ESOL
TITLE:
Methods & Techniques for Teaching Limited English Proficient (LEP)
Students
NUMBER:
1-700-01-00
POINTS TO BE EARNED: 10
GENERAL OBJECTIVE(S):
To develop methods and techniques for teaching limited English proficient students.
SPECIFIC OBJECTIVES:
Given training, participants will:
1.
2.
3.
4.
5.
Identify methods and techniques on how to meet the needs of LEP students.
Select activities designed to involve parents of ESOL students in the classroom.
Acquire basic understanding related to ESOL programs in Florida.
Identify appropriate materials for teaching English to non-native speakers which are
specific to limited English proficient students.
Develop and awareness of cultural perspectives and values.
DESCRIPTION OF ACITIVIES:
1.
2.
The activities will include, but are not limited to, case studies and activities related to
effective teaching methods and techniques in second-language learning.
Community characteristics, proven ideas and new approaches to parent involvement
will be explored.
DELIVERY METHOD:
A.
Workshop (Traditional)
EVALUATION METHOD:
A. Results of district-developed/standardized student test
FOLLOW-UP:
P.
P.
Participant Oral Reflections
Participant Written Reflections
EVALUATION CRITERIA:
Participants at the conclusion of the workshop will:
1.
2.
3.
4.
Demonstrate increased knowledge on eighty percent (80%) of the specific objectives.
List at least 10 strategies for meeting the needs of LEP students.
Score 80% or better on a post-test based on information presented in the in-service
workshop.
The participant will evaluate the component by completing the Professional
Development Evaluation Form.
COMPONENT CONTACT(S):
Brenda Trimble
TITLE:
ESOL Training for Principals
NUMBER:
1-701-02-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE (S):
Administrators will receive ESOL training for Principals which will enable them to recognize
their role and responsibilities in providing equal access to comprehensible education for
Florida’s Limited English Proficient (LEP) students. This training is FDOE-approved and based
on the 4 Competencies for Principals.
SPECIFIC OBJECTIVES:
Competency 1. Establish a system that is welcoming and accessible to all LEP students and
their families, as well as in compliance with federal and state regulations and the Florida Consent
Decree.
Participants will :
a. Demonstrate a sensitivity to multicultural and diverse populations
b. Demonstrate knowledge of cross-cultural issues and how to implement a plan to create a
supportive school environment
c. Implement outreach efforts to connect LEP students and their families to school
personnel, community members and resources
d. Know available, appropriate instructional materials to facilitate comprehensible
instruction for all LEP students.
e. Understand the Florida Consent Decree and other related legislation and litigation.
f. Know requirements for assessment and academic achievement for LEP students
g. Know required training for instructional and non-instructional staff and compliance
requirements
h. Have the ability to update staff, students, and parents on pertinent changes in legislation
and policies
Competency 2. Establish a system in which the school site appropriately identifies the needs of
LEP students; ensures their proper placement; and accurately assesses the progress of English
acquisition and academic achievement of every LEP student within the school.
Participants will:
a.
b.
c.
d.
e.
f.
Demonstrate knowledge of district’s LEP plan
Demonstrate knowledge of a student’s LEP plan
Understand the legal requirements of a student’s LEP plan
Understand language proficiency and content based knowledge
Demonstrate knowledge of second language acquisition
Demonstrate knowledge and the ability to implement methods of assessment/ evaluation
g.
h.
i.
j.
Demonstrate knowledge of indicators of learning disabilities as compared with the
process of second language acquisition
Demonstrate knowledge of indicators of gifted and advanced placement programs for
LEPs
Demonstrate knowledge of administrator’s role and responsibilities as instructional
leader of the school LEP committee
Demonstrate the ability to communicate with LEP students and families about assessing
student progress and curriculum
Competency 3. Establish and monitor school site and staff procedures to ensure that LEP
students enjoy equal access to available programs and comprehensible instruction
Participants will:
a. Know procedures regarding LEP registration through monitoring
b. Know appropriate teaching strategies and methodologies for varied levels of language
in their own languages
c. Demonstrate the ability to evaluate school site staff in delivering comprehensible
instruction for LEPs.
d. Demonstrate the ability to evaluate school staff in the use of native language
instructional strategies
Competency 4: Properly evaluate student progress and implement system improvements
Participants will:
a. Demonstrate knowledge of relevant, scientifically based research and effective
practices
b. Demonstrate knowledge methods of analyzing data for all subgroups and impact on
programmatic decisions
c. Demonstrate ability to apply scientifically based principles and practices to
instructional programs
d. Demonstrate ability to implement the CIM for improving academic achievement
DESCRIPTION OF ACTIVITIES:
Participants will attend a series of district level workshops and complete an outside project
(portfolio) designed to meet the specific objectives of this component. The workshops will be
conducted by consultants from Santillana USA in face-to face learning sessions with small
groups. Each participant will produce a portfolio (outside of class) to complete the required 60
points for this component.
DELIVERY METHODS:
A. Workshop (Traditional)
B. Electronic, Interactive
EVALUATION METHOD:
F. Other
FOLLOW-UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
COMPONENT EVALUATION:
The component leader will send to the Staff Development Office a packet including:
1.
2.
3.
List of participants, the results of each participant’s evaluation and certification that
those receiving points for the component demonstrated increased competencies in 80%
of the specific objectives.
A completed Evaluation of In-Service Activity
An evaluation of the component completed by the instructor.
COMPONENT CONTACT (S): General Director, Professional Development
TITLE:
Sheltered Instruction for Language and Content Teachers
NUMBER:
1-700-03-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
Through this training, participants will develop an understanding of the Sheltered Instruction
Observation Protocol (SIOP) model in order to make content comprehensible for English
Language Learners (ELLs). This approach will provide teachers with strategies for lesson
planning and implementation so that ELLs will be able to access grade-level content addressed
by the standards. The SIOP model contains features recommended for high quality instruction
for all students; however, it adds key features for the academic success of students learning
content through a second language. It is a framework for instruction that incorporates best
practices for teaching both language and content. (This course DOES NOT meet the training
requirement for ESOL endorsement.)
