developing teacher leadership skills: instruc9onal ... · developing teacher leadership skills:...
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DevelopingTeacherLeadershipSkills: Instruc9onalCoachingTechniquesforEFLEducators
Thissessionwilldescribehowschoolsandotherins1tu1onscanbuildcapacityforservingEnglishlearnersthroughteacher-to-teachercoaching.
Duringthesession,par1cipantswill:• learnhowtoiden9fyprofessionaldevelopmentcoachesforcolleagues
• beguidedthroughtheEnglishLearnersintheMainstream(ELM)coachingprocess,aframeworkthatusespre-andpost-coachingobserva9ons,withafocusonbestprac9cesforEnglishlanguagelearners
• beprovidedwithatoolkitofresourcesforteacherprofessionaldevelopment
MichelleBenegasandAmyStolpestadDr.MichelleBenegasisanassistantprofessoratHamlineUniversityinSaintPaul,Minnesota.HerTEDXTalk,Confessions:NewTeacherofNewcomers,tellsofherearlyESLteachingexperienceswithMinnesota’snewcomerpopula9on.BeyondherworkinESLteacherprepara9on,Michelleisalsotheprincipalinves9gatoroftheELM(EnglishLearnersintheMainstream)Project,aU.S.DepartmentofEduca9on-fundedini9a9veaimingtoensurethatallteachersarepreparedtomeetEnglishlearners’needsthroughteacherleadership. AmyStolpestadistheDirectoroftheELMProjectatHamlineUniversity.SheisalicensedK-12ESLteacherandanexperiencedteachereducator.Amybeganhereduca9oncareerin1994withTeachForAmerica,teachingSpanishandEnglishinLouisiana.AWerearningherMasterofEduca9ondegreeattheUniversityofMinnesota,shetaughtelementaryESLinMinneapolisandSaintPaul.Mostrecently,Amyservedasaprogramdirectorandexecu9vedirectorforaneduca9onalnon-profitorganiza9on.
DevelopingTeacherLeadershipSkills:Instruc1onalCoachingTechniquesforEFLEducators
MichelleBenegas,Ph.D. AssistantProfessor
FacultyLead-TheELM(EnglishLearnersintheMainstream)Project
HamlineUniversity
AmyStolpestad,M.Ed.Director
TheELM(EnglishLearnersintheMainstream)ProjectHamlineUniversity
©2018byBenegas,M.,Stolpestad,A.DevelopingTeacherLeadershipSkills:Instruc9onalCoachingTechniquesforEFLEducatorsfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea1veCommonsAQribu1on4.0License,exceptwherenoted.Toviewacopyofthislicense,visithQp://crea1vecommons.org/licenses/by/4.0/
TheELMProject
• CreatedtohelpEnglishlanguageteacherssharetheirexper9sewithcontent-areateachersthroughinstruc9onalcoachingandteacherleadership
• InEFLseZngs,theELMcoachingmodelcan…• helpEnglishteachersshareknowledgeandexper9sewitheachother• buildprofessional,collabora9verela9onshipsbetweenteachers• improveinstruc1onforstudents!
TheELMProjectatHamlineUniversityisfundedbyagenerousgrantfromtheUnitedStatesDepartmentof
Educa9on'sOfficeofEnglishLanguageAcquisi9on(OELA).
TheELMProjectModelforCoaching
• EnglishteachersascoachesofteachersANDteachersofstudents
• Rela9onshipfocused• Sharedknowledge• Equity• Basedinconversa9on
Iden1fyingProfessionalDevelopmentCoaches
• Startwithvolunteers
• Greatcoachesknowhowtoworkwithadults
• Greatcoachesknowtheirsubjectareawell
WhoShouldBeCoached?
• Startwithvolunteers
• Findcolleagueswhoalreadyhaveagoodprofessionalrela9onshipestablished
• Chooseteachersthathavecommonplanning9me
Seta9metomeetwiththeteacherthatyouaregoingtocoach.• Haveaconversa9onaboutinstruc9onalgoals
• Boththecoachandtheteachershouldtakenotestorecordthegoal(s)
Step1:SetInstruc1onalGoals
Keyques1onstoask:• Whatwouldyouliketoworkoninyourteachingprac9ce?
• Wheredoyouseeyourstudentsstrugglingintheirlanguagelearning?
• Whatdoyouno9ceaboutyourstudents’Englishproduc9on?
Se[ngInstruc1onalGoals
Goals
Sampleinstruc1onalgoal:Increaseoralinterac9oninclass
ObservetheteacheryouarecoachingandlookforwaysthatstudentsareusingoralEnglishinclass.
Sampleinstruc1onalgoal:Increaseoralinterac9oninclass
Step2:ConductanObserva1on
Conduc1nganObserva1on
Thingstolookfor:• Opportuni9esforwholegroupinterac9on
• Example:ArestudentsusingEnglishwhenaskingques9ons?
• Opportuni9esforsmallgroupinterac9on• Example:Doestheteacherputthestudentsinsmallgroupsandgive themataskthatrequiresthemtospeakinEnglish?
• Opportuni9estoindividualinterac9on• Example:DostudentsworkinpairsusingEnglishtocommunicate?
PlantomeetsoonaWeryourobserva9oninaprivateplace.
