Resources


Ch.06 Survey: Professional Learning

Teachers, coaches, and administrators can use this survey from the end of Chapter 6 (Valdés et al) to explore the context of professional learning surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on a) shifting roles of ESL educators, b) planning for professional learning, and c) preparing and supporting educators as they learn to implement college and career ready standards equitably for all students, particularly ELLs/EBs.

After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.

Publication: Common Core Bilingual and English Language Learners: A Resource for Educators

Topic: Professional Development

Specialty:  

Object(s): survey



Ch.07 Survey: Assessment and Accountability

Teachers, coaches, and administrators can use this survey from the end of Chapter 7 (Valdés et al) to investigate the assessment and accountability context surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on a) the degree to which their district/school/program uses authentic assessments for ELLs/EBs, b) what all educators actually know about fair assessment and accountability practices for linguistically and culturally diverse learners, and c) perceptions of testing and accountability.

After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.

Publication: Common Core Bilingual and English Language Learners: A Resource for Educators

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): survey



Ch.07 Survey: When Challenges Arise

This Survey for Reflection and Action from Ch.07 (Hamayan & Freeman Field) is based on the guiding principles that were articulated in the beginning of the chapter titled, When challenges arise. Educators can use this survey to consider how their school responds to challenges that arise for the ELLs in their school, identify their strengths and needs, and propose action steps they can take to improve the ways they address these challenges. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.

Publication: English Language Learners at School: A Guide for Administrators, 2nd edition

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): survey



Ch.08 Survey: Advocacy

This Survey for Reflection and Action from Ch.08 (Hamayan & Freeman Field) is based on the guiding principles about advocacy that were articulated in the beginning of the chapter. Educators can use this survey to consider their school's advocacy efforts on behalf of their ELLs., identify their strengths and needs, and propose action steps they can take to improve their advocacy efforts. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.

Publication: English Language Learners at School: A Guide for Administrators, 2nd edition

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): survey



Challenging Narrow Notions of Accountability for Bilingual Learners

Freeman Field's presentation from La Cosecha 2012 in Albuquerque, NM.

Session description: This interactive session situates current debates about education and accountability for bilingual learners within a larger sociopolitical context. Freeman Field draws on her own ethnographic research and practical experiences in different dual language contexts over time. She highlights the role of dual language educators as agents for change.

Session objectives:
Participants in this session are encouraged to…
1. Look critically at their (dual language) programs in relation to current assessment and accountability requirements under NCLB'
2. Identify concrete assessment and accountability strengths and challenges, broadly defined, that they face in their programs
3. Identify action steps they can take to improve their assessment and accountability systems, and counter English-only discourses (policies, programs, beliefs, practices) on the local level.

This session is based on a paper that Freeman Field wrote in the summer of 2011. The reference to the paper is:
Freeman Field, R. (2011). Competing discourses about education and accountability for ELLs/bilingual learners. JMER vol. 2, pp. 9 - 34.

Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): presentation



Challenging Narrow Notions of Accountability in Dual Language Programs

Rebecca Field's prsentation from the November 2011 La Cosecha conference in New Mexico. This interactive session is intended to help (dual language) educators look critically at their (dual language) programs in relation to current assessment and accountability requirements under NCLB. Participants are encouraged to identify concrete assessment and accountability strengths and challenges, broadly defined, that they face in their programs. Participants are also encouraged to identify action steps they can take to improve their assessment and accountability systems.

Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers

Topic: Professional Development

Specialty:  

Object(s): presentation



Checklist of Reading Strategy Development

Critical thinking skills are the focus in strategy development and graphic organizers are used extensively to guide students in organizing information with content-area concepts.

Publication: The Literacy Club

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): checklist



Collecting Linguistic, Cultural, and Academic Background Information on Students Survey

This blank survey can be used by educators who are collecting information about students' linguistic, cultural, and academic background. This information can be used to develop linguistically and culturally responsive units of instruction and lesson plans. .

Publication: Teaching for Biliteracy: Strengthening Bridges between Languages

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): survey





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