DEMANDS OF THE CCSS: PREPARING EFFECTIVE TEACHERS OF ENGLISH LEARNERS

Diane Staehr Fenner, Ph.D. John Segota, CAE National Association of Bilingual Education Orlando, FL February 7, 2013

1

The Issues •  Increasing number of ELs, including US-born ELs and

long-term ELs

• All students, including ELs, face new, demanding academic requirements with the CCSS

•  Licensure requirements for working with ELs vary widely across states – the patchwork quilt approach

•  Focus has been on the “what” of the CCSS, not the “how”

2

Professional Teaching Standards • Can provide a framework to:

• Define successful teachers of ELs’ knowledge, skills, and dispositions toward working with ELs

• Begin to support necessary skills teachers will need to implement the CCSS for ELs

• Provide a starting point to identify gaps in teachers’ expertise and design PD for teachers so that they can better support ELs in achieving the CCSS

3

Session Outcomes • Demonstrate understanding of:

•  CCSS demands for ELs

•  ESL teacher certification requirements

•  National Board for Professional Teaching’s English as a New Language Standards

•  TESOL International Association’s P-12 Professional Teaching Standards

•  Identify gaps in teachers’ expertise to better prepare all teachers in your context to teach ELs during the implementation of the CCSS

4

Implementation of CCSS: A Systems Approach

Staehr Fenner & Segota, 2012

Guiding Questions • Consider overall academic strengths and challenges for • Duy • Emilia

• What challenges will their teachers face in implementing the CCSS with them?

• What kind of skills will their teachers need?

6

Duy Kim

7

•  8 years old/3rd grade

•  Born in US to Vietnamese parents

•  Speaks only Vietnamese at home

•  Parents read to him in Vietnamese

•  Intermediate level of English language proficiency

•  Loves going to the library and using computers

•  Attends Vietnamese school on Saturdays

Emilia Perez

8

•  17 years old/9th grade

•  Moved from Mexico at age 13

•  Attended school in Mexico until 4th grade

•  Lives with aunt and uncle in US

•  Works in grocery store after school

•  Low literacy skills in Spanish

•  Beginning level of ELP

•  Worries about graduating

3 Shifts of the ELA/Literacy CCSS

9 Source: Achieve the Core

ELA Shift 1 / Expertise Shift Teacher Expertise Needed Building  knowledge  through  content-­‐rich  nonfic3on  

•  Build  ELs’  background  knowledge  about  the  nonfic3on  texts’  content  

•  Integrate  ELs’  background  knowledge  and  culture  •  Teach  ELs  informa3onal  text  vs.  literary  text  structure  •  Use  ELs’  L1  reading  literacy  skills  as  a  support  •  Adapt/supplement  grade  level  complex  texts  for  ELs  at  

lower  levels  of  English  language  proficiency  •  Collaborate  to  share  effec3ve  strategies  for  teaching  ELs  

using  nonfic3on  •  Scaffold  and  support  instruc3on  using  nonfic3on  for  ELs  •  Design  appropriate  classroom  assessments  so  that  ELs  can  

demonstrate  what  they  know  and  can  do  •  Use  English  language  proficiency/development  standards  

and  CCSS  to  support  instruc3on  

10 Achieve the Core

ELA Shift 2 / Expertise Shift Teacher Expertise Needed Reading,  wri3ng  and  speaking  grounded  in  evidence  from  text,  both  literary  and  informa3onal  

•  Build  upon  students’  background  and  cultures;  build  background  where  necessary  on  using  evidence  

•  Create  appropriate  text  dependent  ques3ons  for  students  at  different  levels  of  proficiency  

•  Teach  ELs  the  academic  language  necessary  so  that  they  can  use  evidence  from  literary  and  informa3onal  text  in  reading,  speaking,  listening,  and  wri3ng    

•  Provide  ELs  linguis3c  structures  to  succeed  •  Create  and  use  scaffolding  and  supports  so  that  ELs  at  different  

levels  of  English  proficiency  can  take  part  in  meaningful  conversa3ons  and  wri3ng  using  a  grade-­‐level  text  

•  Design  appropriate  classroom  assessments  for  ELs  at  different  levels  of  English  language  proficiency  

•  Collaborate  to  share  effec3ve  strategies  for  teaching  ELs  to  cite  evidence  when  wri3ng  and  speaking  

•  Use  ELD  standards  and  CCSS  to  support  instruc3on  

11 Achieve the Core

ELA Shift 3 / Expertise Shift Teacher Expertise Needed Regular  prac3ce  with  complex  text  and  its  academic  language  

•  Analyze  complex  texts  and  make  ELs  aware  of  discourse  and  gramma3cal  structures  in  complex  texts  

•  Choose  and  adapt  supplementary  texts  in  English  and/or  the  L1  based  on  ELs’  reading  level,  English  language  proficiency  level,  background,  and  culture  

•  Teach  strategies  to  guess  unknown  words  (e.g.,  cognates,  prefixes,  roots,  suffixes)  

•  Recognize  and  teach  the  meaning  of  idioma3c  expressions  and  technical  terms  

•  Explicitly  teach  the  academic  language  necessary  to  comprehend  complex  texts  so  that  ELs  can  use  academic  language  across  content  areas  

•  Collaborate  to  share  effec3ve  strategies  for  teaching  ELs  to  read  complex  text  and  use  academic  language  

•  Use  ELD  and  CCSS  standards  to  support  instruc3on  

12 Achieve the Core

Reflection • Which CCSS shifts are the most challenging for your

teachers? Why?

