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© WestEd, Teacher Professional Development, 2007 Literacy for Adolescent English Learners: Building Capacity for Quality Programs Aída Walqui Director,

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Presentation on theme: "© WestEd, Teacher Professional Development, 2007 Literacy for Adolescent English Learners: Building Capacity for Quality Programs Aída Walqui Director,"— Presentation transcript:

1 © WestEd, Teacher Professional Development, 2007 Literacy for Adolescent English Learners: Building Capacity for Quality Programs Aída Walqui Director, Teacher Professional Development Program WestEd National High School Center Summer Institute Washington, S.C. Tuesday, June 12, 2007

2 © WestEd, Teacher Professional Development, 2007 Issues that need to be addressed Language mediates all learning. For English Language Learners the development of literacy skills entails both building the tool and the product of learning at the same time. To teach something, teachers need to know it explicitly. Most teachers in high school are disciplinary experts, but their knowledge of the language needed to demonstrate their expertise is implicit. Disciplinary language awareness is a must for teachers.

3 © WestEd, Teacher Professional Development, 2007 Teachers going through QTEL professional development learn by participating in activity

4 © WestEd, Teacher Professional Development, 2007 This enables them to understand the disciplinary language and the pedagogy necessary to develop rich literacies in English as a second language

5 © WestEd, Teacher Professional Development, 2007 We seldom see quality instruction with English Language Learners Quality is characterized by QTEL’s principles: Sustain Academic Rigor in teaching English Learners Hold High Expectations in teaching English Learners Engage in Quality Interactions with English Learners Sustain a Language Focus in teaching English Learners Develop Quality Curricula in teaching English Learners

6 © WestEd, Teacher Professional Development, 2007 Teaching Learning Zones (adapted from Mariani, 1997; Hammond and Gibbons, 2007) high challenge low challenge high supportlow support ‘APPRENTICESHIP’ ZONE (ZPD) ‘FRUSTRATION’ ZONE ‘POBRECITO’ ZONE ‘NOWHERE’ ZONE

7 © WestEd, Teacher Professional Development, 2007 Building Capacity At the school level: Nested, coherent professional development that encompasses : ESL, subject matter teachers; teacher supporters (professional developers, coaches, instructional support specialists, curriculum directors); educational leaders. East Side Union High School District, 5 schools

8 © WestEd, Teacher Professional Development, 2007 Work with Educational Leadership Figure 1: Ripples of impact on Teacher professional Development, Year 1 All teachers (6 days) Informal teacher Leadership (2 more days) Formal teacher Leadership (4 more days)

9 © WestEd, Teacher Professional Development, 2007 Figure 1: Ripples of impact on Teacher professional Development, Year 1 Irvine Grant All teachers Informal teacher leaders Formal teacher leaders Whole School Improvement

10 © WestEd, Teacher Professional Development, 2007 Capacity building in a large urban district: The New York City case Multiple embedded model of working with teachers, teacher support specialists, educational leadership Processes at each level mirror what happens at other levels

11 APPRENTICESHIPAPPROPRIATION PHASE 1 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers KEY PARTICIPANTS WestEd TPD Team ELL Instruct. Support Specialist Teachers in Apprenticeship W ISSs TIA ISSs W PARTICIPATE AS LEARNERS A Model of Professional Development Apprenticeship ELL Instruct. Support Specialist ISSs

12 APPRENTICESHIPAPPROPRIATION PHASE 1PHASE 2 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/ Observation ISSs develops multiple levels of knowledge and skills through participation/ observation and analysis of WestEd’s professional development with TIAs KEY PARTICIPANTS WestEd TPD Team ELL Instruct. Support Specialist Teachers in Apprenticeship W ISSs TIA ISSs WW TIA OBSERVE AND REFLECT A Model of Professional Development Apprenticeship PARTICIPATE AS LEARNERS ELL Instruct. Support Specialist ISSs T T T T P/O O T = Teacher P/O = Participant/Observer O = Observer

13 APPRENTICESHIPAPPROPRIATION PHASE 1PHASE 2PHASE 3 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/ Observation ISSs develops multiple levels of knowledge and skills through participation/ observation and analysis of WestEd’s professional development with TIAs Mentoring/ Coaching ISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching KEY PARTICIPANTS WestEd TPD Team ELL Instruct. Support Specialist Teachers in Apprenticeship W ISSs TIA ISSs WW TIA ISSs W IMPLEMENT WITH COACHING A Model of Professional Development Apprenticeship OBSERVE AND REFLECT PARTICIPATE AS LEARNERS ELL Instruct. Support Specialist ISSs

14 APPRENTICESHIPAPPROPRIATION PHASE 1PHASE 2PHASE 3PHASE 4 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/ Observation ISSs develops multiple levels of knowledge and skills through participation/ observation and analysis of WestEd’s professional development with TIAs Mentoring/ Coaching ISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching Appropriation ISSs supports TIAs in providing rigorous academic language and content knowledge to secondary English learners with WestEd consultation KEY PARTICIPANTS WestEd TPD Team ELL Instruct. Support Specialist Teachers in Apprenticeship W ISSs TIA ISSs WW TIA ISSs TIA ISSs W W IMPLEMENT WITH CONSULTATION A Model of Professional Development Apprenticeship IMPLEMENT WITH COACHING OBSERVE AND REFLECT PARTICIPATE AS LEARNERS ELL Instruct. Support Specialist ISSs


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