SPECIFIC OBJECTIVES:
After participating in this in-service, individuals will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Understand the rationale for sheltered instruction and comprehensible input.
Develop clearly defined content objectives for students.
Develop clearly defined language objectives for students.
Use a variety of supplementary materials to make lessons clear and meaningful.
Adapt content for all levels of Second Language proficiency.
Develop meaningful activities that integrate lesson concepts with language practice
opportunities in reading, writing, listening, and speaking.
Explicitly link concepts to students’ background experiences and knowledge.
Introduce and emphasize key vocabulary necessary for comprehension.
Modify their speech patterns to accommodate students’ various proficiency levels.
Use a variety of techniques to make content concepts clear.
Scaffold lessons to assist and support student understanding.
Use a variety of question types to promote higher-order thinking skills.
Maximize opportunities for group interaction and cooperative learning in their
classrooms.
Increase the number of students engaged in lessons.
Pace lessons appropriate to students’ ability levels.
Provide appropriate feedback for student output.
Conduct appropriate assessment of student comprehension and mastery of lesson
objectives.
DESCRIPTION OF ACTIVITIES:
1.
Presentation/speakers text: Making Content Comprehensible for English Learners,
Echevarria, Vogt, Short
Professional Development Manual for Sheltered Instruction: Using the SIOP Model
2. Cooperative groupings
3. Discussion
4. Modeling of effective strategies for ELLls using hands-on practice with manipulatives,
boards, word sorts, pocket charts, etc.
5. Readings – individual/paired/group
DELIVERY METHOD:
A.Workshop
EVALUATION METHOD:
F. Other
FOLLOW-UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
COMPONENT EVALUATION:
The component leader will send to the Staff Development Office a packet including:
1.
2.
3.
List of participants, the results of each participant’s evaluation and certification that
those receiving points for the component demonstrated increased competencies in 80%
of the specific objectives.
A completed Evaluation of In-Service Activity
An evaluation of the component completed by the instructor.
CONTACT PERSON(S):
Brenda Trimble, ESOL Supervisor
Pat Randall, ESOL Resource Teacher
ESOL Practicum for Reading Endorsed or Reading K-12 Teachers
COMPONENT TITLE: ESOL Practicum for Reading Endorsed or Reading K-12 Teachers
(E-R-T Reverse Crosswalk)
COMPONENT NUMBER: 1-702-04-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE:
The purpose of this component is to enable participants who have successfully completed
specific course work in reading and ESOL to obtain the ESOL endorsement through a practicum
which includes demonstration of mastery. Participants who have completed the Reading
endorsement (120 crosswalk hours), Applied Linguistics (60), and Methods of Teaching ESOL
(60) are eligible to pursue the ESOL endorsement through the E-R-T option. The required
practicum must include teacher competencies not covered in prior course work in the areas of
Cross-cultural Communication and Understanding, ESOL Curriculum and Materials
Development, and Testing and Evaluation of ESOL.
SPECIFIC OBJECTIVES:
Participants in professional development conducted under this component will be expected to
fulfill new learning of ESOL professional content instruction requirements as well as being able
to demonstrate mastery of the specific objectives in each area. The following competencies are
not included in the reading endorsement, Applied Linguistics and/or Methods of Teaching ESOL
courses pre-requisites and are therefore addressed in the new learning activities associated
with this component:
A. Cross-cultural Communication and Understanding
1. Recognize the major differences and similarities among the different cultural groups in
the United States. (Competency 2)
2. Identify and examine cultural stereotypes relating to ELL and non-ELL students.
(Competency 3)
3. Use knowledge of the cultural characteristics of Florida’s ELL population to enhance
instruction. (Competency 4)
4. Create a positive classroom environment to accommodate the various learning styles
and cultural backgrounds of students. (Competency 18)
5. Identify major attitudes of local target groups toward school, teachers, discipline, and
education in general that may lead to misinterpretation by school personnel and reduce
cross-cultural barriers between students, parents, and the school setting. (Competency
23)
B. ESOL Curriculum and Materials Development
1. Select and develop appropriate ESOL content according to student levels of proficiency
in listening, speaking, reading, and writing, taking into account (1) basic interpersonal
communicative skills (BICS) and (2) cognitive academic language proficiency skills
(CALPS) as they apply to the ESOL curriculum. (Competency 8)
2. Evaluate, adapt, and employ appropriate instructional materials, media and technology
for ESOL at the elementary, middle, and high school levels. (Competency 17)
3. Design and implement effective unit plans and daily lesson plans that meet the needs of
the ESOL students within the context of the regular classroom. (Competency 16)
4. Develop and implement strategies for using school, neighborhood, and home resources
in the ESOL curriculum. (Competency 22)
5. Develop, implement, and evaluate instructional programs in ESOL, based on current
trends in research and practice. (Competency 24)
C. Testing and Evaluation of ESOL
1. Plan and evaluate instructional outcomes, recognizing the effects of race, gender,
ethnicity, socialization and communication needs, based on knowledge of language as a
social phenomenon. (Competency 14)
2. Administer tests and interpret test results, applying measurement concepts.
(Competency 20)
3. Use formal and alternative methods of assessment/evaluation of ELLs, including
measurement of language, literacy, and academic content metacognition. (Competency
21)
4. Conduct ESOL programs within the parameters, goals, and stipulations of State Statutes
and Florida Consent Decree. (Competency 1)
DESCRIPTION OF ACTIVITIES:
The practicum is designed as a hybrid course that incorporates both face to face sessions and
online activities and assignments. Both sessions include a series of activities, readings,
observations and assignments. Participants will develop an electronic portfolio containing
resources, assignments and videos.
DELIVERY: The practicum design includes the following:
Face to Face: Three face-to-face sessions of 4 hours each (equivalent to 12 hours)
Online Coursework: Three online modules (equivalent to 48 hours total) completed between
the face to face sessions
Session 1 (Face to Face): Description and expectations of the program, overview of final
project (action research and e-portfolio), explanation of Blackboard requirements,
overview of current ESOL policy (federal, state and local), overview of Florida ELL
demographics.
