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 1 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 2 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 3 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 4 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 5 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 6 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 7 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 8 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 9 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 10 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 11 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 12 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 13 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 14 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 15