Narrative for MAT ESOL Online  Professional Responsibility

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Cynthia Mallard

Georgia State University

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Narrative for Domain 4: Professional Responsibility

TESOL Standards

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5a. Educating our ELLs is built on collaboration.  Our relationships dictate every thing. Collaboration is how we plan for effective and differentiated instruction. Collaboration with ELLs families is how we understand behavior culturally and academically of our students in class.   Our students learn not just from teachers, but learn more from their peers through collaboration. Collaborative strategies I’ve use range from peer learning to co-teaching with my mentor teachers to working with parents who can relay their students’ strengths and weaknesses.

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5b. We must remember when an advocate being for our ELLs that there are school, district and governmental policies that govern the education of ELLs.  Laws such as the Equal Educational Opportunities Act of 1974 requires states to ensure equal participation by  everyone and to commit to removing  language barriers for equal opportunity to education.  ELLs participation have to meaningful.

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5c. As an instructor I am committed to ongoing professional learning and self assessment.  Long gone of the days of teachers who are aimlessly instructing.  I have learned if the instructor is in error in the classroom this means that we are making the flaw of leading hundreds down the wrong path. As an instructor I am committed to attending professional learning days, meeting the needs of diverse students and collaboration with our student’s community. We teach and implement strategies for instruction based on evidence.

5d.   As a teacher we build and implement plans to help our students grow, but we as instructors grow also.  One way we are sure to grow is by using feedback from teacher evaluations and observations that happen throughout the year.

 

 

InTASC Standards 9 Professional Learning and Ethical Practice & 10 Leadership and Collaboration (Critical Dispositions not included)

 

         9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.

            As an instructor  it my job to be aware of the ever changing landscape and how it affects the students I teach every day.  Curriculum I’ve have taught  in the classroom demonstrates understanding of culture, criticality and joy. 

 

9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

            In my schools, where I am a trusted and competent teacher  I do my best to advocate and model best practices.  Those best practices can include appropriate documentation, timely submissions and exhibiting models of ethical behavior.

 

 

9(c) Independently and in collaboration with colleagues the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

            As a teacher we use a varied amount of data when assessing students.  It ranges from standardized testing in content areas such as math, science and social studies where its criterion based.  We are also using our language objectives.  For both we are meeting possibility weekly to determine what is effective or ineffective in our content areas.

 

 

9(d) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.

            Technology plays a big role in instruction delivery.  Society is technologically advanced so why shouldn’t our classrooms be also.  Educators such as myself adhere to the International Society for Technology Education standards to inspire and help students become part of the digital world. Any lesson can be taught wth technology. Technology allows students to easily grasp methods and concepts through application designed with students at the center.

 

 

9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.

            With technology we able to put together a more accurate snapshot of our own understanding and bias.  With a touch of button we can transport students to different countries to examine life and culture that may be connected to our students.

 

 

9(f) The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.

            Social media

 

9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

 

 

9(h) The teacher knows how to use learner data to analyze practice and differentiate instruction accordingly.

             In holding to the standards of ISTE, I am already thinking more of differentiation on the digital platform.   I’ve seen computational thinking at work.  Students are engaged in computational thinking of figuring out algorithms and pattern recognition among others.  Digital applications capture each students work allowing me to analyze what students may need more support.

 

 

9(i) The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.

 

 

9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse ).

            Teachers not only are teachers, but I like to think of myself as a protector for those whoa have not built up the skills or endurance to do it for themselves. Teachers are mandated reporters.  I take this duty serious and I know I am legally obligated.   We know it must be within 24 hours of belief that an incident has occurred. 

 

 

9(k) The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.

            Our evaluation system used to give observe and give feedback to teachers is the  Teacher Keys Effectiveness System.  I often refer back to TKES to make sure I’m on task toward my goals of delivering effective instruction.

 

10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

            I believe if we fail a student, we are all responsible.   That means I as a teacher takes responsibility with the child’s village.  By village I mean my coworkers, counselors, reading specialist, community leaders.  We are all on this mission together.

 

 

10(b) The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.

            TESOL SEE 9J AND 9K

 

 

10(c) The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.

TESOL SEE 5A.        

 

 

10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. TESOL SEE 5A.

 

 

10(e) Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well being.

            TESOL SEE 5a.

 

 

10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

TESOL PLEASE SEE 5a and 5b.

 

 

10(g) The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.

 

 

10(h) The teacher uses and generates meaningful research on education issues and policies.

 

 

10(i) The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.

            In my professional learning it is my responsibility to take the lead in learning activities.  As teachers we are leaders and must accept every aspect of the role  to show students they can be the leaders of tomorrow.

 

 

10(j) The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.

TESOL see 10 L.

 

 

10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

TESOL see 10 L.

 

 

10(l) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.

            Our schools are organizations operating through historical, cultural and political.   There was a time where schools were separate and not equal historically. This phenomenon step people of color behind. Culture that black and brown came with was looked at through a negative lens and politically death could fall upon those who sought education.  With those social context as a backdrop we have to be the ones to  bear the torch light and torch of change.

