Presentation on theme: "Teacher Effectiveness for Language Learning Project MCTLC 2012 Presented by Gaelle Berg."— Presentation transcript:
Teacher Effectiveness for Language Learning Project MCTLC 2012 Presented by Gaelle Berg
What is TELL? – A suite of products and processes for WL teacher to enhance their effectiveness in developing a 21st century skill set in languages and cultu res.
Built on Prior Initiatives Starting with the End in Mind: Planning and Evaluating Highly Effective Foreign Language Programs, (Couet, Duncan, Eddy, M et, Smith, Still, Tollefson) – ngpage/endinmind/media/EndinMind_Bro_32201_1.pdf ; U.S. Department of Education Foreign Language Assistance Pro gram (FLAP) grant awarded to the Memphis (TN) City Schools and directed by Alyssa Villarreal, Coordinator of World Langua ges. “Characteristics of Effective Foreign Language Instruction,” Nati onal Association of District Supervisors of Foreign Languages, a dapted from work done in the Montgomery County (MD) Publ ic Schools –
The Teacher Matters WL teachers ask “how can we be more effective? – Teacher effectiveness is the single most critical factor in student achievement – – It’s about what the teacher does in the classroom that maximizes student achievement.
TELL Framework Clearly defines the characteristics and behaviors exhibited by e ffective world language teachers. – What makes an effective world language teach er? – What do effective world language teachers do to ensure that students achieve world languag e competence?
TELL Beliefs 1.The identified teacher characteristics and behaviors represent the model world language teacher. 1.World language teachers can become models if the model teacher is defined. 1.The identified characteristics and behaviors are intended to guide individual teacher growth toward the model and are not necessarily tied to teacher appraisal.
TELL Framework Establishes those characteristics and behavi ors that model teachers exhibit. Consists of 7 domains – organized around the three competency standa rds of the National Board for Professional Tea ching Standards (NBPTS).
Preparing for Student Learning – LEARNING ENVIRONMENT How do I establish a safe, supportive learning environment for my students? – PLANNING How do I maximize student learning through my instructional planning?
Advancing Student Learning – TEACHING THE LESSON Which high-yield strategies help my students achieve the daily performance objectives? – ASSESSMENT How do my students and I use assessments to show what they know and can do with what they know? – RESOURCES How do my students and I capitalize on a variety of resources to maximize student learning?
Supporting Student Learning COLLABORATION – How does my collaboration with stakeholders support student learning? PROFESSIONALISM – How does my continued growth as a professional support student learning?
Tools for Implementation A self‐assessment inventory based on the Frame work criteria in order to help the user plan for p rofessional growth or lead others to do so. Formative observation instruments that can be u sed by peers and supervisors. Administrative observation instruments written in such a way as to be useful for any teacher app raiser, regardless of his/her background in world language or world language methodology.
TELL Support Research and scholarly writings that suppor t the Framework criteria are cited and serv e as sources for further reading. Exemplars (documents or video footage) of the criteria are provided for illustration pu rposes. Correlations of the Framework criteria link TELL to other documents that also address teacher effectiveness.
Teacher Effectiveness for Language Learning Project The TELL Project is a collaborative endeavor of Sharon Deering (Arlington [TX] Independent School District),(Arlington [TX] Independent School District) Greg Duncan (InterPrep),(InterPrep) Thomas Sauer (Fayette County [KY] Public Schools), and(Fayette County [KY] Public Schools) Alyssa Villarreal (Memphis [TN] City Schools).(Memphis [TN] City Schools)