James Popham Educators are experiencing almost relentless pressure to show their effectiveness. Unfortunately, the chief indicator by which most communities judge a school staff's success is student performance on standardized achievement tests.
Each Action is related to the WIDA matrix and is designed to give more detailed information to assist in effectively using the matrix for planning.
In the Essential Actions Handbook, each Action has its own section that follows the same format: Explanation of the Essential Action Research to support the Action A description of how it relates to the WIDA standards framework for English language development Examples from the field written by educators regarding the Action and guiding questions for discussing locally how to apply the Action to practice in your context You can see an example of one of the Essential Action sections here, Essential Action Three Gottlieb, pgs.
Many educators are receiving professional development through job-embedded learning opportunities such as Professional Learning Communities PLCs. They may be called different things — Teacher Learning Communities or Professional Communities, but their purpose is to bring educators together in teams Essay for academic achievement define their own learning in regards to individual or school goals.
What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? PLC work, by it's very nature, is collaborative and constructs the learning based on what teachers experience daily in their classrooms.
In the discussion below, I will use the Essential Actions Handbook as a guide for the process of meeting the academic language needs of ELLs. For the purposes of this article, I'll describe our PLC team as a third-grade teaching team: The ESL and Title I teachers are in the third-grade classrooms and also pull out some students for special support up to an hour each day.
Individually, each ELL student has unique language domain scores, meaning that they all have unique areas of strength and challenge.
For example, some are still in earlier stages of developing reading and writing skills in English, while their oral English skills are more advanced and others have a different mix of skills in the language domains.
The PLC team looks at: Using a scale ofthey rate how important each Action is according to their instructional goal.
They may have quite a few that come out as their top priority. On their own they may want to read the Essential Action sections they rated most highly in order to familiarize themselves with the research or they may want to write their thoughts in the "comments" box to facilitate discussion with the group.
When the PLC team meets, they each share their top three Actions they've identified as most important to reaching their ELL reading goal. They will look for overlap in their priorities and select one or two as their instructional focus for their PLC work over the next six—eight weeks.
In order to crystalize their background knowledge on Action Three, the teachers read the section and discuss the following reflection questions Gottlieb, pg. How might you use the Performance Definitions to help formulate instructional strategies e.
The teachers write their collective answers to these reflection questions. It's okay if their answers are tentative at first and begin with, "We're not sure but we think…" They will return to these questions as part of the reflection process in the PLC.
The PLC teams sets their goal to "Increase ELLs reading comprehension by providing differentiated language instruction based on student language proficiency levels. They decide on three success indicators: Know students' language domain proficiency levels Use language domain information to provide differentiated options for classroom and pull-out instruction and tasks Assess reading comprehension using language proficiency accommodated tasks Implement strategies Over the next two meetings, the PLC team organizes their work around the three success indicators they identified.
They determine they need to continue their learning in a few different ways. First, they need to know their students' language domain proficiency levels and have them easily available for instructional planning.Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.
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