Resources


A.0.1 Evaluating and Improving Programs for Bilingual and English Learners

Rebecca Field gave this presentation at fall 2016 conferences. Participants learn to 1) conduct an internal and/or external evaluation of their services for bilingual and English learners; 2) collect and analyze program review data; 3) use evidence of student learning (ACCESS for ELLs data) to guide instruction and collaboration among general education, literacy, ELD, and bilingual teachers; and 4) use evaluation findings to strengthen programs and professional development. Examples from diverse districts are provided.

Publication: Caslon Community

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): presentation



A.0.2 Evaluating and Improving Programs for Bilingual and English Learners

Rebecca Field used this handout with her fall 2016 presentations (see Resource A.0.1). The handout can guide district efforts to collect data for the program review.

Publication: Caslon Community

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): handout



A.1.1 Leadership Institute presentation: Ensuring Shared Responsibility for ELLs/Bilingual Learners

Rebecca Field developed this presentation, Ensuring Shared Responsibility for ELLs/Bilingual Learners, for a leadership institute with superintendents from across the state of New Jersey. Superintendents and other district leaders learn how to evaluate their existing policies, programs, practices, and assessments for ELLs/bilingual learners to ensure that they are pedagogically sound, well implemented, and deliver results (i.e., meet the Castañeda Standard). This institute emphasizes the shared responsibility of all educators (administrators, general education teachers, literacy specialists, bilingual and ESL educators, special education specialists, support staff) in providing ELLs with equal access to educational opportunities

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

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): Presentation



A.1.2 Leadership Institute handout: Ensuring Shared Responsibilty for ELLs/Bilingual Learners

Rebecca Field developed this handout as part of the Leadership Institute: Ensuring Shared Responsibility for ELLs/Bilingual Learners with superintendents across the state of New Jersey. This handout accompanies the presentation of the same name.

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

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): Handout



Biliteracy Unit Framework: Sample for High School

This biliteracy unit framework features a sample from high school.
Content area: Spanish language arts
Language in which content is taught: Spanish.

Publication: Teaching for Biliteracy: Strengthening Bridges between Languages

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): framework



Ch.01 Survey: Leadership and Professional Development

This survey for reflection and action is organized around guiding principles for leadership and professional development regarding ELLs articulated in the introduction to chapter 1 (Hamayan and Freeman Field, 2012). Educators can use this survey to review their leadership and professional development regarding ELLs, identify strengths and needs of their current approach, and propose action steps they can take to improve their leadership and professional development in this area. 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: Professional Development

Specialty:  

Object(s): survey



Ch.01 Survey: Terrain and Landscape

Teachers, coaches, and administrators can use this tool from the end of Chapter 1 (Valdés et al) to survey the terrain and landscape surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on a) perspectives on the CCSS, b) perspectives on change, c) labeling emergent bilinguals/ELLs, and d) how ELLs/EBs needs are currently addressed relative to CCSS.

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.02 Survey: Fundamental Language Issues

Teachers, coaches, and administrators can use this survey from the end of Chapter 2 (Valdés et al) to investigate fundamental language issues surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on different educators' perspectives on language, language acquisition, and language variation in our context.

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: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): survey





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  • Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
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