Online Module A: Cross-Cultural Communication and Understanding
Objectives A.1-A.5 (ESOL standards 2, 3, 4, 18, 23)
Online Module B: ESOL curriculum and Materials development.
Objectives B.1- B.5 (ESOL standards 7,8, 15, 16, 17, 22, 24)
Session 2 (Face to Face): Review of language and literacy development, presentations,
group work, scenarios, follow up classroom videos (ESOL Standards 5, 6, 9, 10, 11, 12,
13)
Online Module C: Assessment, Testing and Evaluation.
Objectives C.1-C.4 (Standards 1, 14, 19, 20,21, 25)
Session 3 (Face to Face): Final group/individual project presentations, e-portfolio
presentations (ESOL Standards 5,6,11,12,16)
Activities include but are not limited to:
1. Reading with follow-up application in online activities
2. Lesson plan development with application and assessment in the classroom
3. On-site teaching videos with self-evaluation and reflection
4. Online use and resource development of internet sources
5. Discussion board posts with interactive responses
6. Technology integration into lesson planning
FOLLOW UP:
Participants will show evidence that the concepts and strategies presented in this practicum
will be incorporated in the classroom through: (1) written and/or oral feedback by the
instructor/facilitator through face to face and online assignments; (2) ongoing planning and
feedback on lessons with instructor/facilitator, ESOL specialist, or teacher; and (3) on-site
application of ESOL standards in the classroom as documented by video observation, coaching,
and/or mentoring by instructor/facilitator, ESOL specialist, or teacher.
EVALUATION CRITERIA:
For ESOL endorsement credit, the participant must: 1) demonstrate all competencies of the 25
ESOL Standards through completion of online coursework, classroom implementation videos
and portfolio assessment. Successful participant completion will be determined by the district
facilitator/instructor as demonstrated by successful completion of video projects, online
assignments and products and any other required activities (e.g. observation, participation in
face-to-face and online sessions).
EVALUATION CRITERIA
PARTICIPANT EVALUATION:
Demonstration of Mastery:
Participants are expected to provide demonstration of mastery of the 25 ESOL
Standards through direct instruction of ELLs in the classroom, under the supervision of
someone with expertise specifically in ESOL. Unit and lesson plans will be assessed on a
rubric based on best practices for ELLs in the classroom. Participants will complete all
online assignments and submit two site-based video-taped classroom sessions scored
on a rubric. The final session will also be evaluated based on the ESOL on-site Teacher
Observation Tool provided by the Florida Department of Education and available at
https://www.fldoe.org/aala/pdf/tot2.pdf
Participants will submit an electronic portfolio that includes classroom videos and lesson
plans. Videos will include an ELL interview, demonstration of strategies used in the
classroom that address the unique needs of ELLs, assessments of student work and
lesson plan reflections, and any other activities that ensure that they are adequately
prepared to meet the expectations of teaching ELLs in the classroom.
COMPONENT EVALUATION:
Activities conducted under this component will be evaluated by participants and inservice leaders to determine (1) the degree to which objectives have been addressed
and (2) the impact of acquired skills of students when implemented in the educational
setting.
CONTACT PERSON:
Brenda Wims
CONTACT POSITION:
Director of Professional Development
TITLE:
Applied Linguistics
NUMBER:
1-702-05-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
1.
To acquire a greater understanding of the structure of English from a modern day
linguistic perspective.
To analyze the structure of English in contrast with the language(s) of the target
population in a given class.
2.
SPECIFIC OBJECTIVE(S):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Demonstrate an understanding of the nature of language as a system for
communication.
Identify the subsystems the English language uses for communication.
Explain the phonemic-graphemic (sound and symbol) relationship of English.
Categorize basic concepts of phonology as they apply to language development, e.g.,
stress, intonation, juncture, and pitch.
Identify the significant features of the phonological systems that cause problems in
understanding, speaking, reading, and writing English among LEP students of diverse
language backgrounds.
Identify the significant features of the grammatical/structural systems (morphological
and syntactic) that interfere with understanding, speaking, reading, and writing English.
Identify significant lexical features that interfere with understanding, speaking, reading,
and writing English.
Determine phonemic characteristics in a given word, e.g., consonants, blends, vowels,
and diphthongs.
Show familiarity with a commonly used system of phonic transcription such as the
International Phonetic Alphabet or Trager-Smith.
Determine phonological characteristics that are meaningful/significant for LEP students
in relation to their language(s) such as voicing of consonants (rice/rise), intonation, and
rhythm/stress and juncture.
Identify word order features of English that represent interferences for LEP students of
diverse backgrounds.
Show familiarity with morphological features of English that represent interferences for
LEP students of diverse background.
Show familiarity with lexical features of English that represent interferences for LEP
students of diverse backgrounds such as misleading cognates, and words with various
social cultural and contextual meanings.
Recognize phonographemic differences.
Identify structural patterns in a given word such as root words, affixes, and syllables.
Show familiarity with compound word and noun adduct structures in English.
Apply principles of English morphology as they relate to language acquisition.
Compare the characteristics of idiomatic expressions, slang, and standard
American English.
19. Determine principles of morphological interferences between English and
other languages
20. Categorize/analyze the structure of English sentences.
21. Recognize methods of grammatical analysis: traditional, structural, or contemporary.
22. Determine principles of syntactic interference between English and other languages.
23. Identify the principals, characteristics, and terminology of current first and second
language acquisition theories.
24. Compare language acquisition of different age groups, e.g., elementary, secondary, and
adult
25. Differentiate language proficiencies relating to basic interpersonal communicative
skills vs. cognitive academic language skills.
26. Identify principles of contrastive and error analysis.
27. identify exceptionalities characteristics of Limited English Proficient students such as
gifted, SLD, EMR, and EMH.
28. Apply ESOL instructional strategies for specific learning styles.
29. Demonstrate the ability to contrast the English language and the languages(s) of the
diverse LEP language groups in a given ESOL class.
