Tuesday, February 24, 2015

ELLs and the Common Core: Cross-post from EdWeek

Response: ELLs & The Common Core - Part One

(This is the first post in a two-part series on this topic)
An educator who wishes to remain anonymous asked:
The CCSS hold a big challenge for ESL teachers, but at the same time, give us the freedom to choose appropriate materials, strategies, etc. So my question is: How can the school/administration make sure that these ELLs are getting quality (services) education?
Before-considering-how.jpg
Wendi Pillars has taught language learners in ESL/ EFL for 18 years, in grades K-12, both stateside and overseas. She is a member of the CTQ Collaboratory and serves on the leadership team for the Teacher Leadership Initiative as a cohort Facilitator:
Before considering how to address CCSS with ELLs, above all, invest in the time and effort to get staff and colleagues on the same page and realize each others' strengths--because in-house support for curricular shifts is irreplaceable. Working together to understand the rationale behind CCSS and inviting dialogue about its implementation and desired impact for your school are crucial next steps for success.
Administrators, once discussion is on the table, your role is to encourage teachers to try new things, to take risks, and to veer from the "way it's always been done." If teachers don't believe you have their backs, they're going to default to their old norms, the comfort zone. Some aspects of CCSS will be considered "disruptive" with measures of learning not effectively determined by any multiple choice assessment. Transparency and support must be available. Teachers will feel an incredible pull between multiple choice testing results (aka, teaching to the test) vs recommended assessments based in writing, presentation, argumentation, and instructional strategies like document-based questioning or project-based learning.
For teachers new to CCSS, this may be a tremendous change. For others, not so much. The key point here is to delve into CCSS together, and support the deep exploration of each standard. Compare CCSS to the "old" standards and show them how much they're already familiar with. Have honest discussions about areas of dissent, especially in light of the media onslaught. Having staff well-informed is priceless, particularly when they are the ones explaining it to parents.
Then take what's new (may be different for each individual) and prioritize a focus area in each of a language learner's domains--reading, writing, speaking, and listening. Emphasize the fact that each domain is represented for a reason, and that ALL learners will benefit from explicit instruction in each area. It's important to keep scaffolded and differentiated instruction and assessment at the crux/ core of any discussion--specific examples of what scaffolding/ differentiating standards look like in action provide a valuable hook for teachers' own practices. The more grades and proficiency levels exemplified, the better.
Discuss ways to emphasize explicit vocabulary instruction and what literacy looks like in all content areas. Then, together, in grade level teams or content areas, plan as many ways as possible for students to generate knowledge and express what they know. Discuss what success will look like for this work, and create common feedback and grading plans.
Having this type of CCSS foundation among your staff, while fostering the relationships so necessary for collaboration among specialists and content teachers, is critical to the success of CCSS--whether it's for ELLs or non-ELLs.
The thing is, taking the time to learn what CCSS is, how its implementation can benefit your students, and working as a school team to develop common approaches for instruction, output, and assessments, are all investments that demand time, thoughtful intent, and a holistic vision. No one said it would be easy, but you certainly can't expect teachers to go this one alone and get it right.

1 comment:

  1. Still fail I to strike the balance between the grammar methods (old ones) and the progressive ones where the teachers and pupils act as a companions not as a mentor and students( Do you have some piece of advice?)

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