1. Preparing Teachers for Diversity: A “Core Practice” Approach Boris Krichevsky bkrich@uw.edu Grace Blum giblum@uw.edu

2. INTRODUCTION CORE PRACTICES Grossman, Hammerness and McDonald (2009) DIFFERENTIATED INSTRUCTION Tomlinson (1999) CULTURALLY AND LINGUISTICALLY RESPONSIVE TEACHING

3. University of Washington Context Three pathways to teaching UW 1.Teacher Education Program (TEP) a.”Traditional” coursework/fieldwork structure 2.Seattle Teacher Residency (STR) a.32 Residents b.Year-long full-time mentored internship during 1st year c.Seminar/workshop structure mixed with traditional coursework model 3.University Accelerated Certification for Teachers (U ACT) a.TFA partnership b.28 Teacher Candidates/year, Teachers-of-record on day 1 c.Workshop/seminar structure

4. U-ACT CONTEXT/ DESIGN OF PROGRAM Practice-Based Induction Support LEARNING CYCLE HYBRID coursework Instructional Performance Challenges (IPC)

5. Constraints of Program Design Multisystem Politics Space Time Prominence Alternative Route

6. Affordances of U-ACT Design Shared Vision Collaborative Team Meetings Instructors= Coaches Instructional Tools

7. U-ACT Content Teams ❖ Based on their specific teaching contexts, U-ACT TC’s are placed in a “content team” in relation to the endorsement they’re working towards for cert. ❖ For the 2014-2015 academic year, the content teams include: ➢ Elementary (K-8) ➢ Secondary English Language Arts ➢ Secondary Science ➢ Secondary Mathematics What’s missing?...Differentiated Instruction!

8. Differentiated Instruction for Diverse Learners DIFFERENTIATED INSTRUCTION “MODULES” ALIGNED WITH CORE PRACTICES CORE PRACTICES IN CONTENT AREAS FALL, WINTER, SPRING QUARTERS IPCs ACROSS CONTENT AREAS Elementary Literacy/MathSecondary Math, Science, ELA

9. U-ACT Core Practices Teaching towards instructional goals Eliciting and responding to students Orienting students to each other Orienting students to the content & the content to the students Positioning students’ competently Assessing students’ understanding

10. Core Practices: Our Focus Teaching towards instructional goals Eliciting and responding to students Orienting students to each other Orienting students to the content & the content to the students Positioning students’ competently Assessing students’ understanding

11. DI FOR DIVERSE LEARNERS CORE PRACTICE- REDESIGN Who are our SWD? Who are our CLD Students? Identifying language backgrounds, experiences and proficiencies Accessing Prior Knowledge/ Building Background Module 1: Positioning Students as Sensemakers, Position Students as Competent Student to Student Talk Flexible/Strategic Grouping Module 2: Orienting Students to Each Other Making Content Comprehensible Scaffolding Academic Language Lesson Modifications Module 3: Orienting Students to the Content

12. Responsive to Emergent Issues ❖ Commitment to authentic and responsive support, meeting the needs of TCs. Fall 2014: We asked our Teacher Candidates - How do you feel about teaching diverse learners?

13. Responsive to Emergent Issues Kathryn, 1st year teacher: “I do not know how to reach all of my students. I had students at the 1 percentile and the 99% for NWEA reading and math tests. How do I modify curriculum to ensure all my students have access to the materials?”

14. Responsive to Emergent Issues Jorge, 1st year teacher: “Not prepared at all, I have a lot of students who don’t have access to language (vocab) used in instructional materials, some who needs more time to get work done, some who get pulled out of class - it becomes a challenge to catch them up with the content/instructional goals.”

15. Responsive to Emergent Issues Claire, 1st year teacher: “How do I support one of my students who is monolingual while still challenging her to learn English? How do I support students on IEPs who require a lot of individual attention while still giving help to the rest of the class? How do I help my students be more independent?”

16. A Closer Look: Winter Quarter Saturday Session Co-taught Hybrid model IPC Classroom Coaching Via Skype, email, Google Hangout Small Group Virtual Instruction Classroom Management Academic Language Lesson Modification Individual Targeted Coaching

17. A Closer Look: Winter Quarter ❖ Small Group Virtual Instruction o Classroom Management o Academic Language o Lesson Modification

18. DISCUSSION What challenges resonate with you and what types of strategies, if any, has your institution used to mitigate these? In what ways can you envision using the tools unique to U-ACT in other teacher preparation programs? Practice-based assessments Video Web-based platforms What other questions still linger?