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IMPROVING ELL’ TEACHING EFFECTIVENESS OF STEM TEACHERS
COSA STATE EL ALLIANCE CONFERENCE
Karren Timmermans, Ph.D. Sandy Gutierrez, Ph.D.
Catherine Kim, Ph.D. Pacific University 15 March 2013
National Professional Development (NPD) Program
Title III grant funded through OELA (Office of English Language Acquisition), US Department of Education Provides funding for professional development activities
to improve instruction for English learners
5 year funding period: 2012-2017
ELSTEM: ESOL for STEM EDUCATORS
Goals: Aid secondary STEM teachers instructional effectiveness of ELLs Full integration of ELSTEM into teacher education programs
Participants over 5 years: 40 preservice STEM teachers (Woodburn STEM MAT) 80 in-service STEM teachers
Partnerships: 8 LEAs: FGSD, Woodburn, Bethel, Beaverton, Hillsboro, PPS,
Eugene 4J, Springfield Major characteristics:
Integration of STEM and ESOL for grades 6-12 STEM teachers
ELSTEM: Logic Model
Master of Arts in Teaching Degree ESOL Endorsement Program NSF Noyce Scholars Program Partnerships with local school districts. NPD Grant support
Develop and deliver online and face-to-face MAT-ESOL STEM endorsement course sequence (Initial ELSTEM Curriculum)
ESOL and STEM education faculty housed at Pacific University COE Eugene and Forest Grove Campuses
Recruit and provide on-going support for ELSTEM participants
120 in- and pre-service grade 6-12 STEM teacher cohorts
Improve ELSTEM faculty’s knowledge of EL-STEM connection
Inputs Outputs Activities Participation
Outcomes Short Medium Long
Improved ESOL interventions in participant middle and secondary STEM
Increase knowledge and awareness of EL-STEM connection by Pacific University COE Faculty and the partner school districts
Increase in STEM achievement by ELs
Increase in the percentage of new/veteran ESOL –endorsed STEM teachers in middle and high school classrooms
Enhanced partnership with partner school districts
Redesign ELSTEM curriculum based on the formal assessment of program effectiveness
Permanently integrate ELSTEM into Pacific University COE Teacher Education Programs
Improve High School Graduation Rates by ELs
Project Evaluation Data
Pre- and post-participation survey COE faculty& ELSTEM project staff preservice ELSTEM program participants in-service ELSTEM program participants
Baseline and end-of-program in-class observations
Changes curriculum & COE restructuring
ELSTEM Curriculum
Curricular goals and objectives Adapt current ESOL endorsement program courses to
meet the specific needs of in-service MS & HS STEM teachers
Adapt MAT STEM program courses to meet the needs of preservice STEM teachers teaching ELLs
One-year course delivery format Online Hybrid: Online & face-to-face
Program of Studies & TSPC Standards
Program of Studies
Educational Linguistics for ESOL Teachers
Literacy & English-Language Learners
Language Policy in ESOL Education
Cultural Constructs in Diversity & ESOL Education
Foundations of ESOL Methods
Methods, Assessment, and Technology
90-hour Supervised Practicum
Knowledge, Skills, & Abilities
Language
Professionalism
Culture
Planning, Implementing and Managing Instruction
Assessment
ESOL and STEM Integration Examples
Educational Linguistics: Emphasis on how linguistic concepts are applied in STEM subject teaching; linguistic action research project (theory into practice)
Literacy and English-Language Learners: Emphasis on how to effectively teach reading and writing in STEM subjects
ESOL Methods, Assessment, Technology: Sheltered instructional strategies (SIOP, SDAIE, GLAD) applied in STEM subject teaching; language assessment in STEM subjects; effective ESOL instructional technology use
Example: Cultural Constructs and Diversity in ESOL Education
Equips ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners
Candidates develop an understanding of cultural and linguistic diversity in ESOL education and ways to implement culturally responsive interventions to promote an environment conducive to learning for all students.
Course Format
Online format Required readings Discussion forum –
reply to questions and respond to classmates’ postings Posted activities and reactions
Informational slides Video clips Cartoons
Course projects Interview with an ESOL teacher Service learning: observations of and interview with an ELL
Cultural Identity & the Cultural Backpack
Course objective: investigate one’s own culture, students’ cultures, and the culture of schools in the U.S.
Candidates present a “Cultural Backpack”
Reflection assignment example
The Final Project
Written report with reflection
Interim reports on the progress of service learning, observations, and interviews
Documentation of service learning hours
ELSTEM: In-service Cohort 1
Start date January 2013 Orientation in December 2012 Initial in-class observation in January 2013 6 participants
Bethel Forest Grove Woodburn Hillsboro Portland
Initial preparedness Current status
participation course revisions
ELSTEM: In-service Cohort 2
Start date May 2013 Initial orientation in April Initial in-class observation in May Currently 10 applicants
Eugene 4j Springfield Woodburn Forest Grove
Future Direction
Expansion from 3 to 8 LEAs On-going changes and modifications to the
ELSTEM courses Permanent integration of the ELSTEM curriculum Impacts in EL education in STEM subjects
Questions and Contact Information
Karren Timmermans, Assistant Professor In-service ELSTEM program coordinator [email protected]
Catherine Kim, Associate Professor EL-STEM project director [email protected]
Sandy Gutierrez EL-STEM Instructor [email protected]