Part I: Assessment 5: Plan For Leadership To Support Student Learning

Part I: Assessment 5: Plan for Leadership to Support Student Learning

Title: Supporting Teachers in Teaching English as Second Language Learners

Name: Solitia Wilson Fall 2014 11-19-14

1. Identify the data-based research strategies that were used to determine the vision. Use such relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs (ELCC 1.2).

The initial NCATE plan was to increase parental participation at Henry Clay Elementary, but after researching the ESL student population increase; assessment scores of ESL students; and the understanding teachers possess of working with ESL students, there was more of a need to assist teachers working first-hand with students at HCES.

Henry Clay Elementary is a Pre-K to Second grade school with an average of 430 students in Ashland, Virginia. Since 2009, Henry Clay Elementary School (HCES) has experienced a significant increase of English as Second Language Students (ESL). At the start of 2009 – 2010 school year, there were 22 ESL students attending HCES, and during the 2013-2014 school year there were 68 ESL students attending HCES. For the teachers at HCES, they knew there was a need to provide more academic support, but the teachers did not know how to provide effective teaching strategies to ESL students.

For several years, there was one part-time ESL teacher on staff; the students received what supports that could be afforded to them. This year, there are a total of 32 ELL students receiving ESL services; thus requiring the need for one full-time, and one part-time ESL teacher to provide services.

2. Develop the vision and objectives for addressing the problem and promoting student success (ELCC 1.1).

The Vision: The need to increase teachers’ understanding, knowledge, and skills to work effectively with ESL students in the classroom. The Objectives: 1 – To ensure teachers’ understanding of ESL students using World-Class Instructional Design and Assessment (WIDA) – proficiency levels and can-do descriptors; 2 – To provide informational sessions that will increase teachers’ knowledge of ESL student learning styles, proficiency levels, and Can Do Descriptors; 3 – To ensure teachers are able to apply strategies; visual, auditory, and cognitive supports to lessons in order to enhance student learning; 4 – To provide teachers with general guidelines to consider when grading ESL students’ work. 3. Develop a literature review which addresses best practices for the problem you have chosen. Include at least 4-5 citations. Demonstrate how your literature review can be used to show an understanding of appropriate research strategies to promote an environment for improved student achievement (ELCC 2.3).

In many instances, the ESL teacher is given the responsibility of ensuring the needs of not only the child, but the family as well, when working with ESL students. Administrators and teachers rely on the knowledge, skill sets, strategies, and understanding that ESL teachers use to help students and families maneuver through the educational maze, while delegating their responsibility to the ESL teachers (Davila, 2005). When the responsibility of providing educational assistance to students and families is primarily given to the ESL teachers, there are chances for disconnections, misunderstandings, and viewpoints to be taken out of context. All teachers must understand that it is everyone’s responsibility to take an active role in the educational process that will assist in making positive connections from home, to school. In addition, when the ESL teacher is the primary source of contact, relationships are not established with the child’s teacher, thus making it harder to make decisions that are in the child’s best interest; and based on the limited communication from students and parents. This often leads to a breakdown in communication that is already impacted by a language barrier (Brooks, Adams, and Morita-Mullaney, 2010).

In order to provide English Language Learners with interventions, supports, and strategies that are needed for academic progress, administrators and all teachers must first understand the culture and needs of the English Language Learners and their families with whom they are working (Hoo- Ballade, 2004). Professional development opportunities should be in place to provide teachers with what is needed in order to start understanding the needs of ELL students. Subsequently, teachers will learn the process that provides proficiency levels; and incorporate the interventions and strategies that will assist students in having academic success. Through professional development opportunities, administrators and teachers gain knowledge of what the ESL teachers do in providing students and parents, the needed help and support to make progress. By training educators, the mindsets of how ELL students are taught can be changed. Also, the way ELL students previously learned will change; the material that used to work with ELL students can be improved upon; and the end result will be that ELL students can achieve academic progress (Fullan, 2001).

Providing teachers with the understanding of the order in which language is acquired – from what students take in -to the expressive, communicative interactions of students in the classroom setting will greatly enhance the interventions and strategies used in the classroom (Chesterfield and Chesterfield, 1985). Initially when language is being acquired, it may help to pair the information being presented with visuals during lessons that will provide a reference to students. When teachers possess an understanding of what is needed to acquire language, teachers will see that rote, repetition, and memorization strategies will also help students learn basic and routine information. Additionally, as students become comfortable with language by utilizing the interventions in a non-threatening manner, students will begin to communicate more and more with peers, independent of teacher- intervention.

