1 / 9

Director of English Education - Research, Develop, and Implement Effective English Language Arts Programs

This position requires the director to research, advise, and develop programs that address shifts in English Language Arts. They will also review and recommend texts, develop assessments, and facilitate communication among department chairs and instructional coordinators. The goal is to focus on instruction, struggling teachers, and strategic development for improved performance. The director will collaborate with colleagues and follow the identified standards scope and sequence.

skathleen
Download Presentation

Director of English Education - Research, Develop, and Implement Effective English Language Arts Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Concept English* Requirements Updated 8/20/2014

  2. Director of English • Research, advise, and develop programs to address shifts in English Language Arts • Articulate a vision for Concept Schools’ literacy • Curriculum writer and resource evaluator • Co-collaborator on curriculum adaptions, instructional delivery, standards/assessment mastery, and re-teaching suggestions • Review, recommend, and approve texts • Review and develop assessments • Guide and facilitate communication among Directors, Instructional Coordinators, Coaches and Department Chairs • Develop Disciplinary Literacy Plan and monitor RtI implementation • Design and facilitate Professional Development • Develop and implement 3 English Special Events

  3. Process for Year • Director of English Education will: • Reach out Twice Monthly to Department Chair • Expectations, Required Forms, Meeting Notes, and Resource Questions • Funnel materials approval through Department Chair • Reach out Three Times a semester to Individual Teachers • Comment on lesson plans, areas of strengths and improvements, and strategic curriculum/assessment direction Goal this year is to focus on instruction, struggling teachers, and strategic develop for improved performance. Teachers may contact me at anytime.

  4. Unit Design Options • Use Master Curriculum – adapt to fit significant concept/essential question to your text and resources • Use Textbook – adapt to include a significant concept/essential question and other Concept requirements outlined in slide 7 & 8 • Both options – teachers select novels, and other materials that fit into units focused with significant concept/essential question

  5. English Units/Lesson Requirements: • Use Understanding By Design (UBD) and select texts, activities, strategies, and assessments that engage students to master the identified standards. • It is expected that teachers: • Follow Department Chairs and collaborate with colleagues • Develop a horizontal/vertical alignment plan • Follow the identified standards scope and sequence • K-3 English develop integrated units

  6. English* Units/Lesson Requirements: • Designed using UBD - outcomes planned first • An essential question • Standards and I can statements • A balanced literacy approach - close reading, text dependent questions, and writing • Academic Vocabulary (Tier 1, 2, and 3) • Disciplinary/Content Strategies - identified strategies from “Realizing Illinois” • RtI Interventions - identified and monitored • IEPs – loaded into grade book and appear in your accommodation s section of unit plan. • *K-3 grade teachers adapt requirements based on Ms. Sajovec’s direction.

  7. English* Units/Lesson Requirements: • Assessment/Assignment Minimum Expectations • 3 structured discussion • 5 short writing assignments with rubrics that target a specific skill • 1 extended writing assignment with rubric • 2 oral presentations with rubric • 1 21st century skills • 3 non-traditional text assignments • On-going Readers and Writers Workshop • On-going progress monitoring/running records of reading • Prepare students for state tests, EOC, and PARCC or Smarter Balanced EVIDENCE OF A BALANCE BETWEEN FICTION/NON-FICTION TEXTS! Novels should be taught within the context of existing Master Curriculum, not in isolation and paired with strong non-fiction readings. * K-3 grade teachers make adjustments based on Ms. Sajovec’s direction.

  8. Evaluators Are Looking For: • An essential question linking unit • I can statements • Multiple texts on one topic • Compare and Contrast Tools • Close Reading/Text dependent questions • Precision Partnering • Cooperative Learning – interdependence • Content specific strategies /academic vocabulary • Assessment of Learning often • Author’s Purpose, Arguments, and Writing

  9. Frequently Asked Questions • Units are fluid and dynamic • Can I go out of order? – Yes, as long as you cover the standards. • Can I combine units? – Yes. • Do I have to adapt from Master Curriculum? – No, especially if your resource is older and does not have any common language. Just make sure it has all the key elements for a Concept unit. • Can I use the textbook since I am new to UBD design? – Yes, but include the essential elements of a Concept unit.

More Related