Step3:Post-observa1onDiscussion
Sampleinstruc1onalgoal:Increaseoralinterac9oninclass
• Invitetheteachertosharewhattheythinkwentwellinthelesson
• Askwhattheywouldliketoimprove
• Shareyourownteachingsuccessesrelatedtothegoal
• Brainstormnewwaystoaddressthegoal
Conduc1ngaPost-observa1onDiscussion
Provideyourcolleaguewithstrategiesthatwillhelphimorherreachtheinstruc9onalgoal.
Sampleinstruc1onalgoal:Increaseoralinterac9oninclass
Step4:ShareInstruc1onalStrategies
SharingInstruc1onalStrategies
Whataresomeofyourfavoriteteachingapproachesforencouragingstudentstospeak?
Drawfromyourownteachingexperiencetohelpyougatherresourcestosharewiththeteacheryouarecoaching
Resourcescaninclude:• lessonplans• ac9vi9esfororalinterac9on• websites• ar9cles
Thepost-coachingobserva9onoccursaWercoachingconversa9onsandresourcesharing.
Step5:ConductaPost-coachingObserva1on
Sampleinstruc1onalgoal:Increaseoralinterac9oninclass
Conduc1ngaPost-CoachingObserva1on
Thingstolookfor:• Opportuni9esforwholegroupinterac9on
• Example:ArestudentsusingEnglishwhenaskingques9ons?
• Opportuni9esforsmallgroupinterac9on• Example:Doestheteacherputthestudentsinsmallgroupsandgive themataskthatrequiresthemtospeakinEnglish?
• Opportuni9estoindividualinterac9on• Example:DostudentsworkinpairsusingEnglishtocommunicate?
Thisisa9metodiscussandcelebratethechangesthatoccurredbetweenthepre-andthepost-observa9ons.
Sampleinstruc1onalgoal:Increaseoralinterac9oninclass
Step6:Post-observa1onDiscussion
Post-coachingObserva1onDiscussion
Samplepost-coachingobserva1ondiscussionguide
1. Doyoubelievethatyouhavemetyourinstruc9onalgoal?a. Ifyes,whatdidyoudodifferentlythathelpedyoumeetthisgoal?
b. Ifno,whatwillyoutrynext9metohelpyoumeetyourgoal?
2. Whatdidyoulearnaboutyourstudentsinthisprocess?
3. Whatdidyoulearnaboutyourself?
4. Whatwillyoudodifferentlyinthefuture?
5. Wouldyouliketocon9nueworkingonthisgoal?
Sampleinstruc1onalgoal:Increaseoralinterac9oninclass
Step7:ShareInstruc1onalStrategies
Thisisa9metofollowupwithmoreresourcesthatmightbeusefulaWerthepost-coachingobserva9onandrelateddiscussion.
SharingInstruc1onalStrategies(roundtwo)
Iftheteacherwouldliketocon9nueworkingtowardthesamegoalorhasaddi9onalques9ons,thecoachshould:
• gatheraddi9onalresourcesonthetopic• ar9cles• books• ac9vi9es• videos
• considerhavingtheteacherobservethecoachteach
TheELMToolkitforTeacherProfessionalDevelopment
❖ Coaching➢ ELMSupportToolforEFL➢ NormsofCollabora9on
❖ AcademicLanguage➢ BuildingAcademicLanguageObjec9vesforEFL➢ VideoLectureofAcademicLanguageforEFL
❖ Ac1onPlan➢ Descrip9onofELMforEFLAc9onPlan➢ ELMforEFLAc9onPlan
❖ DatabaseofResourcesforProfessionalDevelopment
• Coachingcanworkinavarietyofschoolse[ngs!• Howdoyouthinkthismodelmightworkwhereyouteach?
• Teachersinterestedincoachingcantaketurnsbeingthecoach
• NotallpartsoftheELMCoachingModelhavetobeused.Thekeyideaisthatthereisanopportunityforteacherstosharetheirexper1sewitheachother
Summingup….
ReferencesAguilar,E.(2013).Theartofcoaching:Effec9vestrategiesforschooltransforma9on.SanFrancisco:Wiley.
Bengas,M.,Stolpestad,A.,Mabbok,A.(2018).ELMToolkitforEFL.Retrievedfromhkps://drive.google.com/open?id=1x6QcIgZg4BxYF5k1i35xessxnsMbeVsG
Benegas,M.,Stolpestad,A.(2018).TheELMSupportTool.AdaptedfromKramer,Lundgren&Mabbok,2014.Retrievedfromhkps://docs.google.com/document/d/1h2Yqr_6WENzTwLZWYZCSxSuBXVBc7qMtslNL9rS_D9U/edit
Feldman,K.andKinsella,K.(2005).Prac9calstrategiestoimproveacademicdiscussionsinmixedabilitysecondaryContentAreaClassrooms.Retrievedfromhkps://www.ode.state.or.us/wma/teachlearn/commoncore/structuring-acad-discuss-.pdf
Knight,J.(2015).High-impactinstruc9on:Aframeworkforgreatteaching.ThousandOaks:CorwinPress.
WIDAConsor9um(n.d.).TheFeaturesofAcademicLanguageintheWIDAStandards.Retrievedfromhkps://wida.wisc.edu/sites/default/files/resource/Features-of-Academic-Language.pdf
Zwiers,J.C.(2011).AcademicConversa9ons:ClassroomTalkthatFostersCri9calThinkingandContentUnderstandings.Portland:Stenhouse.
Email:[email protected]
americanenglishwebinars.comamericanenglish.state.gov
facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators
Thankyou!