30. Demonstrate the ability to identify potential linguistic interferences in a given text, such
as reading lessons and content subject matter.
31. Demonstrate the ability to overcome linguistic interferences in reading and content area
materials.
DESCRIPTION OF ACTIVITIES:
Participant will:
1.
2.
3.
4.
Participate in group discussions.
Create a project to demonstrate the linguistic differences between English and another
target language.
Write lesson plans to demonstrate the ability to overcome linguistic interferences in
reading and content area materials.
Complete other activities designed by the instructor to verify competence of the
participants.
DELIVERY METHOD:
A.
B.
Workshop (Traditional)
Electronic, Interactive (Online)
EVALUATION METHOD:
F. Other
FOLLOW UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
EVALUATION CRITERIA:
The component leader will send to the Staff Development Office, upon completion of
the component, a packet including:
1.
2.
3.
A list of participants, the results of their evaluation, and certification that those
receiving points for the component increased their competencies in 80 percent (90%) of
the objectives attempted.
A completed Evaluation of In-Service Activity for each participant.
An evaluation of the component completed by the instructor
COMPONENT CONTACT(S):
Supervisor, Professional Development
TITLE:
Cross-Cultural Communication and Understanding
NUMBER:
1-705-06-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
To identify the major cultures represented by the LEP students in Florida public
schools in order to develop better cross-cultural understanding among all groups and
to meet appropriately their special needs within the school and community setting.
SPECIFIC OBJECTIVE(S):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Identify the major significant cultures represented by the LEP population in Florida.
Describe significant (cultural) characteristics of the major culture groups.
Identify specific characteristics of U.S. “American” cultures.
Identify culture specifics nonverbal communications such as gestures, facial
expressions, and eye contact that may lead to misinterpretation in cross-cultural
interaction.
Compare/contrast different sociolinguistic language functions, such as formal and
informal, age and regional language expressions common in the U.S. among teenagers
and occupational/professional groups, farmers, western cowboys, southern cotton or
sugarcane growers, etc.
Distinguish the cultural characteristics from stereotypes.
Compare and contrast major features of U.S. culture with those of other cultures.
Identify culture-specific nonverbal communications such as gestures, facial
expressions, and eye contact that may lead to misinterpretation in cross-cultural
interactions.
Identify major differences in educational systems represented by target groups with a
view to ascertain appropriate grade placement of students.
Identify possible “problem” differences to be observed in academic/content areas
because of differences in educational/academic background of literate students and
their parents; e.g., division procedures in math and early introduction of cursive writing
among Hispanic groups, differences in alphabets, eye-orientation in reading and
writing, etc., among other Eastern European and Asian groups.
Identify major attitudes of target group parents/community toward school, teachers,
discipline, and education in general that may lead to misinterpretation by U.S. school
personnel, e.g., failure to participate actively in PTSA activities.
Identify specific culturally different “school behaviors” of target groups that may lead
to disciplinary action, ridicule, or conflicts within U.S. school systems, e.g., Cuban
girls’ refusal to shower in open showers after P.E. class; and deep-seated religious
observances among various groups.
Demonstrate the ability to identify cultural variations in the classroom and their
influence on student behavior and attitudes.
Give evidence of a working grasp of the culture of the population with which the
teacher is to work.
15. Demonstrate the ability to maximize student potential by using recent findings of
educational/psychological research affecting student learning, such as differences in
cognitive/learning styles and brain hemisphere dominance, which may also be
culturally related.
16. Identify teacher behaviors which indicate sensitivity to cultural and linguistic
differences.
17. Apply ethnolinguistic and cross-cultural knowledge to classroom management
techniques.
18. Identify strategies for facilitating articulation with the administration, content area
teachers, parents, and the community.
19. Demonstrate awareness of culturally determined behavior of target groups that is
intimately related to diversity in family structure and relations, life cycles, role models,
decorum, discipline, religion, health, food, dress, and tradition.
20. Demonstrate ability to identify cultural bias in content area materials and possible
impact on the target groups.
21. Demonstrate ability to identify cultural bias in assessment materials.
22. Demonstrate ability to bridge cultural bias in content material without affecting its
integrity.
23. Demonstrate ability to bridge cultural bias in assessment materials without affecting
validity or reliability.
24. Demonstrate ability to plan cross-cultural activities that will sensitize students to a
diversity of cultures.
25. Demonstrate ability to accept and resolve culturally defensive/aggressive behavior on
the part of students.
26. Demonstrate ability to bridge cross-cultural gaps between students/parents and the
school setting.
27. Demonstrate ability to enable students to acknowledge the existence of cultural
differences and to make the necessary adjustments to function successfully in their
new/second culture and within a multicultural setting.
28. Demonstrate knowledge of culturally relevant facts related to the major cultures
represented by the target group, such as important historical events and geographic
features, literary, artistic, and musical accomplishments of their people.
29. Demonstrate ability to use cross-cultural awareness in designing instructional activities.
30. Demonstrate ability to use cross-cultural awareness in designing criterion-referenced
tests.
DESCRIPTION OF ACTIVITIES:
Participants will engage in presentation, discussions, and other activities to help them
master the identified competencies.
DELIVERY METHOD:
1.
2.
Workshop (Traditional)
Electronic, Interactive (Online)
EVALUATION METHOD:
F. Other
FOLLOW UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
EVALUATION CRITERIA:
The component leader will send to the Staff Development Office, upon completion of
the component, a packet including:
1.
2.
3.
A list of participants, the results of their evaluation, and certification that those
receiving points for the component increased their competencies in 80 percent (90%) of
the objectives attempted.
A completed Evaluation of In-Service Activity for each participant.
An evaluation of the component completed by the instructor.
COMPONENT CONTACT(S):
Supervisor, Professional Development
TITLE:
ESOL Curriculum and Materials Development
NUMBER:
1-703-07-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
1.
2.
To improve and enhance the participant’s knowledge of ESOL curriculum.
To improve and enhance the participant’s knowledge of materials appropriate for use
with LEP students.