 

 

10(m) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.

            TESOL see standard 1

 

 

10(n) The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.

            I adhere to the professional standards of the Georgia Professional Standards Commission.  That means I will remain certified , use ethical conduct, and maintain professional development. I will engage in the TKES system and maintain high expectations in delivering exceptional instruction.

 

 

10(o) The teacher knows how to contribute to a common culture that supports high expectations for student learning.

            I will create supportive and challenging environments. If you believe students can reach a certain expectation and you reveal those goals to students, students usually rise to the occasion.  Sometimes when expectations are set high it gives students something to reach for.

 

References

 

Colorín colorado. Colorín Colorado. (n.d.). https://www.colorincolorado.org/

Home. ISTE. (n.d.). https://iste.org/

Muhammad, G. (2021). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.

Mypsc.gapsc.org. (n.d.). https://mypsc.gapsc.org/

Proven tools and support to help educators and multilingual learners succeed. WIDA. (n.d.). https://wida.wisc.edu/

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Collaboration Action Plan

 

 

Cynthia Mallard

 

 

TSLE 7440: Methods and Materials for The Bilingual/English

As a Second Language Teacher

Department of Middle and Secondary Education

College of Education & Human Development

Georgia State University

Margo Williams, Ph. D.

Fall 2022

 

  

      It has been wonderful and insightful as we as educators of Els have discovered how to

differentiate instruction, how to scaffold and assess our English language learners.   While we have been

focused on the Els themselves and the relationship between our Els and us as their teachers, there is far

more that goes into producing a successful environment for our Els.   We can have the best of scores

and strategies, but that can only go so far without support from the environment that our Els are a

a part of everyday inside and outside of the school setting.   To make sure Els get the support or the

reinforcement in their community it is pivotal everyone in our Els lives is invested in their short

term through their long- term success.

     To make sure we are operating on the same page, we must

 establish a system of collaboration and an institution of collaboration. We have have to make sure that

 the socio-cultural needs of our Els are being met.  We will talk about these needs when it comes to

effective programs, advocacy and assessments that keep our Els culture and identity at the forefront

when making decisions. We will discuss our short-term action plan when we meet with our Els

newly, our medium-term plan that can span for a year and then finally we will delve into our long-term

 action plan three to four years in the future of our Els development. We are moving toward providing

a highly collaborative practice to benefit Els.

 

     Effective evaluation and assessment is a part of the vision.   Our Georgia

Professional Standards states, we as educators must apply varied assessment for Els,

including classroom- based, standardized and language proficiency assessments.   Not only do

we apply them, but we must understand how to analyze and interpret data to make

informed decisions that promote English language and content learning (GAPSC 4.0).   We want to

 maintain consistency.  For this reason, it imperative that all results are communicated to the other

educators and Els families that make up their world.

  

Short Term Action

     It is always my intent and colleagues’ intent to provide individualized instruction for our Els.  We

are to consider their culture, academic and other differences as outlined by Singer in differentiating

learning and strategies to reach Els. (Singer 2007).  When an El is introduced into our class we must

consider where they came from.  Are they foreigners or U. S. born.    The Teachers of English to

Speakers of Other Languages (TESOL) International Association states know your learners (TESOL

International Association Writing Team,2018).  We have to understand their background and if it

impeded or affected their education.  It is our goal as educators to provide   effective instruction and to

 establish a rock-solid plan to collaborate to benefit our Els.   I learned this can be done by adhering to

federal and state policies for English language learners immediately in the short term.  

One of the most important responses or decisions to come out of our federal and state

guidelines concerning Els is the fact that we as educators, we as a district are responsible for meeting

 the needs of Els (WIDA 2005).   

 

     In addition, another short- term action plan would be finding out the

 background of an English learner.  Again, are they foreign born or U. S. born? Could there have been

any effect or circumstance that hindered their education or were they learning in a different way

 previously?  Another immediate action plan is we can plan to hire administrators, family liaisons or

 interpreters that can accommodate Els and their parents’ language needs. I as well as other colleagues

learned under Title VI of the Civil Rights Act, schools are legally required to communicate with parents in

 a language they can understand.  Another short-term item that can be established is a bilingual or

multilingual classroom. We would immediately label walls, doors, desk with the home language of Els.  

This is a way of bringing and considering the culture and heritage of our Els.  Also, with the readiness of

technology today, it would be swift and doable to institute bilingual computer software to

accommodate our Els.

 

Medium Term Actions

 

Again, we know that effective evaluation and assessment is a part of the puzzle.   Our Georgia

Professional Standards states, we as educators must apply varied assessment for Els,

including classroom- based, standardized and language proficiency assessments.   Not only do

we apply them, but we should understand how to analyze and interpret data to make

informed decisions that promote English language and content learning.   We want to

 maintain consistency.  For this reason, it imperative that all results are communicated to the other

educators and Els families that make up their world.   When an El is introduced into our class we have

the responsibility to consider where they came from.  Again, we are asking ourselves are they foreigners

or U. S. born.    We must understand their background and if it impeded or affected their education.

