SYDNEY REGION ESL NETWORK MEETING

The Role of the ESL teacher

Administration of the ESL Program

ESL Student DataESL teachers: Identify ESL students from OASIS C4 report Allocate an ESL Phase 1,2,3 Prioritise ESL teacher support equitably Maintain assessment information of ESL students throughout the year in order to inform teaching Maintain records of home language/s and other

family background information of the ESL students e.g. citizenship, TVH,

refugee,time spent overseas etc

Administration of the ESL Program

Surveys and NAP fundingPrincipals are responsible for the completion of ESL New Arrival & ESL Annual Surveys and applying for additional supplementation to the ESL program

ESL teachers assist: in the completion of the ESL New Arrival &

ESL Annual Surveys and should keep copies in order to inform their program in the following year

in the completion of applications for New Arrivals Supplementation applications

All surveys must be signed by the principal

Teaching ESL students

Plan for language learning Identify the language needs of their students Identify the language demands in KLA programs Create language resources that relate to the language of the KLA program and support the

outcomes Include activities which introduce, practise and consolidate language – i.e: controlled, guided and

independent Build on the language and experience of the students Build in scaffolding Determine appropriate modes of delivery Develop a program for teaching

Teaching ESL students

Teach for language learning focus on language use concrete objects and pictures to create a meaningful

language experience in order to introduce new language. organise group learning to stimulate interaction & facilitate

discussion provide opportunities for ESL students to demonstrate their

language ability scaffold language support at the point of need move through the T&L cycle of listening & talking, reading

& writing and back again to listening & talking work collaboratively with classroom teachers maintain a program of teaching

Teaching ESL students

Assessment & Reporting Identify levels of English language achievement

according to The ESL Scales and the English K-6 Syllabus over time

Observe student participation in classroom activities Use assessment tasks that have clear rubrics Report ESL student achievement using The ESL Scales Provide a separate ESL report for all PH1 ESL students Providing ESL report comments for all students

receiving ESL support

Inform class teachers of ESL student achievement Use student achievement to inform future teaching

Sample ESL Report

Professional learning

Personal DevelopmentESL teachers: should have the opportunity attend all

training offered to mainstream staff in KLAs should attend ESLIN meetings held each

term should attend any ESL regional training may attend TESOL workshops held on

Saturdays

Professional learning

Staff developmentESL teachers provide advice to staff on

appropriate: Placement of ESL students ESL teaching programs and practices Modes of delivery (team-

teaching,withdrawal) Assessment differentiation for ESL students Reporting of ESL achievement using ESL

Scales

School community

LiaisonESL teachers liaise with Parents of ESL students upon enrolment and

when reporting on ESL student achievement Teachers and executive staff regarding ESL student progress and changes to ESL program Clerical staff for data collection and survey completion The ESL Multicultural Consultant K-6 or 7-12 in their

region for information on enrolment, teaching and reporting for ESL teachers

School community

Multicultural EducationIt is the responsibility for all NSW Schools to ensure inclusive teaching practices which recognise and value the backgrounds and cultures of all students and promote an open and tolerant attitude towards different cultures, religions and world views. This is supported by the: Cultural Diversity and Community Relations Policy: Multicultural education in schools

Issues

As an ESL teacher your role is to support the English language learning needs of as many ESL students as you can.

It is not to make class sizes smaller to make group work easier to support weak or new teachers to release executive teachers for meetings to provide RFF

Issues

Your time is allocated to ESL students* who need English language support in order to achieve the curriculum expectations of their stage in all KLA’s not:

To teachers or To teachers you like To classes you like To grades or stages you prefer to teach

What should be in an ESL Teacher’s Program?

A guide for ESL teachers and ESL

supervisors

1. School ESL policy

School’s ESL policy outlines the

school’s commitment to and support

of ESL education and how ESL is

approached in your school.

2. The ESL Guidelines

3. School Enrolment policy

School Enrolment policy – with particular

attention to how ESL students are enrolled

and placed in classes and how the ESL

teacher/s can support this process.

4. The school context

The school context for the given year outlining: (maximum 1 page)

how many ESL students are in the school by phase and grade

specific learning needs of the ESL students likely intake of new students with ESL need and procedures

for their support how many ESL teachers there are and their allocation how the school ESL allocation will be organised to meet the

needs of the ESL students in the given year

5. ESL data

ESL data (including the following from OASIS): C4 List -detailing students by name C4 report - detailing numbers of students by years

in an Australian school Class lists with phases (which should be given to

all class teachers)(a definition of the phases is optional but may be useful

in explaining ESL need)

6. ESL timetable

ESL timetable which shows: Priority given to students with the greatest ESL need e.g. first

phase students in primary classes are withdrawn for some time each morning (at least 3hrs pwk)

Consistent and on-going support for phase 2 students in yrs 2-6 classes

A flexible mix of withdrawal and in class teaching support for ESL students

Duty Other duties do not detract from the ESL program 2hrs of Relief from Face to Face teaching (RFF)*ESL students’ language learning needs will change over timeand as a result your ESL timetable should reflect the changing needs of the students you support.

7. Initial Assessment

Initial Assessment of New Phase 1

students including information on: Age, class, language spoken and level of previous

schooling Anecdotal information on what the student can do (see

profomer) ESL scales levels for oral, reading and writing

The assessment process

8. Teaching and learning program

Teaching and learning program Student lists for all targeted students in each

class or withdrawal group being seen A brief context of the teaching learning program

for each group with reference to the type of teaching (e.g. withdrawal) and the role of the ESL teacher.

Teaching and learning program

e.g. TERM 1 Stage 3 First Phase group: withdrawn 1 hr x 4mornings per week. Require specific language and literacy learning activities in order to develop the language skills to participate in the mainstream classroom and to negotiate school. The teaching program will focus on oral English needs of school to help students understand the school rules, practices and routines with reference to the wider community outside the school.

8. Teaching and learning program A language focus (Reference: ESL Steps) English outcomes the students need to attain ESL scales pointers in Oral, Reading and Writing specific to the

language focus KLA outcomes An explicit teaching sequence of activities that introduce, practise and

consolidate English language learning and show a balance of oral, reading and writing.

Reference: target language and grammar Reference: resources used Specific assessment tasks with clear rubrics in oral, reading and

writing (reference to any differentiation for ESL students if working with whole class)

Evaluation of the teaching program (or provision for) Some evidence of collaborative/planning with the mainstream

teachers

9. Reporting

Reporting - an ESL teacher is required to write an ESL report for all ESL students who have been in an Australian school for less than 1 year and are deemed to be First Phase. The ESL teacher’s program should have:

evidence of student achievement gathered over time in order to give an ESL scale level and comment on English language achievement in Oral, Reading and Writing

a general report comment for all students who are receiving ESL support on their English language achievement

a copy of the ESL report

“As an ESL teacher my role is to support the English language learning needs of as many ESL students as I can.”

Discussion

In your discussion please consider the following:

Positives: items you agree should be in any ESL program

Negatives: items that either are not in your program because they don’t fit with your school or don’t exist

Inclusions: What is missing? Items that should be included.