The Anatomy of Systemic Support
for Immersion Programs
Independent and Interdependent
State
District
School
The Six Administrative Virtues of
an Immersion Principal
Become Well-versed in the
Non-negotiables

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Know what to look for
Regularly acknowledge their evidence
Give specific praise related to the nonnegotiables
Hire Well

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Look for Evidence of Exceptional Teaching
Skills and Native-like Target Language
Select Compatible/Complimentary Partners
Compatible and Complimentary
Compatible Traits
Complimentary Traits
Work Ethics
Curricular Strengths
Collaborative Disposition
Management Style
Flexibility
Diversity in Background, Talents
and Skills
Allocate and Fund Teaming Time

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Every week (before, during or after school)
Allocate 1-2 days before school
Allocate 1 day prior to the first conference
Spanish / English Dual Immersion Instructional Time: Grades 1-3
Protect the Target Language
Instructional Time
Reinforcement
in English
Math in Spanish
Content Areas in
Spanish
English L.A.
Spanish Literacy
Spanish / English Dual Immersion Instructional Time: Grade 4-6
Protect the Target Language
Instructional Time
Math and Content
Areas in Spanish (90
min.)
Math and
Content Areas
in English
English L.A.
Math and
Content Areas
in Spanish
Spanish
Literacy
Spanish Literacy (90
min.)
English L.A. (90 min.)
Math and Content
Areas in English (90
min.)
Facilitate Regular Parent Meetings

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Back-to-School or Before School
2-3 Weeks Before 1st Conference
Spring
–
Get Feedback and Set Goals
Be an Enthusiastic Advocate
District Leadership and Support
for Dual Immersion
Dual Immersion Steering Committee
-Principals
-Dual teacher specialist
-World language specialist
-Math/Science/Social Studies specialist
-Elementary director(s)
-Jr. High director
-Equity
-Parent/University rep.
Dual Immersion Steering Committee



Meets monthly following another principals
meeting
Share information, materials, PD, application
process, recruiting and hiring…
Get input from various stakeholders and
keep everyone informed.
Instructional Support

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Development of curriculum maps
Ordering of all state and district adopted
materials
Classroom observation and coaching
Target language support
Keep everyone on track with “NonNegotiables”
Assessment


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Coordination of math benchmark
assessments
Coordinate end of year assessment.
Collect data on student academic and
language achievement
Application Process


Handled by district for all schools
Clear, concise process for application and
lottery
Recruiting, Hiring and Retention

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Constant recruiting for new teachers
Interviewing done by committee at district
with principal making final decision.
Training and support for new teachers each
year.
Informational Parent Meetings for
Potential Applicants


District prepares power point and materials
for evening meetings at schools.
Present meeting with principals
Communication and Public Relations

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Keep updated website on dual immersion
Publish information in district and local
newsletter
Present about dual immersion to various
groups and stakeholders
Keep all district leaders informed
Keep superintendent and board members
informed of program
Informational Parent Meetings for
Potential Applicants


District prepares power point and materials
for evening meetings at schools.
Present meeting with principals
Communication and Public Relations





Keep updated website on dual immersion
Publish information in district and local
newsletter
Present about dual immersion to various
groups and stakeholders
Keep all district leaders informed
Keep superintendent and board members
informed of program
Be There For Them!

Provide support for principals and
teachers in any way we can!
State Level Support
VISION
Vision
Immersion Program Infrastructure
Schools
1. Program Design
2. Curriculum Materials
3. Professional
Development
Utah State Office of
Education
1. Consistent program
design across school
sites
2. Curriculum for content
and literacy by language
3. AUDII plus 4PD sessions
throughout the year
immersion endorsement
Immersion Program Infrastructure
Schools
4. Assessing classroom
level instruction
5. The principal is the
expert
6. Evaluating program
success
Utah Office of Education
4. Administrator support
(networks, community of
practice, observation
’look fors’)
5. Coordinators provide
specialized support
6. State coordinated
assessment of language
and academics
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