
release, and middle school common meeting times, where they collaborated on foreign
language curriculum, instruction and assessment. Teachers particularly valued this time
with their peers as it afforded those with more experience time to work with their peers
who are newer to the teaching of foreign language. More information pertaining to
professional development will be discussed in a later section of this report.
INSTRUCTIONAL SYSTEMS
CURRICULUM
 To what extent is an organized, articulated, up-to-date curriculum in place?
o Indicators
 curricula aligned with frameworks
 vertical and horizontal alignment
 curricula documents accessible, used and current
 curricula materials current and representative of articulated
curriculum
Overview
During the school year 2002-2003 Natick High School began the work of a “backwards
design” to the foreign language curriculum, with the main objective that students would
graduate Natick High School with a well developed cultural understanding and
proficiency in foreign language. French and Spanish are offered at grades seven and
eight, where students complete one year of a language prior to attending Natick High
School. French, Spanish, Latin, Greek, and German are offered at Natick High School,
with AP offerings in Spanish and French.
Classroom teachers completed benchmarks for student learning and designed classroomlearning experiences that supported the main objective that students would continue to
graduate Natick High School with a well-developed cultural understanding and
proficiency in foreign language. Through a process know as “backward planning”, where
teachers keep the outcome of cultural proficiency and understanding in mind, teachers
crafted a pathway for students from grades 6, where students participate in a survey
course of French and Spanish, to the completion of French or Spanish 1 at the end of
grade 8, so that students enter Natick High School with one full year of a language
completed. Students can then progress prepared and proficient for college-level study and
possible Advanced Placement courses at Natick High School.
The consistency to which classroom teachers implement the curricula documents noted
above supports the students’ successful acquisition of skills and concepts. In concert with
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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understanding the validity of the curricula documents, the evaluation team sought to
understand teachers’ implementation and familiarity with the documents at their grade
level and how teachers supported the articulated curriculum in their classroom.
Analysis
Teacher surveys and open response comments indicated that 99% of teachers considered
themselves to be strong foreign language teachers, 100% of teachers felt confident using
the district curriculum and100% of teachers agree/strongly agree that they were familiar
with their grade level content standards. In response to whether or not the curriculum
promotes students’ cultural understanding and proficiency in foreign language, 48%
indicated that they felt confident. 73% strongly agreed that they participate in
conversations and share their ideas about the development of the foreign language
curriculum and how it is taught – an outcome of the use of professional learning
community approach, where teachers across grade levels meet to discuss the curriculum.
Of note, many teachers commented on a desire for more collaboration between middle
and high school teachers but also noted that needs associated with the design of the new
Natick High School had prevented this from occurring. 50% of teacher respondents were
fairly/very confident that students use the targeted foreign language both within and
beyond the school setting. Only 60% responded that they agree/strongly agree that they
have sufficient and up-to-date curriculum materials.
When teachers were asked when they felt foreign language instruction should begin, 66%
suggested K-2 grade span, with 27% suggested during grades 3-5. 78% suggested
Mandarin should be offered in Natick with 57% suggesting Arabic, 50% indicating
Italian, and 43% for American Sign Language.
The Foreign Language Curricula Review Team reviewed the curricula documents
consisting of pacing guides, curricula grids that outlined essential questions, learning
standards, curricula resources and assessments. This curricula review provided for a more
narrative forum than what the teacher survey reported, with grade level representatives
outlining commendable aspects, deficiencies, and action steps.
The Curricula Review Team survey responses indicated that 100% agree that the
curriculum does develop students’ foreign language skills. The curriculum is aligned to
MA DESE grade level standards, with 85% stating that yes the curriculum is clearly
articulated and enables students to understand what is they should know and be able to
do. 77% of the review team stated that the curriculum promoted rich foreign language
discourse through learning activities that integrate more than one perspective. Only 38%
of respondents agreed that there is vertical alignment in grades 6-12. Seventy percent
indicated that the curriculum includes a variety of cultural perspectives and 70% noted
“somewhat” that the curriculum requires student research, with 23% indicated an
affirmative “yes”. Most importantly, 90% responded that the curriculum reflects and
understanding of the relationship between the practices and perspectives of the cultures
studied.
Curricula Review Team open response comments indicated some areas for next steps:
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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



New updated resources for Spanish are warranted as the current textbook is
outdated and the electronic resources are unreliable.