• What kinds of professional development or support would your teachers need to address these CCSS shifts to effectively instruct your ELs?

13

Certification Requirements Related to ELs for All Teachers • Specific EL coursework and/or certification requirements

– 4 states

• Use of National Council for Accreditation of Teacher Education (NCATE) “unit” standards - 7 states

• Reference to unique challenges of ELs in certification standards - 17 states

• Reference to “language” as an example of diversity in certification standards - 8 states

• No requirements - 15 states

Ballantyne, Sanderman, & Levy (2008) 14

ESL Teacher Credentialing Requirements

• Endorsement - 33 states

•  Full certification/licensure - 9 states

• Add-on Certificate - 6 states

• No information readily available - 2 states

TESOL, in press 15

NBPTS and TESOL Standards

• Development • Content overview • Similarities

16

NBPTS English as a New Language Standards I.  Knowledge  of  Students  II.  Knowledge  of  Culture  and  Diversity  III.  Home,  School,  and  Community  Connec3ons  IV.  Knowledge  of  the  English  Language  V.  Knowledge  of  English  Language  Acquisi3on  VI.  Instruc3onal  Prac3ce  VII.  Assessment  VIII. Teacher  as  Learner  IX.  Professional  Leadership  and  Advocacy  

17

TESOL’s Domains & Standards

18

P-12 Professional Teaching Standards • Domain  1  –  Language  

• 1.a.  Language  as  a  System  • 1.b.  Language  Acquisi3on  and  Development  

• Domain  2  –  Culture  • Culture  as  It  Affects  Student  Learning  

• Domain  3  –  Planning,  Implemen3ng,  and  Managing  Instruc3on    • 3.a.  Planning  for  Standards-­‐Based  ESL  and  Content  Instruc3on  • 3.b.  Implemen3ng  and  Managing  Standards-­‐Based  ESL  and  Content  Instruc3on  • 3.c.  Using  Resources  and  Technology  Effec3vely  in  ESL  and  Content  Instruc3on  

19

P-12 Professional Teaching Standards • Domain  4  –  Assessment  

• 4.a.  Issues  of  Assessment  for  English  Language  Learners  • 4.b.  Language  Proficiency  Assessment  • 4.c.  Classroom-­‐Based  Assessment  for  ESL  

• Domain  5  –  Professionalism    • 5.a.  ESL  Research  and  History  • 5.b.  Professional  Development,  Partnerships,  and  Advocacy  

20

NBPTS/TESOL Content Crosswalk NBPTS Standard TESOL Standard

I.  Knowledge  of  Students   3.a.  Planning  for  Standards-­‐Based  ESL  and  Content  Instruc3on  

II.  Knowledge  of  Culture  and  Diversity  

2.  Culture  as  it  Affects  Student  Learning  

III.  Home,  School,  and  Community  Connec3ons  

5.b.  Professional  Development,  Partnerships,  and  Advocacy  

IV.  Knowledge  of  the  English  Language  

1.a.  Language  as  a  System  

V.  Knowledge  of  English  Language  Acquisi3on  

1.b.  Language  Acquisi3on  and  Development  

21

NBPTS/TESOL Crosswalk NBPTS Standard TESOL Standard(s) VI.  Instruc3onal  Prac3ce   3.a.  &  3.b.  Implemen3ng  and  Managing  

Standards-­‐Based  ESL  and  Content  Instruc3on  3.c.  Using  Resources  and  Technology  Effec3vely  in  ESL  and  Content  Instruc3on  

VII.  Assessment   4.a.  Issues  of  Assessment  for  English  Language  Learners  4.b.  Language  Proficiency  Assessment  4.c.  Classroom-­‐Based  Assessment  for  ELLs  

VIII.  Teacher  as  Learner   5.b.  Professional  Development,  Partnerships,  and  Advocacy  

IX.  Professional  Leadership  and  Advocacy  

5.a.  ESL  Research  and  History  5.b.  Professional  Development,  Partnerships,  and  Advocacy  

22

Understanding Language’s Principles for ELL Instruction 1.  Instruction focuses on providing ELLs with opportunities

to engage in discipline- specific practices which are designed to build conceptual understanding and language competence in tandem.

