The Anatomy of Systemic Support for Immersion Programs

Independent and Interdependent

State

School

District

The Six Administrative Virtues of an Immersion Principal

Become Well-versed in the Non-negotiables

Know what to look for Regularly acknowledge their evidence Give specific praise related to the non-

negotiables

Hire Well

Look for Evidence of Exceptional Teaching Skills and Native-like Target Language

Select Compatible/Complimentary Partners

Compatible and Complimentary

Compatible Traits Complimentary Traits

Work Ethics Curricular Strengths

Collaborative Disposition Management Style

FlexibilityDiversity in Background, Talents

and Skills

Allocate and Fund Teaming Time

Every week (before, during or after school) Allocate 1-2 days before school Allocate 1 day prior to the first conference

Protect the Target Language Instructional Time

Math in Spanish

Spanish Literacy

Content Areas in Spanish

Reinforcement in English

English L.A.

Spanish / English Dual Immersion Instructional Time: Grades 1-3

Math and ContentAreas in Spanish (90min.)

Spanish Literacy (90min.)

English L.A. (90 min.)

Math and ContentAreas in English (90min.)

Math and Content Areas in Spanish

Spanish Literacy

Math and Content Areas in English

English L.A.

Spanish / English Dual Immersion Instructional Time: Grade 4-6

Protect the Target Language Instructional Time

Facilitate Regular Parent Meetings

Back-to-School or Before School 2-3 Weeks Before 1st Conference Spring

– Get Feedback and Set Goals

Be an Enthusiastic Advocate

District Leadership and Support for Dual Immersion

Dual Immersion Steering Committee

-Principals-Dual teacher specialist-World language specialist-Math/Science/Social Studies specialist-Elementary director(s)-Jr. High director -Equity-Parent/University rep.

Dual Immersion Steering Committee

Meets monthly following another principals meeting

Share information, materials, PD, application process, recruiting and hiring…

Get input from various stakeholders and keep everyone informed.

Instructional Support

Development of curriculum maps Ordering of all state and district adopted

materials Classroom observation and coaching Target language support Keep everyone on track with “Non-

Negotiables”

Assessment

Coordination of math benchmark assessments

Coordinate end of year assessment. Collect data on student academic and

language achievement

Application Process

Handled by district for all schools Clear, concise process for application and

lottery

Recruiting, Hiring and Retention

Constant recruiting for new teachers Interviewing done by committee at district

with principal making final decision. Training and support for new teachers each

year.

Informational Parent Meetings for Potential Applicants

District prepares power point and materials for evening meetings at schools.

Present meeting with principals

Communication and Public Relations

Keep updated website on dual immersion Publish information in district and local

newsletter Present about dual immersion to various

groups and stakeholders Keep all district leaders informed Keep superintendent and board members

informed of program

Informational Parent Meetings for Potential Applicants

District prepares power point and materials for evening meetings at schools.

Present meeting with principals

Communication and Public Relations

Keep updated website on dual immersion Publish information in district and local

newsletter Present about dual immersion to various

groups and stakeholders Keep all district leaders informed Keep superintendent and board members

informed of program

Be There For Them!

Provide support for principals and teachers in any way we can!

State Level Support

VISION

Vision

Schools

1. Program Design

2. Curriculum Materials

3. Professional Development

Utah State Office of Education

1. Consistent program design across school sites

2. Curriculum for content and literacy by language

3. AUDII plus 4PD sessions throughout the year immersion endorsement

Immersion Program Infrastructure

Schools

4. Assessing classroom level instruction

5. The principal is the expert

6. Evaluating program success

Utah Office of Education

4. Administrator support (networks, community of practice, observation ’look fors’)

5. Coordinators provide specialized support

6. State coordinated assessment of language and academics

Immersion Program Infrastructure

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