Coralis Mollitor
Enriching Second Language Acquisition for Emergent Bilinguals
Applied Digital Learning 2024-25
From One Professional to Another
What does professional development look like for this innovation plan? In this page, you can find a detailed development of the professional development method and courses offered to bring forth the best in our educators.
Agenda
Call to Action
Taking a moment of empathy.
Today in your classroom, there are English Language Learners that have left their home to reside in our country. They left their friends, families, culture, and part of self. They have arrived in a place where their culture, traditions and language are foreign. Worse of all, students lose the ability to communicate with others.
As bilingual teachers and language acquisition specialist, it is our job to speak up for our students and to ensure we provide a learning environment that is inclusive and promotes ELLs native self. The best way we can help students communicate, express, and share who they are.
Facts:
-
10% of students are considered English Language Learners. (NCES, 2024)
-
Texas has the highest percentage of ELLs at 20 (NCES, 2024)
-
Bilingual/ESL teacher to student ratio was 46:1 in 2020 (IDRA, 2022)
What does Professional Development looks like in the new model?
1. No more one and done trainings. All professional development and professional learning communities will align in mastering a skill throughout the year,
2. No one is alone. We will have leaders in the field that will make sure teachers build confidence and expertise.
3. To master one most research. We will look into the new practice and pedagogies that translate to translanguaging.
4. The best way to learn is through feedback; we will learn through experience.
5. Learning development will cater to the teacher's need.
Planning the Alternative Professional Learning
Every good plan is carefully crafted. The first step of professional learning, or development, is making sure that the experiences learners have are curated to give them time to perfect the skills. We need to chunk the learning into pieces of development; when this is done, we move into the creation of the experiences. These moments are purposeful that allow learners to implement the skill as they see fits their own learners. In the case of bilingual students, the learning experience for translanguaging need to develop the second language acquisition through the native language. Educators need time to plan out the roll out of translanguaging skills as it relates to the curriculum. Via collaboration with small groups, coaches, and other communities, educators will develop a repertoire of activities for students.
Five Principles of Effective Professional Development
1. Time. Training is ongoing. It should be carried out throughout the year.
2. Coaching. Learners need one-to-one and small group to dive into the learning.
3. Exposure. Learn about the research and practices
4. Modeling. Learners will present their lessons for feedback.
5. Relevance. Learners will adapt the skill and pedagogy to fit their subject and grade.
These principles are brought to you by Fink (2003).
Big Hairy Audacious Goal:
Learners will promote second language acquisition through native language support.
The following outline is complementary to the innovation outline under the ADL: Catalyst tab. This outline focuses on the designing and implementation of a one year professional development course.
The creation of this course is based on Fink's Taxonomy of Significant Learning and Gulamhussein Five Principles to Professional Learning. To best understand the pacing of the calendar and the actions required by educators and Professional Learning Staff please refer to the 3 Column Table.
Timing (2 month)
-
Goal: Make district preparations to support educators.
-
PL Staff:
-
Create a schedule for exposing teachers to the skill and content.
-
Prepare coaches to support teachers; including feedback from.
-
Detail professional learning outcomes and activities to district data and mission.
-
Determine and prepare foundational knowledge
-
Phase I
Exposure (1 month)
-
Goal: Educators will learn about translanguaging and native language support in the classroom
-
Educators: First stage of direct professional learning during PD days.
-
Read and watch videos on the topic
-
Apply readings to personal data
-
-
PL Staff:
-
Provide schedules to educators for coaching sessions.
-
Prepare a peer feedback form
-
Phase II
Coaching (2 months)
-
Goal: Coaches will assist teachers in groups and one-to-one for implementation of activities.
-
Educators:
-
Compile premade activities for translanguaging to apply in the classroom
-
Begin to develop activities that align to students' needs.
-
Research students’ previous performance and how to best differentiatie activities and cultivate learning environment
-
-
PL Staff:
-
Review and adapt peer feedback form.
-
Review coaching sessions and adapt
-
Compile evidence of teacher collaboration and success
-
Phase III
Modeling (2 months)
-
Goal: Educators will model and receive feedback.
-
Educators:
-
Educators will model their lessons and activities in front of peers
-
Peers will provide feedback based on a predetermined form provided by the district.
-
-
PL Staff:
-
Create the step stones to help educators analyze their student data with the activities.
-
Phase IV
Relevance (5 months)
-
Goal: Educators will adjust activities to support their individual students' needs.
-
Educators:
-
Differentiate activities.
-
Continue gaining more activities
-
Continue coaching and modeling
-
-
PL Staff:
-
Review information to support teachers in different subjects and grades with the lessons provided by a small group.
-
Begin the preparations for the following school year
-
Phase V
As stated in the innovation outline, it is crucial to foster collaboration via small group and coaching. Language specialist, technology specialist, and instructional coaches are the key factors in promoting the growth amongst themselves and educators.
They are to lead. They are the foundations for teacher success.
Now, we must backward plan and determine what goals need to be done. By developing outcomes with learning experiences and activities we can promote learning. See the table below on how the professional development will be chunked in expected experiences. For an example, of breaking down a classroom lesson click on the button below.
Big Hairy Audacious Goal:
Learners will promote second language acquisition through native language support.
Learning Outcomes
Assessment Activities
Learning Activities
Foundational Knowledge
Learners will use print or digital resources to determine meaning, syllabication, pronunciation, and word origin
Compare the impact of BIL education with Early-Exit.
Discussion
Read over the theory of using native language in the classroom.
