1. ESOL Teacher Evaluation and Support Megan Moore Manassas City Public Schools 2016 Title III Consortium Conference

2. MCPS Demographics Schools 5 elementary schools (grades K-4) 1 intermediate school (grades 5-6) 1 middle school (grades 7-8) 1 high school (grades 9-12) Small urban school division – 10 mile radius

3. MCPS Demographics Enrollment 2004-2005 White 51% Hispanic 27% Black 17% Enrollment 2015-2016 Hispanic 60% White 18% Black 12%

4. MCPS Demographics 33% percent of the total student population is identified as ESOL Top Languages Spanish Arabic Urdu Tagalog Vietnamese

5. Why is ESOL teacher evaluation important?

6. Lau - school divisions must: Implement effective, scientifically-based core language instruction programs and services for ELLs Engage qualified personnel to provide core language instruction programs to ELLs Provide school, division, state, or federal level information to the parents of ELLs, to the extent practicable, in a language they can understand

7. School districts need to ensure that administrators who evaluate the EL program staff are adequately trained to meaningfully evaluate whether EL teachers are appropriately employing the training in the classroom and are adequately prepared to provide the instruction that will ensure that the EL program model successfully achieves its educational objectives. (Jan 2015) DOJ Dear Colleague Letter

8. Focus today on - 1.Qualified personnel 1.Formal teacher evaluation 2.Collegial visits 3.Practice with tools

9. How do we lower language barriers to maximize student learning and success? All academic conversation and professional development relate back to the lowering of language barriers 2015-2016 Theme for MCPS

10. MCPS ESOL Teacher Goal Reflective practitioners who use research-based ESOL strategies, are knowledgeable about ELD and State standards, work collaboratively with core/classroom teachers, and are responsive to a diverse student and parent body

11. The teacher uses specialized practices, modifications, and adaptations to instruct ELL students; The teacher differentiates for a variety of ELD levels in the classroom; Both teachers have an instructional role within the general education classroom when an ESOL teacher is providing in-class support; Both teachers collaborate on instructional plans to help lower language barriers; and The ESOL teacher advocates for ESOL students and their families. Expectations

12. Principal “look for” document Mirrors state criteria Broken down into ELL teacher and sheltered teacher/ teachers of ELLs Used during formal observations Why? ESOL specific criteria for administrators to look for All teachers are teachers of ELLs How? Annual training for all administrators that evaluate ESOL teachers Review the document and group use of tool Tools for Formal Evaluation

13. Reviewing the Look For Document

14. ESOL Collegial Visit Checklist Ongoing process of mutual feedback Not used for formal evaluations Coaching and supporting teachers Helps determine professional development needs Tool for Instructional Evaluations

15. Visits are conducted each Wednesday Each teacher at each school receives a visit Feedback provided within 5 school days Principal and co-teacher (if applicable) CC-ed Follow up visits if need Collegial Visits

16. Reviewing the Collegial Visit Checklist

17. Sample Feedback from Collegial Visits

21. 1.Video one 2.Video two 3.Video three Practice Using the Look For Document and Collegial Visit Check List

22. 1.How can this work in your division? 2.What modifications would you need to make? 3.What training would need to be done? Discussion

23. Megan Moore Manassas City Schools mmoore@mcpsva.org mmoore@mcpsva.org