SPECIFIC OBJECTIVE(S):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Distinguish between ESOL and language arts curricula.
Distinguish between Basic Interpersonal Communicative skills (BICS) and Cognitive
Academic Language proficiency (CALP) as it applies to ESOL curriculum.
Describe the pullout ESOL model.
Describe the immersion ESOL model.
Describe the ESOL through content area model.
Identify other ESOL programmatic models.
Identify aspects of the school curriculum not appropriate for use with LEP students.
Adapt items from the school curriculum to cultural differences.
Adapt items from the school curriculum to linguistic differences.
Select appropriate ESOL content according to levels of proficiency in listening.
Select appropriate ESOL content according to levels of proficiency in speaking.
Select appropriate ESOL content according to levels of proficiency in reading.
Select appropriate ESOL content according to levels of proficiency in writing.
Select appropriate ESOL content according to levels of proficiency in culture.
Identify content specific vocabulary.
Identify culture specific features of content curricula.
Develop appropriate curriculum for ESOL at the elementary school level.
Develop appropriate curriculum for ESOL at the middle school level.
Develop appropriate curriculum for ESOL at the high school level.
Identify characteristics unique to the evaluation of an ESOL test.
Identify criteria for the development of an ESOL entry test.
Identify criteria for the development of an ESOL exit test.
Identify criteria for the selection of state adopted ESOL curricular materials.
Demonstrate the ability to evaluate and select appropriate instructional materials for
ESOL in elementary schools.
Demonstrate the ability to evaluate and select appropriate instructional materials for
ESOL in middle schools.
Demonstrate the ability to evaluate and select appropriate instructional materials for
ESOL in high schools.
Identify characteristics to be considered when selecting printed media for an ESOL
class.
Identify potential linguistic and cultural biases in exiting texts and materials.
List example of realia which are designed to teach LEP students.
30. Describe the use of appropriate instructional equipment/materials for ESOL lessons,
e.g., language masters, filmstrips, videocassettes, audiocassettes, and computers.
31. Identify characteristics to be considered when selecting computer assisted instructional
materials for ESOL classes.
DESCRIPTION OF ACTIVITIES:
Participants will:
1.
2.
3.
4.
5.
Participate in group discussions.
Design an ESOL curriculum in Language Arts for the level to be taught.
Evaluate instructional materials for the level to be taught.
Develop a list of ESOL instructional materials for the elementary, middle, and high
school levels.
Complete other activities designed by the instructor to verify competence of the
participant.
DELIVERY METHOD:
1.
2.
Workshop (Traditional)
Electronic, Non-Interactive
EVALUATION METHOD:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
FOLLOW UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
EVALUATION CRITERIA:
The component leader will send to the Staff Development Office, upon completion of
the component, a packet including:
1.
2.
3.
A list of participants, the results of their evaluation, and certification that those
receiving points for the component increased their competencies in 80 percent of the
objectives attempted.
A completed Evaluation of In-Service Activity for each participant.
An evaluation of the component completed by the instructor.
COMPONENT CONTACT(S):
Supervisor, Professional Development
TITLE:
Empowering ESOL Teachers
NUMBER:
1-701-08-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
1.
2.
Demonstrate the ability to assess initial English language proficiency for placement and
instruction.
Identify and/or develop instruments to determine the ability of students to function
independently in regular classes for English speakers.
SPECIFIC OBJECTIVES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Identify suitable ESOL Assessment instruments which assist in complying with legal
obligations of districts serving LEP students.
Identify levels of English proficiency to place students appropriately for ESOL
instruction.
Identify tests of English proficiency to place students appropriately at the beginning level
of ESOL instruction.
Identify tests of English proficiency to place students appropriately at the intermediate
level of ESOL instruction.
Identify tests of English proficiency to place students appropriately at the advanced level
of ESOL instruction.
Identify tests for evaluating attitudes towards U.S. culture and behavior appropriate to it.
Adapt content area tests to ESOL levels appropriate to LEP students.
Identify instruments to determine the ability of students to function independently in
regular classes for English speakers.
Identify available ESOL exit level tests.
Identify cultural biases in commercial tests.
Construct ESOL listening tests items.
Construct ESOL speaking tests items.
Construct ESOL reading tests items.
Construct ESOL writing tests items.
Construct ESOL tests items to assess cultural knowledge.
Identify the differences between norm-referenced and criterion-referenced tests.
Identify criteria to select appropriate norm-referenced tests.
Identify criteria to select appropriate criterion-referenced tests.
Define the different kinds of validity in tests.
Define reliability.
Describe the use of test-item analysis.
Design appropriate proficiency tests to measure progress of LEP students in ESOL
classes.
Design appropriate tests to measure achievement of LEP students.
Describe indicators of teacher self-evaluation of ESOL instruction.
Interpret assessment data of LEP students as it relates to placement in ESOL program.
Interpret assessment data of LEP students as it relates to progress in ESOL program.
27.
28.
Interpret assessment data of LEP students as it relates to exit from ESOL program.
Identify necessary records and documents maintained for LEP students.
DESCRIPTION OF ACTIVITIES:
Participants will engage in presentations, discussions, and other activities to help them master the
identified competencies:
DELIVERY METHOD:
A. Workshop
B. Electronic, Interactive
EVALUATION METHOD:
F. Other
FOLLOW-UP METHOD:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
EVALUATION CRITERIA:
The component leader will send to the Professional Development Office, upon completion of the
component, a packet including:
1.
2.
3.
A list of participants, the results of their evaluation, and certification that those receiving
points for the component increased their competencies in 80 percent of the objectives
attempted.
A completed Participant Evaluation Form for each participant.
An evaluation of the component completed by the instructor.
COMPONENT CONTACT(S):
Supervisor, Professional Development
TITLE:
Methods of Teaching ESOL
NUMBER:
1-700-09-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
To enable participants to identify and apply major ESOL methodologies and
approaches.
SPECIFIC OBJECTIVES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Distinguish between the acquisition of language arts skills in the English for Speakers
of Other Languages and in the English program for native speakers.
