ESL INNOVATIVE SCHOOLS Phase 1 20062007

1
ESL INNOVATIVE SCHOOLSPhase 1 2006/2007

• Role of ESL focus teachers
• Primary objectives and expected outcomes
• Resources ESL pedagogy and language development
• Mentor teachers
• Culture of Inquiry
• ESL Innovative School plan and accountability
  framework

2
Role of ESL focus teachers

• to increase level of expertise in ESL pedagogy
  and language development
• to support inquiry processes and professional
  development for school staff towards a common
  understanding around ESL pedagogy and language
  development.

3
Primary objectives and expected outcomes

• to mentor a focus ESL teacher who then supports a
  group of teachers within the school who are
  engaged in ESL learning and development
• to build teacher capacity within a school in ESL
  and literacy pedagogy for ESL learners
• to develop knowledge and understanding of
  culturally inclusive curricula
• to develop a supportive learning environment and
  promote student well being
• to improve learning outcomes for ESL learners
• to develop models for improving ESL practice
• to develop capacity for teacher inquiry and use
  of data to inform practice

4
Resources ESL pedagogy and language development

• ESL Scope and Scales Modules 1-6 and the ESL
  Scope and Scales Moderated evidence
• ESL professional development courses
• - ESL in the Mainstream
• - ESL in the Mainstream Online
• - ESL in the Mainstream for the Early Learner
• - Language and Literacy classroom applications
  of functional grammar

5
(No Transcript)
6
Mentor teachers

• A mentor is
•         a role model
•         a challenger
•         an encourager
•         teacher and coach
•         approachable
•         a receptive listener

7
Mentor teachers

• Mentor teachers do not have to
• have all the answers
• be an emergency relief teacher
• withdraw groups of students
• feed into the performance management process
• manage under performing colleagues

8
Qualities of an effective mentor

• credibility and experience
• knowledge, skills and competence
• commitment
• appropriate interpersonal skills
• communication skills
• patience, sensitivity and perceptiveness

9
Culture of Inquiry

• Inquiry is a process to facilitate critical
  reflection involving
• action research
• critical dialogue
• classroom/work-place observations
• journals
• critical data analysis
• portfolios
• text analysis
• program evaluation

10
Inquiry questions

• Examples of inquiry questions include
• What processes will ensure that we have effective
  data to guide ESL teaching and learning (using
  data for planning, monitoring and improvement)?
• What are effective intervention strategies for
  ESL learners?
• What are the effective practices being used at
  your site to improve literacy outcomes for ESL
  learners?

11
ESL Innovative School Plan and Accountability
Framework

• record keeping
• reporting
• timeline

12
ESL Innovative School Plan and Accountability
Framework
data

• Current
• situation

Outcome
intervention
strategies
13
Modbury High School ESL Scope and Scales focus

• ESL focus teacher purpose to expand the ESL
  scaling group and build teacher capacity
• Identified group of teachers of ESL learners from
  4 different learning areas
• Professional development in ESL Scope and Scales
  for 4 teachers ESL District Service provider
• ESL focus teacher ESL S S professional
  development to whole school staff
• Expansion of expert ESL focus group to 8
  teachers who now take part in scaling process

14
Modbury High School

• Data collected from ESL focus teacher
  improvements in scales for ESL learners
• ESL focus group of teachers now wanting further
  professional development to use ESL Scope and
  Scales as not only an assessment document but for
  teaching and learning
• Leadership in school now involved with ESL Scope
  Scales and profile of ESL focus teacher raised
  within whole school community.