More opportunities for technology integration, using video clips and images to
support cultural understanding
Access to reliable technology – LCD projectors, student computers
Time to collaborate with grade level colleagues in grades 6-12 to align curriculum
vertically, to design learning experiences and common assessments
Administrative surveys indicated that 100% strongly agree that support is provided for
implementation of state and national trends in foreign language and 100% indicated that
innovative teaching and content is supported that teachers share leadership through a
variety of activities.
54% of student respondents indicated that they see learning foreign language as important
to them, and 53% use the language they study outside of class. 79% apply foreign
language learning to their life and world, while 85% of parents indicated the same. 70%
of parents understand the content their child knows and is able to do with 77% indicating
they are familiar with the program that they child is engaged.
Parent comments indicated a need for more updated websites to outline what students are
learning and ways for families to support that learning. Many parents suggested that
foreign language learning should start earlier than grade six and that other languages
should be included, with Mandarin cited most frequently. Some parents noted that more
technology should be infused into the learning environment. To note, 76% of parents
know understand the foreign language content their child knows and is able to do, and
84% indicated that their child can apply foreign language learning to their life and world.
Summary – Curriculum
 To what extent is an organized, articulated, up-to-date curriculum in place?
While the curricula documents are aligned with the Massachusetts Department of
Elementary and Secondary Education Foreign Language frameworks, time is needed to
assure that teachers in grades 6-12 have a clearer understanding of what content is taught
in prior and/or subsequent classes. More collaborative time for teachers to talk at all
grade levels about all aspects of the curriculum is warranted. A focus on using all aspects
of a foreign language learning experience, listening, speaking, reading, writing, and
cultural connections is a continued focus. The idea of offering other languages and at
earlier grade levels was noted.
Action steps – Curriculum
 Continue to provide collaboration time (professional learning communities) for
teacher and curriculum leaders to align curriculum grades 6-12
 Continue to focus on integrating all aspects of a foreign language curriculum:
listening, speaking, reading and writing, and cultural connections
 Design opportunities for students to use the targeted language within and outside
of the school setting to develop proficiency
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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



Develop common foreign language resources and secure funding for such,
inclusive of needed technologies
Improve the use of technology integrated into the curriculum
Investigate expanding the offerings of foreign language to include Mandarin, and
others listed above.
Monitor communication of foreign language learning through teacher websites,
department and district webpage, and other resources
INSTRUCTION
 To what extent are research-based, best instructional practices being
implemented?
o Indicators
 Instruction aligned with curriculum
 Instruction employs data-driven decision making
 Instruction engages student learning
 Instructional support available for all students
 Varied instructional strategies employed
 Instruction promotes self-directed learning
Overview
The instructional resources section of the curriculum guides provides guidance for
meeting the needs of all learners, outlines instructional supports for foreign language
content, concepts and skills, and provides opportunities for students to participate in a
comprehensive foreign language learning environment. The successful implementation of
these resources is key to the use of these best instructional practices.
Analysis
Teacher survey respondents indicated:
75% strongly agreed that they used varied instructional strategies in their classroom
80% were very confident that they take students’ prior understanding into account when
planning curriculum and instruction
33% indicated that instruction is delivered in the targeted language fifty percent of the
time
53% were very confident in developing student’s listening skills
33% were very confident in developing student conversational skills
87% were very confident in their ability to listen/ask questions as students work in order
to gauge student understanding of concepts
53% usually provide flexible grouping for students as part of the instruction
67% were confident/very confident that they provide parents with strategies to support
the learning of their child
93% agree/strongly agree that sufficient time is allocated to instruction
92% agree/strongly agree that they use technology to support foreign language
instruction
80% indicated that they incorporate 21st century learning into instruction
40% indicated that they agree/strongly agree that their have ready access to technology to
support instruction
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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The Curricula Review Team respondents, 67% indicated that “yes” there are varied
instructional strategies used in planning curriculum. 69% of the team felt “somewhat”
that the curriculum promotes technology integration, 76% indicated that the curriculum
promotes rich discourse through learning activities that integrate more than one
perspective, 69% felt that the curriculum “somewhat” or “yes” reflected an understanding
of the way students learn. 83% indicated that the curriculum is organized into large units
of study with a focus on rich connections, depth of conceptual development and learning
outcomes.
Student survey respondents strongly agreed/agreed that 85% felt confident trying
different strategies to help understand the content. 85% of students felt confident asking
questions and felt confident in trying different strategies to help them understand. Only
27% attend cultural events and social activities that support cultural leaning in school.
87% agree/strongly agree that they can apply foreign language to their life and world and
87% felt their Foreign Language work was appropriate for them.