Match instructional approaches with language learning theories.
Apply essential strategies for developing listening skills.
Apply essential strategies for developing speaking skills.
Apply essential strategies for developing reading skills.
Apply essential strategies for developing writing skills.
Recognize contributions of major leaders in the field of ESOL methodology.
Develop applications of the major ESOL methodologies and approaches in relation to
the various needs of LEP students, e.g., language proficiency, age, interest level, and
learning styles.
Demonstrate knowledge of current trends in ESOL teaching.
Identify major methodologies and current trends in ESOL teaching.
Identify characteristics and applications of ESOL approaches.
Develop applications of Total Physical Response for the beginning stages of ESOL
Teaching.
Plan a Language Experience Approach lesson appropriate to LEP students.
Identify features of natural/communicative approaches to teaching ESOL.
Identify characteristics of aural/oral approaches in developing listening, speaking,
reading, and writing skills.
Demonstrate awareness of the central role of ESOL within the total school curriculum.
Identify cognitive approaches to second language learning.
Identify features and demonstrate applications of content-based ESOL approaches.
Develop lesson plans demonstrating appropriate strategies for teaching reading,
especially as related to the establishment of sound system correspondence in terms of
patterns.
Identify features demonstrating applications of content area reading instruction for LEP
students.
Compare various instructional strategies used in ESOL classrooms with those used in
regular English classrooms.
Apply multi-sensory ESOL strategies in relation to learning styles.
Demonstrate effective lesson planning by providing multi-level ESOL activities for a
variety of situations, such as individual, small group and whole group instruction,
cooperative learning, and learning centers.
Plan lessons utilizing peer tutors, volunteers, or aides.
25. Demonstrate ability in classroom management techniques for a multi-level class, e.g.,
choosing group leaders, arranging rooms according to teacher/student responsibilities,
utilizing audiovisual materials, giving positive feedback, and using time wisely.
26. Identify ESOL specific classroom management techniques for a multi-level class, e.g.,
choosing group leaders, arranging rooms according to teacher/student responsibilities,
utilizing audiovisual materials, giving positive feedback, and using time wisely.
27. Determine strategies for content area teachers to use with LEP students.
28. Design activities that will prepare students in the ESOL program to make a smooth
transition to the regular program.
29. Recognize major language education professional organizations.
30. Demonstrate knowledge of the historical development of TESOL.
31. Demonstrate knowledge of major professional publications related to ESOL.
32. Evaluate and select available instructional materials in terms of student needs including
age, language proficiency, cultural background, and learning styles.
33. Demonstrate ability to use instructional materials appropriately.
34. Discriminate between a learning disability and limited language proficiency.
35. Develop lesson plans demonstrating appropriate strategies of ensuring a smooth
transition from the ESOL reading program to the regular English reading program.
DESCRIPTION OF ACTIVITIES:
The participant will:
1.
2.
3.
4.
Produce a review of current theory and practice in ESOL.
Produce lesson plans that provide multi-level ESOL activities for a variety of situations.
Design activities for content area teachers to use with LEP students.
Complete other activities designed by the instructor to verify competence of the
participant.
DELIVERY METHOD:
A.
B.
Workshop (Traditional)
Electronic, Non-Interactive
EVALUATION METHOD:
F. Other
FOLLOW UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
EVALUATION CRITERIA:
The component leader will send to the Professional Development Office, upon completion of the
component, a packet including:
1.
2.
3.
A list of participants, the results of their evaluation, and certification that those
receiving points for the component increased their competencies in 80 percent of the
objectives attempted.
A completed Evaluation of In-Service Activity for each participant.
An evaluation of the component completed by the instructor.
COMPONENT CONTACT(S):
Supervisor, Professional Development
TITLE:
Enriching Content Classes for Secondary ESOL Students
NUMBER:
1-701-10-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
The purpose of this in-service training is to help secondary level content area teachers
of ESOL students develop the ability to provide appropriate, comprehensible,
interactive, and cognitively challenging instruction which will facilitate their
language development and academic achievement as well as promote cross-cultural
understanding among all learners.
SPECIFIC OBJECTIVES:
Through this training, participants will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Develop understanding of the processes of first and second language development
and the implications for teachers of ESOL students.
Develop knowledge of the differences between social and academic language and the
differences in the amount of time and effort required for ESOL student to develop
these different uses of language.
Summarize the reason for integrating language and content instruction in secondary
classrooms.
Describe and use different strategies for presenting new content to ESOL students.
Select and use presentation strategies appropriate to the students’ level of proficiency
in English.
Identify language functions, structures, and vocabulary characteristic of specific
content areas.
Demonstrate techniques for teach content-specific language functions, structures, and
vocabulary.
Identify aspects of content areas, which tend to be problematic or supportive for
ESOL students.
Identify features of textbooks, which increase the level of difficulty for ESOL
students.
Describe and demonstrate several techniques for adapting and supplementing text
materials to make content more accessible to ESOL students.
Summarize the major reasons why group work is effective in promoting language
learning with ESOL students.
Demonstrate methods, which increase ESOL student involvement in context area
classes.
Develop subject area tasks in which native speakers and ESOL students’ varying
English proficiency levels can participate.
Identify potential differences in culture and background knowledge, which may
interfere with ESOL students’ learning in the content areas.
Demonstrate ways of assessing background knowledge of ESOL students.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Develop ways of providing ESOL students with requisite cultural and background
knowledge essential for content area tasks.
Develop understanding of the role of culture in human development.
Recognize the stages of cultural adaptation for newcomers to any culture.
Recognize and reexamine stereotypes related to different cultural groups.
Develop understanding of important characteristics of cultural groups represented in
Florida public schools.
Develop ways to use the linguistic and cultural diversity of ESOL students to promote
multicultural awareness of all students.
Develop strategies of strengthening connections with ESOL students’ families and
communities.
Design instruction, which is comprehensible yet cognitively challenging for ESOL
students.
Examine issues of considering effort and achievement of ESOL students for grading
purposes.
Evaluate current assessment and grading procedures in terms of appropriateness for
ESOL students.
