Fountain

Fountain [|for more info] ==**District supervisor roles in increasing student language proficiency and teacher efficacy.... Round 2 Consistent Implementation Curriculum needs to be accessible to teachers on-going professional development Curriculum scripted outcomes based aligned to standards benchmark assessments designed to inform instruction help to guarantee scores are not enough- online? pares are too cumbersome - consistency As a supervisor...time to enter the curriculum online on a continuous wheel need time - out front indicate the time needed to develop and implement a curriculum After school PD different sites in the district who is involved in the development of the curriculum Best practices -sample activities Are all skill areas addressed in other subject areas?**


 * #3 Utilizing a variety of appropriate and research-based teaching and learning strategies to ensure learning by all students..... **

== **Round 4** **Demonstrating evidence of student learning** Emphasizing what students CAN do with the language vs. what they CANNOT do. Using asst. data to instruct and form staff development. Examples data collection may be Linguafolio and STAMP. PD on how to use rubrics. Norm samples are important in helping teachers understand how to use rubrics consistently. Self-evaluation works. It promotes ownership of one's learning and metacognitive. It provides clarity for students in what the "grade" IS. They have better understanding on what is expected of them and how to get there.
 * What strategies lead to participatory learning experiences which allow students opportunities to increase proficiency and skill in the language: authentic and contextualized communication with others, targeted and strategic questioning, more student-centered tasks (moving the jobs from teachers to students), projects, presentations, creating as much authenticity as possible, scaffolded (visuals, concrete examples) language, increase ratio of student vs teacher communication
 * How can teachers be supported in the development of instructional strategies that address and respond to brain-based learning research: training on brain-based learning research, training at the implementation level, a plan, a strategy, over time, create buy-in, with use of data, creating situation where teacher is learner (learning a foreign language)
 * How can comprehensible input and discovery learning be leveraged to increase student cognition at every level of instruction: we want students to be successful, no tricks on kids, help students, how much language do we use, how scaffolded should our language be? How much explicit instruction of language should there be? What is comprehensible input? We need to remember that languages without cognates can also make their language comprehensible: limit amount of language, controlling context
 * What potential does differentiation offer for equitable learning by all students and how can instructors be more responsive teachers: cover all the learning strategies, as many different strategies as possible, different methods, a big bag of tricks

**Round 6** **Empowering Teacher Growth and Developing Leadership** Research-based models of professional development: mentor programs, instructional coaching, teacher leaders, modeling, book studies The goal is to internalize P.D. The systems-level organization is critical to the success of developing teachers Teacher collaboration needs to be scheduled, funded, and supported Language learning is not linear Districts can not be effective in P.D. without enlisting/empowering teacher leaders Teachers need to feel that their input is valued and that their participation is critical