Presentation on theme: "RURAL RESOURCE: Bringing Professional Development in ESL to Teachers at a Distance... Jane Carol Manner, Ed.D. Diane Rodriguez, Ph.D. East Carolina University."— Presentation transcript:
RURAL RESOURCE: Bringing Professional Development in ESL to Teachers at a Distance... Jane Carol Manner, Ed.D. Diane Rodriguez, Ph.D. East Carolina University
RURAL RESOURCE... Historically isolated from mainstream Self-sufficient Rich local heritage Family ties Archival pride Revered local culture Revered “old country”
RURAL RESOURCE... Changing times Globalization Local opportunities Occupational goals Shrinking population Economic decline 85% of rural students not prepared for success (Herzog & Pittman, 1995)
RURAL STUDENTS... Are not competitive with respect to college attendance and completion “ COMPETITIVE DISADVANTAGE” (Jimerson, 2003) Shortage of appropriate teachers Three prong: Shortfalls in recruitment Shortfalls in retention Poor compensation
RURAL CHALLENGES... More under-prepared teachers More “out of field” assignments Less experienced staff Compromised professional development
A NEW WRINKLE... Growing Number of Second Language Learners (SLLs) in rural schools Formerly migrant Now permanent Eastern NC many low-skilled jobs Encourage f&f
RURAL CHALLENGE... Historically impacted areas have developed resources Rural schools are not ready Teachers need training Colleges of Education are not ready
RURAL RESOURCE... Some challenges are common to most areas Pupils are becoming more diverse The teaching staff is not diversifying as rapidly Lack of highly qualified faculty
RURAL RESOURCE... Some challenges are unique to the rural environment Lack of training in rural districts Distance from professional development at Colleges of Education for teachers
RURAL RESOURCE... Another Challenge... Preservice teachers aren’t seeing good instruction for SLLs in field experience
RURAL RESOURCE... PROJECT LEAP (Leading Exceptional Annual Progress) Funded by the U.S. Department of Education (Professional Development Grant) OELA OELAOELA
RURAL RESOURCE... “TRICKLE DOWN” System... Start with teachers Immediate impact for children Immediate impact for student teachers Eventual impact for IHE faculty TEACHERS STUDENT TEACHERS CHILDREN IHE FACULTY
RURAL RESOURCE... START with INSERVICE TEACHERS IMPACT CHILDREN MODEL for INTERNS *SHARE with IHE FACULTY Service to Children MODEL For INTERNS ESL Training For Teachers
HOW? Fund tuition for five courses representing the five domains of NCATE / TESOL Standards Methods Assessment Linguistics Culture & Language Professionalism
HOW? Fund fees and materials including: Graduate Registration CLASSIC MODEL from CIMA at Kansas State University CIMACIMA Provide Textbooks and DVDs
HOW? Provide fully online access to professional development... Facilitate asynchronous team- based education via Blackboard... We go to them for two meetings...
WHEN? FIVE YEAR PERIOD... COHORT MODEL by COUNTY OVER FIVE SEMESTERS...
OUTCOME? PASSING GRADE ON PRAXIS II... “ADD-ON” LICENSURE in N.C. for Teaching English as a Second Language (TESL).
FIRST STEPS... Our Students in Action....BbBb
NEXT STEPS... More COUNTIES with cohorts... PROJECT ECU LEAP website LEAPLEAP
Questions? Jane Carol Manner Diane Rodriguez East Carolina University email@example.com firstname.lastname@example.org email@example.com