Modify current assessment procedures to reduce linguistic and cultural bias.
Develop alternative assessment techniques to measure content area achievement in
authentic ways.
Develop and demonstrate literacy activities appropriate for ESOL students with
limited literacy skills.
Develop understanding of various programs’ options for serving ESOL students as
well as important goals, characteristics, and long term results of these programs.
Collaboratively plan within and across content areas to connect concept, skill, and
learning strategy objectives.
DESCRIPTION OF ACTIVITIES:
This component is designed for middle and high school teachers of math, science, social studies,
and computer literacy whose classes include students with Limited English Proficiency. These
teachers are required to have 60 hours of in-service training. This component may be taken as an
alternative to Empowering ESOLTeachers, Volume I and II. Course activities will model
recommended techniques such as cooperative learning, graphic organizers, reflection of learning,
self-evaluation, and teacher collaboration. Participants will work with content area colleagues to
identify subject specific needs and strategies for increasing ESOL student interaction and success
in their classes. Participants will also collaborate across grade levels and subject areas to design
instruction that is thematically coherent. General principles and instructional strategies will be
presented during an initial 7-day Summer Institute and participants will work together to plan
instruction that will be implemented in their classrooms in the practicum phase ESOL trainers
will assist teachers during this practicum phase A follow-up meeting will take place in order for
teachers to share experiences, and brainstorm on ways to improve their initial plans. The followup meeting will also be used to provide feedback on the usefulness of this component and on
ways to improve ESOL in-service training for secondary content teachers of ESOL students.
DELIVERY METHOD:
A. Workshop (Traditional)
A. Electronic Interactive
EVALUATION METHOD:
F. Other
FOLLOW UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
COMPONENT EVALUATION:
The component leader will send to the Staff Development Office a packet including:
1.
2.
3.
List of participants, the results of each participant’s evaluation and certification that
those receiving points for the component demonstrated increased competencies in 80%
of the specific objectives.
A completed Evaluation of In-Service Activity
An evaluation of the component completed by the instructor.
COMPONENT CONTACT(S):
Supervisor, Professional Development
TITLE:
ESOL Training for Counselors
NUMBER: 1-701-11-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE (S):
Counselors will receive ESOL training for counselors which will enable them to recognize their
role and responsibilities in providing equal access to comprehensible education for Florida’s
Limited English Proficient (LEP) students.
SPECIFIC OBJECTIVES:
1. Establish a system that is welcoming and accessible to all LEP students and their families, as
well as in compliance with federal and state regulations and the Florida Consent Decree.
Participants will:
a.
b.
c.
d.
e.
f.
g.
h.
Demonstrate a sensitivity to multicultural and diverse populations
Demonstrate knowledge of cross-cultural issues and how to implement a plan to create
a supportive school environment
Implement outreach efforts to connect LEP students and their families to school
personnel, community members and resources
Know available, appropriate instructional materials to facilitate comprehensible
instruction for all LEP students.
Understand the Florida Consent Decree and other related legislation and litigation.
Know requirements for assessment and academic achievement for LEP students
Know required training for instructional and non-instructional staff and compliance
requirements
Have the ability to update staff, students, and parents on pertinent changes in legislation
and policies
2. Establish a system in which the school site appropriately identifies the needs of LEP students;
ensures their proper placement; and accurately assesses the progress of English acquisition and
academic achievement of every LEP student within the school.
Participants will:
a.
b.
c.
d.
e.
f.
g.
Demonstrate knowledge of district’s LEP plan
Demonstrate knowledge of a student’s LEP plan
Understand the legal requirements of a student’s LEP plan
Understand language proficiency and content based knowledge
Demonstrate knowledge of second language acquisition
Demonstrate knowledge and the ability to implement methods of assessment/ evaluation
Demonstrate knowledge of indicators of learning disabilities as compared with the
process of second language acquisition
h.
i.
j.
Demonstrate knowledge of indicators of gifted and advanced placement programs for
LEPs
Demonstrate knowledge of counselor’s role and responsibilities as a member of the
school LEP committee
Demonstrate the ability to communicate with LEP students and families about assessing
student progress and curriculum
3. Establish and monitor school site and staff procedures to ensure that LEP students enjoy equal
access to available programs and comprehensible instruction
Participants will:
a.
b.
Know procedures regarding LEP registration through monitoring
Know appropriate teaching strategies and methodologies for varied levels of language
in their own languages
Competency 4: Properly evaluate student progress and implement system improvements
Participants will:
a.
b.
c.
d.
Demonstrate knowledge of relevant, scientifically based research and effective
practices
Demonstrate knowledge methods of analyzing data for all subgroups and impact on
programmatic decisions
Demonstrate ability to apply scientifically based principles and practices to
instructional programs
Demonstrate ability to implement the CIM for improving academic achievement
DESCRIPTION OF ACTIVITIES:
Participants will attend a series of district level workshops and complete an outside project
(portfolio) designed to meet the specific objectives of this component. The workshops will be
conducted by consultants from Santillana USA in face-to face learning sessions with small
groups. Each participant will produce a portfolio (outside of class) to complete the required 60
points for this component.
DELIVERY METHOD:
A. Workshop (Traditional)
EVALUATION METHOD:
F. Other
FOLLOW-UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
COMPONENT EVALUATION:
The component leader will send to the Staff Development Office a packet including:
1.
2.
3.
List of participants, the results of each participant’s evaluation and certification that
those receiving points for the component demonstrated increased competencies in 80%
of the specific objectives.
A completed Evaluation of In-Service Activity
An evaluation of the component completed by the instructor
COMPONENT CONTACT (S): General Director, Professional Development
TITLE:
ESOL: Sessions 2 & 4 – Foreign Travel
NUMBER:
1-705-12-90
POINTS TO BE EARNED: 60
GENERAL OBJECTIVE(S):
1.
2.
3.
4.
Participants must travel outside of the U.S.A.
Expand the participant’s cultural awareness.
Help the participant become more tolerant of different values and behaviors; and
Help the participant develop basic cross-cultural communication skills.