Watch videos on translanguaging
Application
Learners will analyze the best practices for bilingual education, bridging activities, and ESL strategies and develop a philosophy on efficient second language acquisition.
Apply course readings.
Research on second language acquisition strategies
Meet with coach for planning.
Categorize existing strategies to meet students' need for acquisition in the areas of listening, speaking, reading, writing, and thinking.
Discussion.
Integration
Learners will create student-centered activities to implement translanguaging in the classroom.
Human Dimension
Learners will reflect on their activities to adjust misconceptions, enhance acquisition, and include differentiation of language skills.
Develop translanguaging activities from reading.
Compile four translanguaging activities.
Modeling translanguaging activities during professional development or professional learning communities.
Organize and present activities and strategies to peers (or coach).
Reflect on feedback provided by peers and coach
Caring
Learners will develop a new understanding of implementing translanguaging activities.
Research how to implement differentiation in activities.
Discuss with peers.
Apply the feedback provided from peers and coaching sessions.
Learning How-to Learn
Learners will continuously seek to elevate second language acquisition through native language support.
Model and adjust continuously for self improvement.
Feedback forms.
Recorded lessons
Connecting and Communicating Your Ideas
The best way for plans to reach further than it is expected is through collaboration. When passion minded individuals come together to explore and learn about a topic; they grow the concept more than what one individual can do alone. This happens because community fosters interest and motivation. Those who like the same topic, will willingly divulge and bounce off ideas. This will happen in less time compared to individuals that work alone. The way this plan fosters collaboration is through purposeful and talented groups. The groups will include experts in various fields (language, curriculum, and technology) with individuals that can do anything (bilingual leads and teachers). This union helps everyone. They connect and develop ideas.
Experts will create effective and detailed coaching for bilingual/ESL leads and teachers so they can model their activities and research. Modeling will benefit educators through immediate feedback and through inspirational teacher creations. However, it also affects others. Coaches will see what motivates teachers. They will share their findings and teacher inspirations with other coaches which will trickle down to educators to students.
How can we keep teachers from burning out and amplifying their inspiration? Through ePortfolios, bloggings, and form reflections. ePortfolios allow educators to create and own their learning. They will gather activities and experiences in one location that can easily be shared with others. ePortfolios will give teacher the autonomy that education has been chipping away at. Blogging and form reflections permit educators and learners to express their voice. By reviewing the forms constantly, coaches can help educators when they are overwhelmed as well as identifying strategies that work. Blogging opens connections to others; educators will feel connected and heard when others can connect with their mood.
Section Leaders
Collaboration Groups
-
Language Acquisition Specialist- These leaders will gather information on the new and relevant data related to language. They will focus on the translanguaging aspect. How efficient are the activities to acquiring second language acquisition.
-
Curriculum & Instruction Specialist- These individuals will ensure that the activities align to the curriculum. The coaches will help teachers adapt the activity to match the content. Important to note that C&I specialist will lead professional developments will language acquisition specialist or bilingual lead.
-
Technology Specialist- Is the personnel tasked with providing teachers with technology assistance. They will orient teachers in understanding the use of technology and provide help when malfunctions arise.
-
Bilingual Campus Leader- The pioneers of innovation will lead by example. They will be the first to make the transitions, implementations, and are the voices of the teachers. They are the connectors.
-
Teachers- The cultivators of translanguaging. They are the crucial element of success. The implementer and reviewers of activities.
Materials & Resources
-
PL Scope and Sequence- Pacing guide that details the expectations of implementations. This material will show the chunking of information, the stages of modeling and coaching, and the accumulation of data dates.
-
Data Accumulation- Data will be collected and reviewed at the end of each grading period. The data will be used to track the students progress of skills in native language; while simultaneously, analyzing the acquisition of second language.
-
Feedback Tools- Forms for teachers and community members reflection is crucial for measuring the programs success; because it relates to the learning environment.
-
Research Articles- The latest in pedagogy that educators will need to become experts.
-
Educator Samples- Accumulation of translanguaging activities created by teachers for all learners.
-
Student Samples- A gathering of masterpieces that highlight the learning philosophies.
Need to Know
-
ePortfolios- An authentic for of showcasing one's work.; for both educators and learners.
-
Native Language- The philosophy that students learn skills and foundation more effectively in their native language. It limits misunderstanding and provides strong understanding of ideas.
-
Second Language Acquisition - Is acquiring the second language for state assessments like TELPAS.
-
Translanguaging- Is the connection of vocabulary from native to second language. Activities will focus on cgnants to bridge connections.
-
Tech Apps and Programs- After extensive research, the committee will compile a list of tech that learners can use; like ganifying.
References:
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an area of high stakes. Center of Public Education. https://www.dropbox.com/scl/fi/t3g34gx2e7slvqxxi8rgp/Teaching_Effective_Professional_Developmt.pdf?rlkey=fwhr8w53pfrdpdyjujk23evbb&e=4&dl=0
Fink, D. (2003, Aug 05). A self-directed guide to designing courses for significant learning. The University of Oklahoma https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
National Center for Education Statistics. (2024, May). English learners in public schools. NCES. https://nces.ed.gov/programs/coe/indicator/cgf/english-learners-in-public-schools
Pinon, L. (2022, September 20). Texas must build a strong bilingual teacher workforce. IDRA. https://www.idra.org/wp-content/uploads/2022/09/09.20.22-IDRA-Testimony-on-Texas-Bilingual-Teacher-Shortage.pdf