By providing professional development sessions, teachers will have the opportunity to acquire knowledge and understanding; and subsequently, have opportunities to change their overall perspective of languages and cultures. Teachers must understand that time and interventions affect overall assessment scores. Therefore, by encouraging teachers to participate in professional development sessions to gain knowledge and strategies for teaching ELL students allows for opportunities to integrate culture and diversity into lessons. Teachers can now provide opportunities for students to engage in discussions in which English-speaking students can ask questions, and ELL students will be able to respond with comfort and ease –all of which lead to opportunities that will help establish a rapport with ELL families.

References: Please see references below.

4. Describe how the vision for the problem and vision for promoting student learning will be communicated to all stakeholders (ELCC 1.2 & 1.4).

Henry Clay Elementary School will host bi-monthly teacher professional development sessions. Teachers will receive email reminders about upcoming information sessions.

In addition, email blasts of strategies and tips, ESL Words of Wisdom and ESL celebrations will be shared on the teachers’ board in the mailroom.

5. Describe how the objectives for addressing the problem and promoting student learning will focus on effective organization and management of fiscal, human, and material resources, giving priority to student learning (ELCC 3.1 & 3.2).

Due to the significant increase of ESL students, Henry Clay Elementary School received a full-time ESL teacher and a part-time ESL teacher for the 2014-2015 school year. In previous years, Henry Clay Elementary School only had a part-time ESL teacher. While the part-time ESL teacher was accessible to teachers, the need for a full-time, in-house ESL staff was needed to ensure the academic progress and success of ESL students.

ESL materials such as WIDA Protocols and WIDA - The English Language Learner Can Do Booklets per grade level will be provided to teachers. Additional resources will be housed with the ESL teacher. 6. Describe how you will use the plan to focus on the needs of students with special and exceptional needs (ELCC 4.2).

Teachers often question if language is a hindrance for ESL students or if a cognitive delay is the cause for low academic progress and low assessment scores. By educating teachers on the needs of ESL students, teachers are able to provide proper support to ESL students. In order to make sure teachers are providing the appropriate supports, teacher must first be knowledgeable of cultural and linguistic influences; family backgrounds; the language acquisition process; and WIDA levels of proficiency.

In addition, teachers demonstrating empathy for families and their backgrounds allows for relationship building opportunities between the teacher, student, and family member(s). This is crucial in all teacher, student, family relationship, but especially essential in other cultures where special education is often rendered as unmentionable.

With this plan, teachers will be able to learn of various cultures, while learning strategies that will support student learning.

7. Describe how the plan will be implemented. Include the vision, objectives, and timelines (ELCC 1.3).

The Vision: The need to increase teachers’ understanding, knowledge, and skills to work effectively with ESL students in the classroom. The Objectives: 1 – To ensure teachers’ understanding of ESL students using World-Class Instructional Design and Assessment (WIDA) – proficiency levels and Can Do Descriptors; 2 – To provide informational sessions that will increase teachers’ knowledge of ESL student learning styles, proficiency levels, and can-do descriptors; 3 – To ensure teachers are able to apply strategies; visual, auditory, and cognitive supports to lessons in order to enhance student learning; 4 – To provide teachers with general guidelines to consider when grading ESL students’ work. Timeline for the 2014 – 2015 School Year:

August – Teacher Survey: What You Think You Know - What You Want to Know – An ESL Survey

September – Introduction to WIDA

November – Reflective Opportunities: How Do You Feel, What Do You Need, How Are Your ESL Students, and Assessment Score Review January – How Are Things Since Winter Break?

March – Reflective Opportunities II: How Do You Feel, What Do You Need, How are Your ESL Students, and Assessment Score Review

May – Teacher Survey: Looking Forward - What is Needed?

Teachers can submit suggestions, questions, and concerns at anytime during the school year.

8. Identify how you will ensure parent and community support of the plan and its implementation to help ensure student learning and student success (ELCC 4.1).

Henry Clay Elementary school is a ESL class site. Parents are able to attend Conversational English classes at the school weekly. This program is coordinated by Hanover County Public Schools and parents are able to attend at no cost. During classes, parents are also provided with information to bridge the gap between home and school. The classes are able to explain to parents the expectation of students. Parents are able to ask questions and seek additional information or supports when communication with teachers if needed.

Information will be sent home in native languages, the ESL teacher will be available during parent- teacher conferences, and other school related meetings.

In addition, Henry Clay is interested in knowing parents’ concerns about the services, programs, and supports are being implemented, and therefore parent surveys are sent to all ESL families to solicit any concerns parents may have for their child. Once the surveys are reviewed then parent information sessions can be scheduled.

9. Describe how the plan will be evaluated and the results used to effect future student learning to provide an effective instructional program. You may wish to use each objective and describe how it will be evaluated (ELCC 2.2).

This is the first year in which there is a full-time and part-time ESL teacher to provide ESL services to students. In addition, this is also the first year in which teachers have been educated on the ESL process in order to fully understand proficiency levels; service levels; and strategies to utilize with ESL students.