2.  Instruction leverages ELLs’ home language(s), cultural assets, and prior knowledge.

3.  Standards-aligned instruction for ELLs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds.

23

Understanding Language’s Principles for ELL Instruction 4.  Instruction moves ELLs forward by taking into account

their English proficiency level(s) and prior schooling experiences.

5.  Instruction fosters ELLs’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings.

6.  Diagnostic tools and formative assessment practices are employed to measure students’ content knowledge, academic language competence, and participation in disciplinary practices

24

Discussion • Which standards and principles are applicable to your

teachers as they work with ELs and the shifts of the CCSS?

• What should the role of ESL/bilingual teachers be in implementing the CCSS?

25

“Off Label” Uses of NBPTS & TESOL Standards for Teachers • NBPTS and TESOL standards: a starting point to address

the shifts of the ELA/Literacy CCSS, identify gaps, and plan professional development

26

Know and Integrate ELs’ Culture in CCSS Instruction NBPTS  Standard  

II. Knowledge of Culture and Diversity: Accomplished teachers of English language learners model and build respect and appreciation for cultural diversity, demonstrating to their students and others that students can succeed academically while maintaining their cultural identities.  

TESOL  Standard  

2. Culture as it Affects Student Learning: Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.

27

Leverage ELs’ L1, Cultural Assets, Prior Knowledge to Teach CCSS NBPTS  Standard  

I. Knowledge of Students: Accomplished teachers of English language learners apply their knowledge of students’ language development, cultures, abilities, values, interests, and aspirations to facilitate their students’ linguistic, academic, and social growth.  

TESOL  Standard  

3.a. Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

28

Understand Academic Language to Plan and Implement Effective CCSS Instruction NBPTS  Standard  

IV. Knowledge of the English Language: Accomplished teachers of English language learners have in-depth knowledge of the English language and understand their students’ language needs.  

TESOL  Standard  

1.a. Language as a System: Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.

29

Apply Knowledge of Language Acquisition in CCSS-Based Instruction NBPTS  Standard  

V. Knowledge of English Language Acquisition: Accomplished teachers of English language learners critically evaluate the ways in which students acquire primary and new languages and apply this knowledge to promote their students’ success in learning English.  

TESOL  Standard  

1.b. Language Acquisition and Development: Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.

30

Instruct ELs Effectively by Drawing Upon CCSS and ELD Standards NBPTS  Standard  

VI. Instructional Practice: Accomplished teachers of English language learners design supportive learning environments based on careful analysis of their students’ characteristics and on the linguistic and academic demands of school. Teachers provide effective language and content instruction that expands students’ linguistic repertoire in English, allows them to achieve academic success, and inspires them to acquire skills that will serve them throughout their lives.

TESOL  Standards  

3.a. Planning for Standards-Based ESL and Content Instruction 3.b. Implementing and Managing Standards-Based ESL and Content Instruction 3.c. Using Resources and Technology Effectively in ESL and Content Instruction

31

Assess ELs Equitably as Part of CCSS Instruction NBPTS  Standard  

VII.  Assessment:  Accomplished  teachers  of  English  language  learners  employ  a  variety  of  prac3ces  to  assess  their  students  appropriately.  They  use  assessment  results  to  shape  instruc3on,  to  monitor  student  learning,  to  assist  students  in  reflec3ng  on  their  own  progress,  and  to  report  student  progress.  

TESOL  Standards  

4.a.  Issues  of  Assessment  for  English  Language  Learners  4.b.  Language  Proficiency  Assessment  4.c.  Classroom-­‐Based  Assessment  for  ELLs  

32

Provide Professional Leadership and Advocacy in CCSS Implementation NBPTS  Standard  

IX.  Professional  Leadership  and  Advocacy:  Accomplished  teachers  of  English  language  learners  contribute  to  the  professional  learning  of  their  colleagues  and  the  advancement  of  knowledge  in  their  field  in  order  to  advocate  for  their  students.  

TESOL  Standards  

Standard  5.a.  ESL  Research  and  History:  Candidates  demonstrate  knowledge  of  history,  research,  educa3onal  public  policy,  and  current  prac3ce  in  the  field  of  ESL  teaching  and  apply  this  knowledge  to  inform  teaching  and  learning.  Standard  5.b.  Professional  Development,  Partnerships,  and  Advocacy:    Candidates  take  advantage  of  professional  growth  opportuni3es  and  demonstrate  the  ability  to  build  partnerships  with  colleagues  and  students’  families,  serve  as  community  resources,  and  advocate  for  ELLs.  

33

Questions

34

References • Ballantyne, K.G., Sanderman, A.R., Levy, J. (2008).

Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from http://www.ncela.gwu.edu/practice/mainstream_teachers.htm

• Staehr Fenner, D. & Segota, J. (2012). Standards that impact English language learners. Washington, DC: Colorín Colorado. Retrieved from http://www.colorincolorado.org/article/50848/#authors

35

Thank You •  For more information:

Diane@DSFConsulting.net www.dsfconsulting.net

JSegota@TESOL.org www.tesol.org

36