 It is our goal as educators to provide effective instruction and to establish a rock-solid plan to

collaborate to benefit our Els.   I learned this can be done by adhering to federal and state

policies for English language learners.   One of the most important responses or decisions to come out of

our federal and state guidelines concerning Els is the fact that we as educators, we as a district are

responsible for meeting the needs of Els.    With that mindset and standard established there are

 advantages.   One advantage that can be done in the medium to long term frame would be to ask

 administrators and districts how federal Title III funds are being used.   We want to plan so we need

to know what kind of resources, exist to facilitate us in and outside of the classroom.

We can determine if our school has a ESL program already.    If there isn’t one in place, we can research

and find programs that may be established elsewhere and bring the resources to our students.

As an instructor I can use data to inform my instruction of Els.  With that said

we want accurate data, real world indicators, and data that shows growth.   I loved the example 

of using oral language assessments.    These oral or audio recordings taken throughout the year

as we understand can be used in assessing if an El has acquired English.  

 

Effective reading is one of our crucial literacy domains we aim for.    Progress in reading can be

determined.   Wright tells us that progress in reading can be demonstrated through running records

taken. throughout the year, through logs of books read and through literature response projects (Wright

2017).   With Writing, another crucial literacy domain, we can monitor and determine an Els progress 

through journals and through other written projects across content areas.    I know that in my class

through the year in social studies and math, I have used journals or portfolios to determine progress in

those content areas from the first day of school to the end of the year.

Another medium-term initiative that’s feasible is holding parent and family night events

 throughout the year at the school or in the community.  It’s not an immediate event.   It’s one

 that can happen after planning and engaging all of our El stakeholders  from parents to

community leaders. The message it sends is that our doors are open.   This type of event also

provides super parental engagement and is effective in building trust.

 

 

Long Term Actions

 

We have discussed short term and medium-term actions to ensure effective instruction and

collaboration.  Now let’s explore long term items that could be a solution.    Our long term would be

three years and beyond.  One long- term option that would provide an amazing service would be to

create a family literacy program.  We know some parents of Els do not speak English or speak very little.

As Wright says the program or classes could be held during the day.   It’s a great program that 

administrators, teachers and the community could pitch in together to get started long term within

three to four years and beyond.    I really seek to do this in our community.     Much like their children,

 the parents would understand what their children are feeling and how they are navigating this whole

new world of language and content.    We would use assessments for parents that are used with our

child Els in the classroom.   Can you imagine the progress that we all would witness between our Els’ 

children and adults?  That’s exciting!

Of course, in this process and journey you have to self -assess, reflect, and participate in career

 long self-development.   We participate in career long self-development by attending local and

 national bilingual education conferences.  As the years change, so does research, so does data

 and so does process.   As there is new research done, new literature emerges that we as

educators must subscribe to every day. It’s also a great idea to join professional organizations

 that serve Els.

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      It is time to advocate strongly for Els and their families.  Sometimes we have seen a lackluster

attempt at advocating for Els.   In the past we have seen educators ask for a resource for Els and

be met with a simple answer of no there is not enough time or no there is no money.    We know as

educators there is always a way to meet students and families where they are with or without

resources others said were not available. We have learned many of our Els come from lower-

socioeconomic home and communities. They are as Wright says typically the least empowered

individuals in our society (Wright 2007).    I along with colleagues have witnessed parents of Els and Els

 themselves remain silent on issues that they were unfamiliar with.   Not only are we educating child Els,

but we are educating the world that Els belong to and that they come into contact every day. The most

important mindset according to Singer is to value English learners’ assets.  Singer states, “Ensure Els and

all students feel affirmed and valued as members of the learning community. Build Trusting

relationships with Els that foster safety and belonging, which are foundation to academic risk taking

(Singer 2018) .  When we truly value Els and what they offer society, we advocate innately.   I have

learned teaching is about relationships and building ones that last in the classroom and outside the

classroom.   Cohan is correct in stating, ”the results from building these relationships is aincreased self-

confidence for our students, stronger connections to school life, more engaged families, and multiple

sources of support for the English learner(Cohan 2020).

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References

Cohan, A. (2020). Team up, speak up, fire up!:Educators, students, and the community working together to support English learners. ASCD.

 

Proven tools and support to help educators and multilingual learners succeed. WIDA. (n.d.). Retrieved November 26, 2022, from https://wida.wisc.edu/

 

Singer, T. W. (2018). El Excellence every day: The Flip-to guide for Differentiating Academic Literacy / tonya ward singer; foreword by Jeff Zwiers. Corwin.

 

Teachers of English to Speakers of Other Languages (TESOL). 2016. English learners and ESSA: What educations need to know. Alexandria, VA: TESOL Press.Retrieved from

 

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.

 

Wright, W.E. (2019).  Foundations of Teaching: English Language learners, Research, Theory, Policy and Practice (3rd ed.).

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