The Objectives: 1 – To ensure teachers’ understanding of ESL students using World-Class Instructional Design and Assessment (WIDA) – proficiency levels and Can Do Descriptors

- Provide teachers with surveys that will detail their level of understanding of the ESL process proficiency levels and Can Do Descriptors for students. 2 – To provide informational sessions that will increase teachers’ knowledge of ESL student learning styles, proficiency levels, and Can Do Descriptors - Provide detailed ESL student academic information to look for common areas of strengths and weaknesses across grade levels. 3 – To ensure teachers are able to apply strategies; visual, auditory, and cognitive supports to lessons in order to enhance student learning - Provide detailed ESL student academic information to look for common areas of strengths and weaknesses across grade levels.

Part II: Assessment 5: Leadership to Support Student Learning

Reflection: Write a reflection paper (4 pages maximum) of your Part I Plan on Leadership to Improve Student Learning. (ELCC 5.2, 7.1 & 7.2)

What I have learned from this project?

I have learned a great deal about the ESL program and its inner workings. I was intrigued to learn that students were screened; and then provided a level in which they would work to build language- acquisition skills. I learned that as in Special Education, many teachers believe if a case load is low, then the work is light. That is so far from the truth. I have found that ESL teachers are few and far between, and they assume many roles. Just like Special Education teachers, ESL teachers are often the bridge to parents and community resources.

How do you believe the process was received by the stakeholders?

This project was just implemented this school year, but during the October session, teachers were excited to receive the information. It offered a perspective that we do not always allow ourselves to view. Some teachers have embraced opportunities to incorporate a word from an ELL class in order to help English- speaking students understand how their ELL classmate feels trying to learn words, phrases, or names of everyday items. I believe teachers who do not have- or have had ELL students - do not feel as if that strategy is useful. However, due to the increase in our ELL population over the years, it is well- needed by all teachers. The information provided was very reflective of working with students with special needs. By just comparing the manner in which ELL students and students with special needs learn, all teachers could benefit from the strategies and interventions, and a varied perspective of how children learn.

What difference, if any, did this project make in the success of students and student learning?

The success of student- learning is not able to be determined at this time. This program was recently implemented during the 2014-2015 school year. Hopefully, and with time, ELL student assessment scores will be evidential for the need for teachers to have professional development seminars to learn strategies and interventions to utilize, before receiving students into their classroom settings. To be able to implement strategies from day one will hopefully reflect in scores.

As a school leader, what 21st century skills did you use? On what skills do you still need to focus on?

The 21st century skills which I utilized when researching the need for teachers to understand, gain knowledge, and implement interventions and strategies to ELL students were: Learning and Innovation Skills – 4C’s; Life and Career Skills; Core Subject – 3Rs; and 21st Century Themes.

Educators must understand there are skills that all students must master in order to be successful -not only under the 21st century umbrella – but in life, as well. Teachers must be focused on providing supports that will integrate culture and diversity into classes that will assist English-speaking students with understanding others’ cultures. In realizing that critical thinking skills extend way beyond the classroom, teachers can provide various ways to incorporate activities that will enhance and encourage classroom collaboration between students. These activities will provide support to the class as a whole, and not just ELL students. By facilitating discussions and sharing view points, all students are able to understand that being different does not have to lead to negativity in the classroom setting. By providing shared views, students will began to learn about, and understand one another even more.

For me, having teachers to understand the language acquisition process for ELL students will take time. Just as students with special needs are able to learn, ELL students can learn. However, the manner in which they learn – be it auditory, visual, or tactile – is different. As educators, we must incorporate various interventions and strategies to assist in the enhancement of language acquisition for ELL, and remember to celebrate the little steps towards progress.

It is my belief that the 21st-century skills I need to focus on more is in the area of Information, Media, and Technology. While I know that technology is a vital component for educating all students, it also presents challenges with the ESL learner; for this population of students benefit from verbally communicating face-to-face, in order to gain social knowledge, and be immersed into the English- speaking culture. This type of learning cannot be substituted by the 21st-century skills: Information, Media, and Technology. References:

Brooks, K., Adams, R.A., & Morita-Mullaney, T. (2010). Creating inclusive learning communities for ELL students: Transforming school principals’ perspectives. Theory Into Practice, 49: 145-151.

Chesterfield, R. A., & Chesterfield, K. B. (1985). Natural order in children’s use of second language learning strategies. Applied Linguistics, 6, 45-49.

Davila, G. (2005). Administrative guidelines in meeting the needs of culturally and linguistically diverse students. Doctoral dissertation, Kansas State University, Manhattan, KS.

Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.

Hoo-Ballade, M. (2004). Principal leadership and effective schooling for ESL students. Doctoral dissertation, George Washington University, Washington, DC.