National High School Center Summer Institute Washington, S.C. Tuesday, June 12, 2007

1. Literacy for Adolescent English Learners: Building Capacity for Quality ProgramsAída WalquiDirector, Teacher Professional Development ProgramWestEdawalqui@wested.orgwww.wested.org/qtel National High School Center Summer Institute Washington, S.C. Tuesday, June 12, 2007

2. Issues that need to be addressed • Language mediates all learning. For English Language Learners the development of literacy skills entails both building the tool and the product of learning at the same time. • To teach something, teachers need to know it explicitly. Most teachers in high school are disciplinary experts, but their knowledge of the language needed to demonstrate their expertise is implicit. Disciplinary language awareness is a must for teachers.

3. Teachers going through QTEL professional development learn by participating in activity

4. This enables them to understand the disciplinary language and the pedagogy necessary to develop rich literacies in English as a second language

5. We seldom see quality instruction with English Language Learners Quality is characterized by QTEL’s principles: • SustainAcademic Rigor in teaching English Learners • HoldHigh Expectations in teaching English Learners • Engage inQuality Interactionswith English Learners • Sustain aLanguage Focus in teaching English Learners • Develop Quality Curriculain teaching English Learners

6. high challenge ‘FRUSTRATION’ ZONE ‘APPRENTICESHIP’ ZONE (ZPD) low support high support ‘NOWHERE’ZONE ‘POBRECITO’ ZONE low challenge Teaching Learning Zones(adapted from Mariani, 1997; Hammond and Gibbons, 2007)

7. Building Capacity • At the school level: Nested, coherent professional development that encompasses : ESL, subject matter teachers; teacher supporters (professional developers, coaches, instructional support specialists, curriculum directors); educational leaders. • East Side Union High School District, 5 schools

8. Work with Educational Leadership All teachers (6 days) Informal teacher Leadership (2 more days) Formal teacher Leadership (4 more days) Figure 1: Ripples of impact on Teacher professional Development, Year 1

9. Whole School Improvement All teachers Informal teacher leaders Formal teacher leaders Figure 1: Ripples of impact on Teacher professional Development, Year 1 Irvine Grant

10. Capacity building in a large urban district: The New York City case • Multiple embedded model of working with teachers, teacher support specialists, educational leadership • Processes at each level mirror what happens at other levels

11. A Model of Professional Development Apprenticeship PHASE 1 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers KEY PARTICIPANTS WestEdTPD Team W W ELL Instruct.Support Specialist ISSs ISSs ISSs Teachers inApprenticeship TIA PARTICIPATE AS LEARNERS ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION

12. A Model of Professional Development Apprenticeship P/O W W W T T ISSs ISSs ISSs ISSs T T TIA TIA O T = Teacher P/O = Participant/Observer O = Observer PHASE 1 PHASE 2 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/Observation ISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs KEY PARTICIPANTS WestEdTPD Team ELL Instruct.Support Specialist Teachers inApprenticeship PARTICIPATE AS LEARNERS OBSERVE AND REFLECT ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION

13. A Model of Professional Development Apprenticeship PHASE 1 PHASE 2 PHASE 3 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/Observation ISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs Mentoring/Coaching ISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching KEY PARTICIPANTS WestEdTPD Team W W W W ELL Instruct.Support Specialist ISSs ISSs ISSs ISSs ISSs Teachers inApprenticeship TIA TIA TIA PARTICIPATE AS LEARNERS OBSERVE AND REFLECT IMPLEMENT WITH COACHING ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION

14. A Model of Professional Development Apprenticeship PHASE 1 PHASE 2 PHASE 3 PHASE 4 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/Observation ISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs Mentoring/Coaching ISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching Appropriation ISSs supports TIAs in providing rigorous academic language and content knowledge to secondary English learners with WestEd consultation KEY PARTICIPANTS WestEdTPD Team W W W W W ELL Instruct.Support Specialist ISSs ISSs ISSs ISSs ISSs ISSs Teachers inApprenticeship TIA TIA TIA TIA PARTICIPATE AS LEARNERS OBSERVE AND REFLECT IMPLEMENT WITH COACHING IMPLEMENT WITH CONSULTATION ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION