Guiding Principles for the Guiding Principles : Conducting a Successful Self-Evaluation

1. Guiding Principles for the Guiding Principles: Conducting a Successful Self-Evaluation Elizabeth Howard University of Connecticut Julie Sugarman Center for Applied Linguistics

2. Guiding Principles for Dual Language Education • Draft released in 2005, 2nd edition released December, 2007 • Based on New Mexico Dual LanguageProgram Standards • Prepared by a national panel of researchers, teachers, administrators, and parents • Based at the Center for Applied Linguistics • Available online at http://www.cal.org/twi/guidingprinciples.htm • Available for purchase at http://calstore.cal.org/store/detail.aspx?ID=350

3. Dual Language Programs Howard, E. R., Olague, N., & Rogers, D. (2003). The dual language program planner: A guide for designing and implementing dual language programs. Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence

4. Philosophy of the Guiding Principles • The principles are based on a vision of education that is • Inclusive and equity-focused • Student-centered • Academically challenging • Driven by multiple forms of evidence of student learning • Based on shared decision-making (including all stakeholders)

5. Organization of the Guiding Principles • Introduction • Effective Features of Dual Language Education Programs: A Review of Research and Best Practices, by Kathryn J. Lindholm-Leary • Guiding principles • Strand • Principle • Key point • Indicators • Rating templates

6. Strands • Assessment and Accountability • Curriculum • Instruction • Staff Quality and Professional Development • Program Structure • Family and Community • Support and Resources

7. Example

8. Understanding the Guiding Principles • “Full” implementation represents evidence of best practices, however... • No corresponding benchmark for how many “full” or “exemplary” ratings would be needed to be considered an excellent program • No research on how each key point individually adds value to a school’s overall success • Guiding Principles should not be used as a tool for accountability where sanctions are imposed on schools on the basis of ratings

9. Qualities of Exemplary Dual Language Programs • The exemplary indicators within each key point emphasize that effective programs are • Process-oriented (processes are established for implementing and reflecting on specific elements of the program) • Reflective (staff analyze and use data and discuss their experiences) • Comprehensive (all stakeholders support the program, receive training, and have a voice in decision-making) • Committed to advocating for dual language education at the district, state, and national level • Supported by human and financial resources

10. Purposes of Self-Evaluation • Guide decision-making (hallmark of evaluation as opposed to research) • Accountability for non-mandated goals • Understand connection between program goals, program implementation and program outcomes • Preparation for other activities • External evaluation • Advocacy • Budgeting • Documentation of program activities

11. Using the Guiding Principles • Step 1: Ratings and Evidence • Which indicator describes your program’s implementation? • What kinds of evidence can you cite to support your ratings? • What documentation can you collect to support your evidence? • Which stakeholders should you consult to help you find evidence? • Suggestions • Be rigorous in your data collection. • At this stage, focus on what you ARE doing, not what you SHOULD or COULD be doing. • Discuss evidence for the indicators above and below where you think you are. • Think about the credibility of the people doing the data collection and analysis, and be sure the team has adequate representation of various viewpoints. • Focus both on areas where the program is strong and where it is weak; this will help in defining priorities later on.

12. Activity 1 What evidence would you want to collect to determine your program’s level of alignment with this key principle?

13. Using the Guiding Principles • Step 2: Create an action plan • What goals do you want to set for improving program implementation? • What kinds of activities will meet each goal? • How much can you accomplish in the amount of time you have? • Suggestions • Only take on as much as you can reasonably handle. Set explicit due dates and assign responsibilities to be sure that everything gets done. • Write everything down to provide explicit documentation of your thinking. • Involve those who have power to approve activities and funding.

14. Parts of the Action Plan • Program component that needs improvement • Proposed activity to respond to that need • What is the desired outcome? (i.e., the evidence of higher level of alignment with the guiding principle or key point) • What additional outcomes might result? (positive or negative) • Process • Who is responsible for the activity? • What is the timeline for planning and implementation? • Resources needed • What physical/monetary resources will you need? Who will get them? • What additional information do you need to find out? • Method for evaluation and reflection • What information will you need to collect in order to evaluate the effectiveness of the activity?

15. Using the Guiding Principles • Step 3: Disseminate and implement your plan • Who will want to know what we came up with? • What will be an effective way to share our findings? • How should we plan to evaluate and reflect on our efforts? • Suggestions • Show your plan to colleagues at another school to get their feedback and suggestions. • Share both positive and negative findings. • Position findings in terms of providing structural support for change, not making demands on individuals. • GOOD: Bilingual aides will be assigned to cover kindergarten classes half an hour per week for the purpose of joint planning time. • BAD: Marie and Bill need to do a better job coordinating their lessons.

16. Activity 2 • Looking at Strand 3, Principle 2, Key Point A again, think of one activity that addresses the program component that needs improvement (imagine you have decided your program rates as “partial”). For this activity, answer the following questions: • What is the desired outcome? (i.e., the evidence of higher level of alignment with the guiding principle or key point) • What additional outcomes might result? (positive or negative) • Who might have to be involved with such an activity? • What resources would be needed? • What additional research might you need to do? • What information will you need to collect in order to evaluate the effectiveness of the activity? • If you finish early, think about how your answers might be different if you started at a different rating (minimal or full)

17. Activity 3 • Working within your school teams, split into two groups – one will focus on Curriculum (Strand 2) and the other will focus on Instruction (Strand 3). • Work with your group members to read through all of the principles and key points within your strand and make a preliminary rating of your program for each one, following these steps: • Step 1: Ratings and Evidence • Which indicator describes your program’s implementation? • What kinds of evidence can you cite to support your ratings? • What documentation can you collect to support your evidence? • Which stakeholders should you consult to help you find evidence?