67% of parents indicated that they believe their child is sufficiently challenged in class
and that 74% agree/strongly agree that the foreign language curriculum meets the needs
of their child.
Summary – Instruction
 To what extent are research-based, best instructional practices being
implemented?
By definition the grades 6-12 foreign language curriculum is research-based, as aligned
to the MA DESE standards. While teachers felt they met the needs of learners, more
emphasis on using the targeted language during instruction is warranted. A clearer
connection to the use of foreign language in everyday life is needed, coupled with more
emphasis on developing listening and conversational skills.
Action steps - Instruction
 Improve teacher and student access to technology resources
 Increase amount of time instruction is delivered in the targeted language
 Infuse 21st century skills: collaboration, creativity, communication, critical
thinking into lessons along with the 5 C’s of foreign language: community,
culture, connections, comparisons, and communities
 Focus on infusing more listening and conversational skills into classroom learning
experiences
ASSESSMENT
 To what extent are assessments that reflect student learning goals in place, being
implemented, and used to inform instruction?
Overview
During the 2003-2011school years, district goals have outlined the process to develop
common assessments that reflect student learning goals and are used to inform
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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instruction. While this process has been progressing, every content area has at least two
teacher-created common assessments, which teachers use to inform instruction. The high
school and middle school foreign language department has used and collected data on
common assessments for one year. This data will be collected at the district level next
year to determine student progress towards the stated foreign language grade level
standards (posted to www.natickps.org, under curriculum and assessment.)
Analysis
Teacher survey respondents indicated that 100% usually/sometimes provide students with
a variety of opportunities to show their understanding of foreign language. 76% of
teacher respondents “usually” use rubrics to evaluate student work and 79% “sometimes”
engage in looking at student work with their colleagues. Looking at Student Work is an
important vehicle to provide consistency in grading and using student work to inform
instruction.
Teacher survey prompt responses are noted below:
Which assessment practices do you use?
Usually
Sometimes
Rarely
Never
Pre-assessment
Informal
Formative
Assessment
Summative
Assessments
Project-based
learning
Teacher-created
Assessments
53%
93%
47%
7%
0%
0%
0%
0%
88%
13%
0%
0%
60%
40%
0%
0%
80%
20%
0%
0%
Student selfassessment and
reflection
7%
67%
27%
0%
Teachers responded that they use these assessment to assess listening and reading skills
100% of the time, speaking 60% of the time and reading 80% of the time.
100% use the data from the assessments to inform instruction
The Curricula Review Team reported:
100% indicated that assessments promote opportunities for each student to reach high
levels of accomplishment
92% indicated that assessments are provided on a continuous basis and feedback is used
as a source of information to improve teaching and learning,
85% used models and exemplars of formative and summative assessments to assist
students in planning for learning
100% believed that assessments are conducted as an open process to inform students
about what they need to know and how they are expected to demonstrate the knowledge
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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Additionally, 92% of the team indicated that decisions concerning student learning are
made as a result of analysis of a variety of sources. 56% of the team indicated that
teachers describe and comment on samples of student work using the Looking at Student
Work protocol. 87% indicated that there is a systematic process to collect and manage
student performance data on common assessments and that there is an in-depth analysis
of the data, while 56% indicated that all pertinent areas of student achievement data have
been collected and 75% suggest the data that has been collected is user friendly and
applicable to informing instructional practice. Only 25% indicated that an in-depth and
comprehensive analysis of student performance is conducted on an ongoing basis.
One aspect of assessment practices that the Curricula Review Team felt was underutilized
was data-driven decision making. The review team indicated a “somewhat” in-depth and
comprehensive analysis of student performance had been conducted, “somewhat” that a
systematic process for collecting and managing student performance data, and a mixed
response to the prompt that all pertinent areas of student achievement data had been
collected.
These results indicate that a majority of our teachers usually use different assessment
practices to inform teachers of student knowledge of foreign language standards and to
inform instruction. A district level focus on collecting the data from common assessments
is needed to document student learning.
Parent surveys indicated that 75% of the respondents have a good idea of their child’s
progress in foreign language but only 60% receive accurate reports of their child’s
progress in foreign language. 53% assist their child in learning foreign language at home.
Student survey respondents indicated that 88% agree that their foreign language work is
appropriate for them and 79% agree/strongly agree that they can apply foreign language
learning to their life and world.
Summary – Assessment
 To what extent are assessments that reflect student learning goals in place, being
implemented, and used to inform instruction?
While the use of common assessments has become part of the culture of our schools, a
focus on creating more of these as a tool to assess and inform instruction is needed.
