Dynamic, innovative and experienced Foreign Language Training and Development Educator fluent in French, English, Dutch, and standard Arabic, demonstrating 23 years of experience in
instructional language needs assessment and curriculum development on a global scale.
Not exact matches
Steps have also been taken to address the
instructional needs of students with disabilities and English -
language learners.
Dec. 4, 2 p.m. ET: Common Core State Standards: Literacy and English -
Language Learners As educators begin putting the common core into classroom practice, what
instructional strategies will they
need to bridge the gap between acquiring
language and truly mastering academic content for ELLs?
Creighton and WestEd used four major improvement strategies: 1) refining the curriculum and aligning staff training and student tests to that curriculum; 2) improving
instructional practices, including those for English
language learners, who comprise a large share of the district's students; 3) developing and using tests during the school year, other than those used for accountability, to assess what students had learned; and 4) implementing a system of individualized instruction based on student
needs.
I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes
language that opens the door beyond academic testing to include «multiple measures of student learning and progress, along with other indicators of student success...» Education Week notes that sprinkled throughout the law are references to an
instructional strategy that has enormous potential for reaching learners with diverse
needs.
The principal introduces, •
Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and
Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the
needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both
language acquisition and learning content so that students do not fall behind) • ESL
Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and
Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen
language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share
instructional role; high levels of collaboration and
instructional role; high levels of collaboration and co-learning)
Educators will get the research - based guidance they'll
need to organize their classrooms, routines, and lesson plans through differentiated instruction to meet
instructional needs of students with learning differences, and their peers will improve every aspect of students» literacy, including reading, writing, listening, and speaking skills, by providing both oral and written
language instruction.
As a result they may not be aware of second
language acquisition, the
needs associated with that, and / or effective
instructional programs.
His understanding of the
instructional needs and effective practices for second -
language learners, coupled with his administrative skills, made him an invaluable resource in the various positions he held over his career of thirty - four years with the NYC Department of Education.
IDRA's Education of English Language Learners in U.S. and Texas Schools — Where We Are, What We Have Learned and Where We
Need to Go from Here — A 2009 Update gives an overview of increasing numbers of ELL students, distribution of ELL students, increasing diversity and varying
languages,
instructional programs provided, and funding provided to ELL programs along with recommendations.
English
language learners have unique
instructional needs, and differentiated instruction is the key to reaching all ELLs one - on - one, at their precise learning levels, and empowering them to succeed.
A Milwaukee Public Schools (MPS) world
language teacher provides an
instructional program for students which is appropriate to their educational
needs and developmental level.
At the structural level, content teachers and English
language specialists should work together in professional learning communities to better understand their English learners» strengths and
needs and to select or create
instructional supports to address them.
The literacy coaches helped teachers learn
instructional strategies that are particularly relevant to English
language learners»
needs.
The face - to - face sessions also provided teachers with the opportunity to reflect on their teaching practices as they discussed which
instructional practices would work best for students and which practices
needed modification to accommodate specific learning
needs of English
language learners or students with learning disabilities.
Conferring with teachers, school leaders, and other
instructional personnel, external educational... with special
needs * Fluency in a second
language (ideally Spanish or Korean) is preferred
Instructional practices and curriculum are rigorous and inclusive, support the
needs of second
language and disabled students, and are individualized to meet the
needs of all learners.
The varied experiences, backgrounds, and
needs of adult English
language learners can pose a challenge for educators when it comes to lesson planning and finding effective
instructional approaches.
Address the
language, literacy, and content
instructional needs of English learners.
Nationally, teacher preparation programs vary widely in terms of providing in - depth training on
instructional strategies for English
language learners and methods of addressing the
needs of students with varying levels of
language proficiency.
Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English
Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as
needed + Regularly assessing student progress to refine instruction and meet student
needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom
instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English
language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.
Instructional coaches, teacher leaders, peer teachers, and administrators will all play a role in connecting professional learning to teacher evaluation; all will
need to become fluent in the
language of effective teaching and help teachers make connections between the feedback they receive and changes to their understanding and skills.
Teachers across the distict have been working hard to adapt the effective
instructional practices they already know to the
needs of English
language learners.
Teachers cite a lack of high - quality
instructional materials that support students»
language and academic
needs, while at the same time providing the rigor to stay on grade - level.
This framework document explores the World - Class
Instructional Design and Assessment (WIDA) consortium's English Language Development (ELD) standards, which represent the social, instructional and academic language that students need to engage with peers, educators and th
Instructional Design and Assessment (WIDA) consortium's English
Language Development (ELD) standards, which represent the social,
instructional and academic language that students need to engage with peers, educators and th
instructional and academic
language that students
need to engage with peers, educators and the curriculum.
K12 will provide comprehensive wraparound services targeted to individual student
needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as
needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and
instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world
languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.
The
language and scales of the Marzano model address the complexities of teaching, helping teachers use a variety of
instructional strategies to meet the developmental
needs of all students.
As the Visual Thesaurus evolved, we recognized the
need for an
instructional technology that would empower learners to unpack the complexity and nuances of the English
language in a way that was systematic, engaging and adaptive.
Reporting — ELPA21 assessment scores inform ELL program eligibility and exit decisions, provide English
language proficiency progress monitoring, indicate
instructional needs of ELL students and resource
needs of ELL teachers, and provide evidence of program effectiveness.
(e) The board shall establish the information
needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program,
instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular
needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special
need, proficiency in the English
language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Adapted classroom
instructional materials and modified
language so student with specific
needs may access the general curriculum and increase independence in the classroom.
Barrington Community School, Woodridge, VA 11/2014 — Present Second Grade Teacher • Teach reading,
language arts, social studies, mathematics, science, art and physical education to second grade students • Create and impart effective lesson plans for each subject • Develop
instructional materials related to each subject and concept to be used during class instruction • Establish and maintain standards of student behavior and indulge in behavioral management duties when
needed • Create and administer tests and check and grade test papers
• Singlehandedly develop an interactive learning program based on individual students» learning abilities, resulting in increased positive response from the student body • Train fellow special education teachers in using sign
language with students with hearing and speech problems, which resulted in increased student confidence • Create and implement curriculum based on the individual requirements of each student enrolled in the special
needs class • Design, develop and implement lesson plans to meet each special student's requirements • Assess each enrolled student to determine his or her individual capabilities and limitations • Provide both direct and indirect
instructional support to students by employing special education strategies and techniques • Teach socially acceptable behavior by both instructing it and modeling it effectively
Interpreted oral and translated written materials between the native
languages (Ukrainian, Russian, Polish) and English for students, parents and school staff, worked with individuals or small group of students tutoring them as requested by teachers, assisted with the development of
instructional materials appropriate for ELL students, aquired and maintained familiarity with the State Academic Standards, served as a liaison between students, parents, and school administration, communicated to the teachers any unusual situations or
needs of students, performed other duties and responsibilities within the scope of employment.