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Profesional Development ELL

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Meryl Hewitt

on 28 June 2013

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Transcript of Profesional Development ELL

By: Meryl Hewitt
June 28, 2013
How Can Professional Development Interventions Prepare Teachers to Educate English Language Learners?
Research shows that...
In order for schools to be effective with ELL's. there must be a willingness commitment for a sustained and focused professional development intervention to be in place.

As you know, English Language Learners are becoming more and more prevalent in today's classrooms.

Leadership has been associated with higher student achievement.
Be a leader in your school and continue your learning through professional development!
I will be explaining the benefits of attending professional development interventions and how they can help you by providing helpful strategies to meet your English Language Learners academic needs.
I started my research by typing in the key words "professional development" and "english language learners" into the search engine at ProQuest Central. Instantly I was provided with several research articles pertaining information about professional development and how it has helped principles and teachers with assisting ELL students.

The first article I came across discussed the benefits and drawbacks of professional development. I soon realized it had very little information about ELL students and decided to continue searching.

However the next few articles were all winners! I was able to find a very informative book called "Profession Development in Action: Improving Teaching for English Learners". It discuss several different topics, but I focused on the helpful strategies.

I also found an excellent dissertation from a masters student pursuing her PHD at the University of La Verne about what it takes to have good leadership and accountability to help ELL students.

In addition, I typed the same key words into the Google search engine and came across a wonderful article called "The ELL Outlook", which provides you with ways to form your own profession development to help ELL students if your school doesn't provide the training.

Lastly, I chose to use two resources from class. Such as sections from Chapter 6 of Goldenberg and Coleman's text, as well as the colorincolorado website!
Goldenburg and Coleman found that schools who participated in PD opportunities showed large improvements in achievement with their ELL students.

Through collaborative goal setting, analysis of indicators, and reflection on teacher-controlled instructional variables, it (PD) impacted teachers' expectations for student achievement. (McDougall et all. p.77)
What does effective
Professional Development Look Like?
Mini lectures of integrated theories with specific teaching models in different contexts
Small group work
Role playing
Problem-solving opportunities and time to practice the instructional models
Feedback and support
(Goldenburg & Coleman, 2006)
(Grogen & Andrews, 2002)
What Does Effective
Leadership Look Like?
Characteristics of an effective curriculum and instructional strategies
Build structure to support teachers
Ensure materials, resources, and conditions are always avaiable
(Olsen & Romero, 2006)
"Collaboration between teachers and principles is an important aspect in providing English Language learners with a quality program" (Eschevarria et. al., 2004; Reyes, 2002).
Now let's get to the good stuff....
Academic Literacy for All Project
Prompt them to write 2 sentences and explain there are no right or wrong answers.
This helps students clarify their thinking and puts the concept in a broader context.
Encourage ELLs to write in their strongest language and then later work with a partner to figure out how it would be written in English.
This helps them recognize the English words that connect with their thoughts, building conceptual and language development.
Work with same partner to come up with two new ideas together. Partner may use translator on the internet/app or draw pictures to form ideas.
The teacher then reads their ideas aloud, helping to scaffold the texts for ELLs and giving them the opportunity to read along and become more familiar with English vocabulary.
Finally, the teacher reads aloud an academic text related to the writing prompt and displays it on an overhead projector.
The students can now analyze the text, looking for similarities and differences with the student-generated texts and for difficult words and syntactical construction.

(Casteel & Ballantyne, 2010)
Now let's get to the good stuff....
Fluency: Word Knowledge
Role playing or pantomiming
Using gestures
Showing real objects
Pointing to pictures
Doing quick drawings on the board
Using L1 equivalent and then asking students to say the word in English

Listening Comprehension:
Read story aloud to them
While reading, model reading fluency and enrich the ELLs' receptive and expressive vocabulary.
Model reading comprehension skills, pointing or describing the main idea, cause and effect, etc.

Fluency & Comprehension:
After modeling reading fluency and reading strategies, students should partner up with an English Native speaker and take turns reading the SAME passage.
Start off small, with one sentence and gradually release them to a paragraph and then a page.
After each paragraph, partners should stop and summarize what they read.
Alternating sentences with a partner helps ELL students focus on what they are reading, as well as the vocabulary being used,
In addition, a safety zone is created by working with a partner.

(Colorin Colorado, 2007)
"Do-it-Yourself" Approach: Professional Development
1. Make a decision about the way you want to approach your self-designed professional development.
Partner or a study group. Dedicated teachers.

2. Decide what resources you will use in your teacher-designed professional development.
TESOL and ESL or literacy coach

3. Getting the job done.
Be systematic
: create a regular, systematic way of going about your self-directed professional development.
Start small:
discuss as many issues and strategies as you'd like, but when implementing them you should choose one at a time.
Be patient:
teaching strategies to ELL students (or any) takes time. You can't expect to see immediate changes, so don't give up!
(Irujo, 2005)
OK...Now it's your turn!
With your new found knowledge of professional development...
1. Will you be an advocate for PD in your schools?
2. If your school doesn't have the proper funding for PD, will you take matters into your own hands?
3. Based on the few strategies I provided, choose one and apply it to your content area. How could you make it your own in your classroom with ELL and Native English speakers?
"Parish et al. (2006) found that when districts and schools have focused leadership that communicates and makes sure all staff members understood the focus and priorities for ELL's, schools and districts have higher achievement among the ELL students" (Goldenberg, Coleman, 2010).
And remember...
"High quality student performance depends on high quality school leadership" (WestEd, 2003, p.1).

Casteel, C.J. & Ballantyne, K.G. (Eds.). (2010). Professional development in action: Improving teaching for english learners. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from:

Coloardo, C. (2007). Reading in second and third grade. Colorin Colorado. Retrieved from:

Goldenburg, C. & Coleman, R. (2010). School and district roles: Focus and coherence. Promoting academic achievement for English language learners.Thousand Oaks: Corwin Press.

Irujo, S. (2005). Professional development for teachers: A “do-it-yourself” approach. The ELL Outlook. Retrieved from:

Medina, L. (2009). Leadership and accountability for english language learners: A framework for success. (Order No. 3395304, University of La Verne). ProQuest Dissertations and Theses, , 170-n/a. Retrieved from http://search.proquest.com/docview/305086592?accountid=14214. (prod.academic_MSTAR_305086592).
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