Additionally, tools to support the analysis of student work, such as the use of the Looking
at Student Work protocol and vehicles to collect data was a need. Both teachers and
administrators indicated a need to use these tools proactively. During the upcoming
school years, the departments will continue to include these important assessments as a
vehicle to assess student learning of stated standards. A district level focus on collecting
the data from common assessments is needed to document student learning.
Action steps - Assessment
 Develop additional teacher-created common assessments, inclusive of
assessments for speaking and listening
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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




Continue the use of the Looking at Student Work and Planning protocol to assure
consistency in administration and interpretation of the assessments
Continue to develop data collection tools
Use the data from assessments to inform instruction and progress toward student
learning
Use the results of the assessments to assist students and parents in understanding
student attainment of stated standards
Develop and implement reading, listening and speaking common assessments
QUALITY OF THE WORK OF THE STUDENTS
 To what extent do students meet or exceed benchmark expectations of curriculum
essentials in the subject are under investigation?
Overview
All aspects of the curricula review process - a clear and articulated curriculum,
instructional practices, formal and informal assessments, leadership, communication and
professional development are all integral structures to support student learning. In order
to accurately assess student progress towards stated standards, a data review of the
formative and summative assessments used by teachers is warranted.
Analysis
Building/grade level collection and analysis of common assessments began during the
2009-2010 school year, with grade levels collecting data at their building level. During
the 2010-2011 school year, all grade levels are expected to analyze and synthesize data at
the district level, and report such by strand and school. Thus, there is only anecdotal
evidence of the quality of the work of the students.
Summary – Quality of the Work of the Students
While the district has made strides in developing common assessments for grades 6-12,
there needs to be a more concentrated effort to collect data on these assessments at the
school and district level.
Action steps - Quality of the Work of the Students
 Create and administer more teacher-created common assessments
 Provide opportunities for teacher to use data analysis of common assessments by
content strand to inform instructional practices
 Use LASW protocol to ensure consistency in grading benchmark assessments
 Provide forums to collect and share assessment data at the district level for all
common assessments
ORGANIZATIONAL SYSTEMS
LEADERSHIP
 To what extent is there leadership in place that ensures skillful management of the
program, operations, and resources that promote an effective learning
environment?
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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o Indicators
 monitors progress
 promotes continuous reflection on practice and student
achievement
 actively supports teaching and learning
 promotes and plans for continuous improvement in student
achievement
Overview
Leadership is key to the successful implementation of any standards-based curricula.
Building administrators are responsible for the supervision and evaluation of the foreign
language learning in their schools. Currently there is a foreign language curriculum
leader at each middle school a department head at the high school. These individuals
oversee curriculum writing, inclusive of common assessments, coordinate programming
across our schools, identify needed resources and instructional strategies and work
collaboratively with their foreign language peers to provide a standards-based education
for our students. All leaders attend two district leadership summits, where a vertical
articulation of foreign language learning is explored.
Analysis
Teacher surveys indicated that 93% agree/strongly agree that they receive useful
feedback on their instructional practices from their supervisor. Important to note is that
middle school teachers are not evaluated by their curriculum leaders, as the building
principal assumes the supervisory responsibility. At the high school, the department head
and building leadership supervise teachers. Administrator surveys indicated that 71% of
respondents agreed/strongly agreed that there is strong foreign language leadership at the
site, 100% agreed/strongly agreed that there is supervisor who is responsible for coaching
and/or evaluation of teachers, 100% supported that the evaluation of teachers emphasizes
the principals for MA DESE and the National Council of Foreign Language Professional
Standards. 92% agree/strongly agree that there is implementation of state and national
trends in Foreign Language, with 100% agreed/strongly agreed that teachers share
leadership through a variety of activities.
Summary - Leadership
While there are formal curriculum leaders for grades 6-8 the surveys do indicate that a
more formal support of teachers is needed. The Department Head at the high school is
responsible for 9-12 supervision and evaluation, as are the building leaders, 6-8. While
the curriculum leaders at 6-8 do coordinate the foreign language content and instructional
and assessment strategies, there is a need for a vertical alignment of grades 6-12 and
specifically at the transition point between grades eight and nine.
