According to Wanda Hamilton, who oversees staff development for the district, educating faculty and staff on
teaching language minority students «drives everything.»
Not exact matches
One faculty member
teaches about issues of power in society (gender and
minority status, for example) by asking
students to analyze their own cultural perspectives (such as their cultural history,
language, and literacy).
Although the average gains of
Teach to One
students in most demographic sub-groups outperformed national norms — including for
language minority, special education, and low - income
students — that did not hold true for black
students.
As a classroom teacher who
taught in Aboriginal communities for many years and then as a researcher working with
minority language students, I have long questioned why particular groups of
minority students tend to under - perform in school.
The No Child Left Behind Act in 2001 included
language requiring states to «ensure that poor and
minority students are not
taught at higher rates than other children by inexperienced, unqualified, or out - of - field teachers.»
Read the research brief on
Teaching Secondary
Language Minority Students (www.crede.ucsc.edu/research/llaa/rb4.shtml) to learn four things teachers should do to support
language development in secondary school learners; for example, how to help Tommy, a 7th grader who has not been in school since he completed 5th grade in his native country.
Furthermore, teacher quality especially affects
minority and economically disadvantaged
students, many of whom are English
language learners (National Commission on
Teaching and America's Future, 1996; Chauncey, 2005).
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.
As part of this vision, the NTC scales high quality teacher induction services to a national audience and works closely with educators and policymakers nationwide to serve low - income
students,
minority students, and English
language learners, who are otherwise often
taught by inexperienced teachers.
The Power of Culture:
Teaching Across
Language Difference examines the pedagogical and political supports necessary to give
language minority students a high - quality education in mainstream classrooms.