Teaching-Learning Collaborative (TLC)

1. Teaching-Learning Collaborative (TLC) Transforming professional development for teacher preparation faculty and classroom teachers through collaboration and inquiry Antioch University Los Angeles Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

2. This project was implemented in Los Angeles schools where the needs of English learners are arguably the greatest in the nation. 94% of English learners speak Spanish. California schools are, by law, limited to English only instruction. 44% of CA students are English learners compared to national school average of 16%. The Los Angeles Unified School District enrolls three quarters of a million students. 73% of are of Latino heritage; 41% are English learners; Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

3. Teachers’ Voices “There’s a lot of fear. With my kids, many of their parents have immigrated from Mexico and Oaxaca and there’s a lot of fear that they will be sent back.” Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

4. English Learner Academic Achievement in LAUSD • Levels of learning among English learners continue to be 1-3 years below grade level (K-8) • High school graduation rates for Latinos enrolled in LAUSD hover around 61% Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

5. The LAUSD also has a Serious Teacher Retention Problem • 10% leave district before end of first year. • 20% leave within three years. • Over 50% of the teachers in low socio-economic urban schools leave within five years. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

6. Teachers’ Voices • The biggest challenge for me has been teaching the way that I want to teach. Open Court [district mandated, scripted language arts curriculum] is not the way I believe children, especially second language [learners], should be taught... The biggest frustration is that [teaching is] being treated like a job, and we’re just being trained to do our job. It’s not considered an intimate endeavor where teachers can create a curriculum or a classroom in which children can thrive. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

7. TLC Guiding Principles 1. Collaborative rather than directive 5. Working with current theory and research in English language development, instructional strategies, and existing programs for English learners. 2. Constructed rather than scripted 3. Getting to know students 4. Inquiry-based teaching and learning Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

8. Collaborative and Constructivist • Engaging learners at their levels of experience and knowledge (Piaget) • Sharing authority of knowledge and expertise (Freire) • Demonstrating mutual respect (Rawls) • Acting on, working with, reflecting upon, mentoring. (Vygotsky) Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

9. Getting to Know Students • Assessing prior knowledge is essential to the ability to build future learning. • Students’ interests must also be taken into account (Dewey) • Respectful, meaningful relationships are essential. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

10. Inquiry-based Teaching and Learning Learning takes place in response to questions. Put otherwise, developing questions leads to knowledge-seeking. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

11. Working with current theory and research in English language development, instructional strategies, and existing programs for English learners. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

12. We Focused our Work on Three Populations Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

13. Faculty Development ProjectAntioch University Los Angeles • Objective: Improve preparation of new teachers to provide effective instruction to English learners • One year project • 70% of the faculty are part-time • Seven workshops • Individualized sessions with smaller groups Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

14. Faculty Development ProjectModeling Collaborative Trust-building Getting to know students -modeling trust building and mutual respect, facilitators worked with instructors using methods that allowed them to get to know each other in ways unlikely in regular day-to-day work situations. Faculty Authentic relationships TE candidates El students Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

15. Faculty Development ProjectModeling Collaborative Trust-building • After each exercise, instructors discussed how the same activity could be used in their courses, which would then model for TE candidates what they could do with their students. Faculty Authentic relationships TE candidates El students Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

16. Faculty Development ProjectCollaborative and Constructivist • Together, instructors read material on participatory and liberatory education, connecting those ideas to authentic work with their students. • Discussions generated a framework for change that focused on deep knowledge, individualized instruction, and authentic relationships among faculty and project staff. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

17. Faculty evaluated the community building highly Best parts of the workshop: “The activities that helped us engage in dialogue because it helped me build community and feel connected.” “Talking to each other. I can work better when I know someone’s stories (even personal stories). We need to develop the community of faculty.” “Working in small groups, sharing and listening to each others’ stories. Getting to know [other] staff.” “The team building and sharing portion. It creates a connection with the other people involved in the program.” “Enjoyed the community building activities and the ‘threads of life’ activities.” Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

18. Faculty Development ProjectLearning About StudentsFaculty examined assumptions about English learners. 85% are at or below poverty level. Very respectful. They rarely doubt a teacher. Student skills differ depending on their histories Are they from rural or urban areas? Economic status? Attitudes towards teachers? Virtually all English learners are Spanish speakers. Family is very important. Many families risked their lives so their children could get a better education. Family attitudes about education? Interests and values? Household arrangements? Many large families live in one bedroom apartments. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

19. Faculty Development ProjectInquiry Led to Working with Theory, Research, and Strategies • In a trusting atmosphere, faculty could question what they really knew about ELD, strategies for teaching English learners, and what was significant for their candidates to learn. • They moved beyond, “It is just good teaching.” Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

20. Mini-universities In some instances, the “mini-university” allowed faculty to teach each other. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

21. Faculty Development ProjectDifferentiated Instruction for Faculty Faculty with less knowledge of English learners were given individualized, hands-on workshops with an ELD expert to build their knowledge. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

22. Faculty Development ProjectWorkshop Outcomes • Participating instructors modified their course syllabi in collaboration with others. • Some instructors met with ELD expert and project staff to support syllabus work. • Collectively, instructors made curricular recommendations to administrators. Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

23. Teaching Learning CollaborativeKeys to Make Professional Development Meaningful in Any Group • Demonstrate mutual respect by engaging participants in the planning • Build trust by getting to know one another • Find out what participants know, need to know, and want to know • Make opportunities for creative, collaborative work • Provide consistent follow up Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”

24. We invite you to view our companion presentation, TLC for K-5 teachers, which can be downloaded from our website: www.tlc.antioch.edu. For more information on the TLC project, please contact Dr. Cheryl Armon, at cheryl_armon@antiochla.edu Celebrate Our Rising Stars Summit VI “Preparing ELLs to Succeed in the 21st Century”