Action steps - Leadership
 Monitor department heads/building administrators in supporting teachers through
supervision and evaluation
 Provide documentation for this supervision
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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
Support the grades 6-12 curriculum leaders and department heads in coordinating
Foreign Language across the district
PROFESSIONAL DEVELOPMENT
 To what extent is there a focus on improving teacher skills and capacity to
implement the articulated curriculum?
o Indicators
 Teachers have content and pedagogical knowledge to implement
the curriculum
 Teachers participate in professional development offerings
 Professional development insures teachers have content knowledge
and pedagogical skills
 Professional development provides conditions that support
productive change and continuous improvement
Overview – Professional Development
Teacher training for content knowledge and understanding of the curricula materials is a
very important aspect of the foreign language instruction in our schools. The district has
engaged in a professional learning community model, where teachers meet for six threehour sessions throughout the school year to discuss issues related to the teaching and
learning. Additionally, teachers attended the National Foreign Language Conference in
Boston this year and use a series of webinars published through this forum for continued
professional development.
Analysis – Professional Development
Percentage of responses to the following prompt(s):
Please provide us with some information about your
professional development experiences and needs with respect
to Foreign Language and the teaching of Foreign Language.
Rate the following support structures the system provides for
teaching Foreign Language.
School-based PLC
meetings
District-based PLC
meetings
Mentoring new
teachers
Peer observations
Courses and
workshops offered
by the district
Individual
meetings with the
principal
Individual
meetings with the
curriculum
leader/department
chair
Very
helpful
Somewhat
helpful
Helpful
Not helpful
53%
20%
20%
7%
Have not
participated
in
0%
21%
50%
14%
14%
0%
27%
0%
47%
7%
20%
33%
7%
13%
33%
33%
27%
7%
7%
13%
27%
36%
27%
27%
0%
14%
27%
33%
27%
0%
13%
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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Data indicates that teachers rated school-based PLC meetings as very helpful, and
district-based PLC meetings as somewhat helpful, supporting the collaborative culture
present in the district.
Considering all of the foreign language professional development you have participated in during the last 5
years, how much was each of the following emphasized: Learning how to:
Develop cultural
literacy
Use technology in
Foreign Language
instruction
Assess student learning
Teach Foreign
Language in a class that
includes students with
special needs.
Incorporate writing
Use data to inform
instruction.
Use literature to
enhance Foreign
Language content.
Maintain fluency in the
target language
Not at all
13%
Little
20%
Some
47%
To great extent
20%
7%
0%
33%
60%
0%
33%
7%
40%
60%
27%
33%
0%
7%
29%
13%
36%
67%
21%
13%
14%
21%
7%
64%
7%
27%
7%
47%
20%
Inherent in the data presented above, most teachers have participated in these listed
professional development activities. One area in need of support is teaching students with
special needs. Many teachers use literature to enhance Foreign Language and use
technology in their instruction.
What is the total amount of time you have spent on professional development in Foreign Language or
the teaching of Foreign Language over the past five years? (Answer this regardless of whether or not you
were teaching in Natick during all those 5 years.)
None
Less than 6 hours
6 to 15 hours
16-35 hours
More than 35 hours
0%
7%
7%
20%
67%
A significant number of teacher respondents, 67% (indicated that over the past five years,
they have participated in more than 35 hours of professional development, which is
consistent with the work of professional learning communities.
I am interested in taking a course in:
Topic
Differentiating Instruction
Teach writing
Use technology skills
Use student work to inform instruction
Use data to inform instruction
Increase the use of the target language
85%
92%
93%
62%
61%
79%
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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Summary – Professional Development
While there has been focused professional development for foreign language, more time
needs to be devoted to increasing the use of the target language in instruction (also noted
in curriculum and instruction), using technology skills, and teaching writing.
Action Steps – Professional Development
 Continue to use the district early release professional development time to support
foreign language
 Continue to offer job-embedded professional development in using the target
language in instruction, teaching writing and infusing technology into the
curriculum.
Summary
While the review of the National Study of School Evaluation indicators of school quality
provided an opportunity for the Natick Public Schools to reflect on the teaching and
learning of foreign language for our students, it also provided a unique opportunity to
highlight next steps to assure a consistent, comprehensive approach to Foreign Language
for the district, schools, and teachers. Those indicators – an organized, articulated, and
executed curriculum; research-based and implemented best instructional practices;
formative and summative assessments that reflect student learning goals; organizational
systems that support these aspects of student learning; and professional development
opportunities that work in concert to assure teacher understanding and implementation of
these stated indicators will serve to support substantive student learning.
A team of teachers, curricula coordinators, and building administrators will develop
action plans and coordinate the work associated with each of the action steps noted
above. These action plans will take into account a three-year span for implementation.
Evaluations will be conducted each year to assess successful implementation.
Natick Public Schools Grades 6-12 Foreign Language Curricula Review – Spring 2011
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