1. Center for Applied Linguistics
November 13, 2008
Guiding Principles for the Guiding Principles: Conducting a Successful Self-Evaluation
Elizabeth Howard
University of Connecticut
Julie Sugarman
Center for Applied Linguistics
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2. Guiding Principles for Dual Language Education
Center for Applied Linguistics
November 13, 2008
Guiding Principles for Dual Language Education
Draft released in 2005, 2nd edition released December, 2007
Based on New Mexico Dual Language Program Standards
Prepared by a national panel of researchers, teachers, administrators, and parents
Based at the Center for Applied Linguistics
Available online at
Available for purchase at
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3. Dual Language Programs
Center for Applied Linguistics
November 13, 2008
Dual Language Programs
Howard, E. R., Olague, N., & Rogers, D. (2003). The dual language program planner: A guide for designing and implementing dual language programs. Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence
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4. Philosophy of the Guiding Principles
Center for Applied Linguistics
November 13, 2008
Philosophy of the Guiding Principles
The principles are based on a vision of education that is
Inclusive and equity-focused
Student-centered
Academically challenging
Driven by multiple forms of evidence of student learning
Based on shared decision-making (including all stakeholders)
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5. Organization of the Guiding Principles
Center for Applied Linguistics
November 13, 2008
Organization of the Guiding Principles
Introduction
Effective Features of Dual Language Education Programs: A Review of Research and Best Practices, by Kathryn J. Lindholm-Leary
Guiding principles
Strand
Principle
Key point
Indicators
Rating templates
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6. Center for Applied Linguistics
November 13, 2008
Strands
Assessment and Accountability
Curriculum
Instruction
Staff Quality and Professional Development
Program Structure
Family and Community
Support and Resources
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7. Center for Applied Linguistics
November 13, 2008
Example
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8. Understanding the Guiding Principles
Center for Applied Linguistics
November 13, 2008
Understanding the Guiding Principles
“Full” implementation represents evidence of best practices, however...
No corresponding benchmark for how many “full” or “exemplary” ratings would be needed to be considered an excellent program
No research on how each key point individually adds value to a school’s overall success
Guiding Principles should not be used as a tool for accountability where sanctions are imposed on schools on the basis of ratings
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9. Qualities of Exemplary Dual Language Programs
Center for Applied Linguistics
November 13, 2008
Qualities of Exemplary Dual Language Programs
The exemplary indicators within each key point emphasize that effective programs are
Process-oriented (processes are established for implementing and reflecting on specific elements of the program)
Reflective (staff analyze and use data and discuss their experiences)
Comprehensive (all stakeholders support the program, receive training, and have a voice in decision-making)
Committed to advocating for dual language education at the district, state, and national level
Supported by human and financial resources
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10. Purposes of Self-Evaluation
Center for Applied Linguistics
November 13, 2008
Purposes of Self-Evaluation
Guide decision-making (hallmark of evaluation as opposed to research)
Accountability for non-mandated goals
Understand connection between program goals, program implementation and program outcomes
Preparation for other activities
External evaluation
Advocacy
Budgeting
Documentation of program activities
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11. Using the Guiding Principles
Center for Applied Linguistics
November 13, 2008
Using the Guiding Principles
Step 1: Ratings and Evidence
Which indicator describes your program’s implementation?
What kinds of evidence can you cite to support your ratings?
What documentation can you collect to support your evidence?
Which stakeholders should you consult to help you find evidence?
Suggestions
Be rigorous in your data collection.
At this stage, focus on what you ARE doing, not what you SHOULD or COULD be doing.
Discuss evidence for the indicators above and below where you think you are.
Think about the credibility of the people doing the data collection and analysis, and be sure the team has adequate representation of various viewpoints.
Focus both on areas where the program is strong and where it is weak; this will help in defining priorities later on.
evidence – can be statements of fact (e.g., the principal is responsible for organizing a parent committee) for which there may or may not be documentation (e.g., that responsibility is written into their job description).
Data collection: (interviews, surveys, observations, document review); rigor does not mean quantitative
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12. Center for Applied Linguistics
November 13, 2008
Activity 1
What evidence would you want to collect to determine your program’s level of alignment with this key principle?
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13. Using the Guiding Principles
Center for Applied Linguistics
November 13, 2008
Using the Guiding Principles
Step 2: Create an action plan
What goals do you want to set for improving program implementation?
What kinds of activities will meet each goal?
How much can you accomplish in the amount of time you have?
Suggestions
Only take on as much as you can reasonably handle. Set explicit due dates and assign responsibilities to be sure that everything gets done.
Write everything down to provide explicit documentation of your thinking.
Involve those who have power to approve activities and funding.
how to decide what to do:
cost-benefit analysis
squeaky wheel (what people are complaining about most)
take a vote
compliance with state/federal guidelines
what you can get a grant to fund
expertise within the staff can be tapped to do training or planning
pick an easy, a medium and a hard
interests of individual staff members
strongest evidence from research that action taken will have the desired effect
action taken is connected to something else that’s planned
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14. Parts of the Action Plan
Center for Applied Linguistics
November 13, 2008
Parts of the Action Plan
Program component that needs improvement
Proposed activity to respond to that need
What is the desired outcome? (i.e., the evidence of higher level of alignment with the guiding principle or key point)
What additional outcomes might result? (positive or negative)
Process
Who is responsible for the activity?
What is the timeline for planning and implementation?
Resources needed
What physical/monetary resources will you need? Who will get them?
What additional information do you need to find out?
Method for evaluation and reflection
What information will you need to collect in order to evaluate the effectiveness of the activity?
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15. Using the Guiding Principles
Center for Applied Linguistics
November 13, 2008
Using the Guiding Principles
Step 3: Disseminate and implement your plan
Who will want to know what we came up with?
What will be an effective way to share our findings?
How should we plan to evaluate and reflect on our efforts?
Suggestions
Show your plan to colleagues at another school to get their feedback and suggestions.
Share both positive and negative findings.
Position findings in terms of providing structural support for change, not making demands on individuals.
GOOD: Bilingual aides will be assigned to cover kindergarten classes half an hour per week for the purpose of joint planning time.
BAD: Marie and Bill need to do a better job coordinating their lessons.
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16. Center for Applied Linguistics
November 13, 2008
Activity 2
Looking at Strand 3, Principle 2, Key Point A again, think of one activity that addresses the program component that needs improvement (imagine you have decided your program rates as “partial”). For this activity, answer the following questions:
What is the desired outcome? (i.e., the evidence of higher level of alignment with the guiding principle or key point)
What additional outcomes might result? (positive or negative)
Who might have to be involved with such an activity?
What resources would be needed?
What additional research might you need to do?
What information will you need to collect in order to evaluate the effectiveness of the activity?
If you finish early, think about how your answers might be different if you started at a different rating (minimal or full)
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17. Activity 3
Working within your school teams, split into two groups – one will focus on Curriculum (Strand 2) and the other will focus on Instruction (Strand 3).
Work with your group members to read through all of the principles and key points within your strand and make a preliminary rating of your program for each one, following these steps:
Step 1: Ratings and Evidence
Which indicator describes your program’s implementation?
What kinds of evidence can you cite to support your ratings?
What documentation can you collect to support your evidence?
Which stakeholders should you consult to help you find evidence?