SPECIFIC OBJECTIVES:
1.
2.
3.
4.
5.
Compare a country data report prior to travel to the host country which includes:
a.
map showing the location of the country;
b.
information on climate;
c.
identify major languages spoken;
d.
ethnic diversions;
e.
chief commercial products;
f.
political status;
g.
usable land areas as well as seaports (if applicable);
h.
religion;
i.
energy sources;
j.
growing season’s length;
k.
GNP per capita;
l.
population percentage completing high school;
m. life expectancy at birth;
n.
college students per 100,000 persons;
o.
infant mortality per 1,000 live births;
p.
physicians per 1,000 persons;
q.
newspaper circulation per 1,000 persons.
Complete a country data report similar to the above, on the U.S.
Complete a travel journal in which the significant (historical) and social
events observed are documented.
Collect information through personal interviews and observations which are supported
by photographs.
Create a written image (3 – 5 pages) of the communicative patterns of the host country
which includes:
a.
space/territorial dimensions;
b.
dimension of time;
c.
culture talk/etiquette
d.
non-verbal behavior;
e.
emotions: a cross-cultural view;
f.
food and drink habits;
g.
clothes and costumes;
h.
i.
j.
k.
l.
m.
n.
visiting and hospitality;
friendship customs;
respect for age;
religious practices;
values and attitudes;
gender roles/restrictions;
attitudes toward education.
DESCRIPTION OF ACTIVITIES:
Participants will:
1.
2.
3.
4.
Write a data report on the host country;
Write a data report on the U.S.A.
Write a descriptive narrative of the communicative patterns of the host culture; and
Keep a travel journal which documents participant’s experiences.
DELIVERY METHOD:
F .Independent Study
EVALUATION METHOD:
F. Other
FOLLOW UP:
P. Participant Product related to training (may include lesson plans, written reflections,
audio/video tape, case study, samples of student work)
R. Electronic-Interactive
COMPONENT CONTACT(S):
Supervisor, Professional Development
TITLE:
COMPONENT: Teacher Academy- ESOL K-12 & Dual Language Pre K-5
NUMBER:
1-700-13-00
POINTS TO BE EARNED: 30
TEACHER APPRAISAL SYSTEM FOCUS AREAS: Domain 1 (a, c, d), Domain 2 (a, b, c, d,
e), Domain 3 (a, b, c, d, e), Domain 4 (a, e)
CCSS: CCSS.ELA-Literacy.RL.1, CCSS.ELA-Literacy.RL.10, CCSS.ELA-Literacy.SL.1,
CCSS.ELA-Literacy.L.4
FL PD PROTOCOLS: 3.2.2 Content Focused, 3.2.3 Learning Strategies, 3.2.4 Sustained
Professional Learning 3.3.1 Implementation of Learning
GENERAL OBJECTIVE(S): Participants will take part in hands-on, interactive learning directly
aligned to the DCPS Strategic Plan Goals of “Great Educators and Leaders”, and “Development
of the Whole Child”, improving their instructional practice and ultimately raising student
achievement.
SPECIFIC OBJECTIVES:
CONTENT:
Participants will enhance their knowledge, skills and understanding of how to effectively teach
students to:
1. CCSS.ELA-Literacy.RL.1 Ask and answer questions about key details in a text.
2. CCSS.ELA-Literacy.RL.10 With prompting and support, read prose and poetry of
appropriate complexity
3. CCSS.ELA-Literacy.SL.1 Participate in collaborative conversations with diverse partners
about grade level topics and texts with peers and adults in small and larger groups.
4. CCSS.ELA-Literacy.L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade level reading and content, choosing flexibly
from an array of strategies.
PROCESS:
Participants will enhance their knowledge, skills, and understanding to effectively implement
these processes as part of the continuous improvement cycle.
5. Understand the curriculum, lesson guide, and lesson plan template to ensure an aligned
curricular and instructional system.
6. Analyze, display, and discuss disaggregated student achievement data and student
work to make instructional decisions and determine how these data are used to
determine student and educator professional learning needs (IPDPs).
7. Use formative and summative assessments to inform instruction, monitor student
progress and plan appropriate interventions for struggling students.
8. Identify and use high effect size strategies and differentiated instructional strategies
appropriate for students’ learning needs.
9. Implement effective questioning techniques/prompts to advance higher level thinking
and build student understanding.
10. Implement effective collaborative learning communities (ex. Lesson Study, PLCs, etc.)
aligned with individual, school, and district goals.
11. Embed rigor and relevance into instruction and the curriculum.
12. Support high levels of student engagement students through the inquiry process.
13. Evaluate the impact of professional learning on instructional practice through reflection,
assessment, work samples, peer visits, and/or professional portfolios.
14. Engage in a continuous improvement cycle of data analysis, planning, implementing,
reflection, and evaluation.
15. Integrate technology effectively into instruction to accelerate student learning.
DESCRIPTION OF LEARNING DESIGNS:
Participants will have a variety of experiences that will include, but are not limited to, the
following professional learning designs: discussions of research-based instruction, observations
of best practices through technology, hands-on practice, data analysis, and collaborative
learning activities.
DELIVERY METHOD: A
EVALUATION METHOD: F
FOLLOW-UP METHOD: P
EVALUATION PROCEDURES:
Participant Evaluation - The evaluation process will consist of processes, artifacts and
evidence related to the specific component objectives and will be based on implementation of
skills, techniques, methods, etc., specified in the component objectives. Evidence of the impact
of professional learning on the educator’s practice and use of the new skills and knowledge in
the classroom may include lesson plans, professional portfolios, peer visits, anecdotal educator
reports, written/oral reflection, teacher appraisal data, instructional rounds, student work
samples, charts/graphs of student scores, and student assessment data.
Component Evaluation – All participants will evaluate the planning, learning, and implementing
of this professional learning at the conclusion of the final face to face session using the DCPS
Professional Development Evaluation Form.
COMPONENT CONTACT(S): Christine Dahnke, Executive Director of ESOL and World
Languages