District Administration - November 2008 - (Page 76)

supervisor’s opinion • eamonn o’Donovan Project GLAD engages teachers in a comprehensive model. staff Development for Teachers of english Language Learners art Costa’s 10/2 lecture format: 10 minutes of trainer talk followed by two minutes of teacher talk about what they just heard or saw. again, all strategies are introduced in the context of actual academic content. i have seen this engagement at my own school. teachers actively participated and made real connections to their own teaching methods. Maria Cristina Walker is a Project GlaD key trainer. in this role, she provides systematic research-based staff development to teachers of english language learners. a key element of her mission is to actively engage teachers in the assimilation and implementation of instructional practices rooted in local content standards and the latest research in language acquisition and cul- A trainer demonstrates GLAD staff development, where teachers observe tural literacy. lessons and then plan their own units. al practice is linked to content standards A proven record Project GlaD (Guided language ac- and addresses cultural literacy in a comquisition Design) is a U.s. Department of prehensive approach that gives teachers education Project of academic excellence time to practice, implement, reflect upon and a California Department of education and receive feedback on their efforts. The first stage of the process is twoexemplary Program. to garner these designations, Project GlaD offers methodol- day training on theory and practice for ogy and theory for the instruction of eng- a group of teachers. Walker introduces lish language learners that is research- instructional practices based on research based, field-tested in the classroom, and in language development, culture and has at least six years of successful standard- inclusion, brain research and literacy. ized test scores to prove its efficacy. Marcia teachers are familiarized with the key Brechtel and linea Healy first developed concepts on second language acquisition this model curriculum in Fountain Valley from the work of researchers such as steschool District in California. it is widely ven krashen and Jim Cummings. acaimplemented in western states such as demic vocabulary is highly emphasized, California, texas, arizona, new Mexico, and robert Marzano’s work is a feature. During the two-day introductory Washington and Oregon. Walker provides staff development for training, Project GlaD key trainers teachers who wish to raise the achieve- display samples of instructional stratement of the english language learners gies placed around a training center. Parin their classrooms. she offers compre- ticipants “walk the walls,” visiting each hensive staff development that melds strategy and learning how it is used in the theory and classroom application, dem- classroom. Walker explains and demononstration lessons, and coaching. Criti- strates these instructional strategies and cally, this training is staggered over time makes a concrete link to the research and avoids the “spray and pray” ethos of that supports them. teachers are fully one-time staff development. instruction- engaged during this process. Walker uses 76 November 2008 practicing strategies teachers are then encouraged to try one of the strategies during the time leading up to the second stage of staff development—the five days of demonstration lessons. These lessons are centered on a standards-based unit developed by Project GlaD key trainers. During these five days, teachers see demonstration lessons each morning and then debrief and plan their own units in the afternoon. each morning, teachers go to an actual classroom to observe Walker (or another key trainer) demonstrate model instructional strategies. she teaches lessons in the scope and sequence of the content that the students are studying at the time. During the demonstration, a second key trainer provides commentary for the group of teachers observing, pointing out key strategies and concepts, and answers questions. a debriefing after the lessons allows teachers to make connections to their own students, practice and content. This metacognition is critical in helping the staff development stick and makes it more likely that teachers will effectively employ the strategies they have learned. i have seen this in practice with my own staff, as the emphasis is on supporting District Administration

Table of Contents for the Digital Edition of District Administration - November 2008

District Administration - November 2008
School Breakfasts: An Added Value
Contents
Editor’s Letter
Letters
1-2-3 Campus Safety
News Update
Administrator Profile
District Profile
Snacks as Part of Your School Nutrition Program
Technology
Facilities & Construction
Admissions
DA Web Seminars
Leadership Assessment
How Well Does This Web Site Work?
New Products
Technology Books
Professional Opinion
Supervisor’s Opinion
Crisis Response
Problem Solution
Research Center

District Administration - November 2008