Organized Curriculum Equals Positive Outcomes

Principle of HOPE O1, offer organized curriculum aligned to standards and outcomes, to me means developing thoughtful curriculum that aligns with the Common Core State Standards (CCSS) while considering the student body and differentiating the instruction to promote successful outcomes.

Throughout the course, Applied Inquiry and Teaching Assessment Methods, we took a close examination of assessments and evaluations and how they fit into the overall curriculum plan. Creating effective assessments to be used throughout the lesson enable educators to determine if they have designed appropriate curriculum, and if students are progressing toward the desired outcomes. Teachers must ensure there is a match between the student performance and the learning goals and objectives.

“Once the performance is described, teachers should return to the learning objectives they have established for their classes…and identify which ones are to be demonstrated through the performance,” (Taylor & Nolan, 2008, p. 149).

Furthermore, developing authentic and meaningful curriculum with relevancy and students’ interests in mind should be aligned with the CCSS and promote student motivation. For example, CCSS Writing Standard 8.6 states “use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others,” (CCSS 6-12 English Language Arts Writing). This standard provides an opportunity for teachers to develop a lesson that will be of interest to her students, provide relevant use of 21^st Century skills, while still focusing on the specifics of the required standard.

Through formative assessments conducted along the route of discovery and learning, teachers can deduce whether their curriculum is effective or needs some adjustment either for the entire class, or just a few students who may need some differentiation in order to reach the goal. Formative assessments might include teacher’s observation and notes, graphic organizers, journal writing and self-reflection, exit slips, or even peer reviews. How teachers use the information from formative assessments is paramount to the overall learning process. Feedback to the student should allow him to consider his strengths and areas for improvement in order for him to move forward and progress toward a successful summative outcome. Positive feedback during formative assessments helps students feel that they are accomplishing something while in the process and reinforces the idea of what leads to good performance (Taylor & Nolan, 2008).

The practice of curriculum development including formative and summative assessment techniques allows me as a future teacher to dissect the process and ensure that I consider the curriculum in such a way that keeps the CCSS in mind, as well as my students’ skill levels in the forefront. Effective curriculum development and assessments are areas in which I will need continued focus as I enter into a new profession with high standards and a demanding audience!

References:

Common Core State Standards: 6-12 English Language Arts, Writing Standards

Taylor, C. S. and Nolan, S. B. (2008). Classroom assessment: supporting teaching and learning in real classrooms. Pearson Education, Inc. 2nd Ed. Upper Saddle River, New Jersey.

Read Full Post »

Teaching ELL’s with Learning Disabilities

Honoring student diversity and development (H1 of the Principles of HOPE) to me means ensuring that all students regardless of socio economic status, cultural background, or academic, social, or physical abilities receive a quality education that will propel them into a successful adulthood. This particular principle resonates with me as I continue my studies regarding teaching English Language Learners (ELL), and, as discussed in EDSP 6644, teaching English Language Learners with disabilities. Supporting ELLs with Learning Disabilities

As a future ELL teacher in a country with a growing ELL population, it is clear from my studies in Dr. Preciado’s class, and through my research to date that I will be faced with, not only students who have the challenge of gaining content knowledge while learning English as an additional language, but also teaching those ELL students who may possess mild intellectual, learning, or physical disabilities. According to Nguyen (2012), approximately 50% of ELL’s receive special education services; however, the number of those students who have disabilities related to speech-language impairment compared to the number who have actual learning disabilities is unclear. Educators have difficulty separating a disability from the language acquisition issue (Maxwell & Shah, 2012). This phenomenon is especially interesting and important to me as I enter the field, and will attempt to accurately assess my students in order to provide the best possible service to meet their individual needs, whether that means directing them to a more appropriate class, or creating more differentiated curriculum in my own class.

More work is necessary in this area of education as our diverse ELL population grows, and we need to ensure these students are placed in the correct learning environment which may be an ELL class, a special education program, general education classes, or a combination of these services. Gaining additional knowledge about ELL’s with disabilities will help me better understand the different signs and symptoms of students’ learning patterns or struggles and, hopefully, enable me to better assess students so I can provide the assistance and education they need for academic, as well as social development.

Ongoing study, research, and involvement in the area of English Language Learners with disabilities are necessary for me to succeed as an educator in today’s schools.

References:

Maxwell, L.A. & Shah, N. (2012). Evaluating ELLs for special needs a challenge. Education Week, 32(2).

Nguyen, H.T. (2012). General education and special education teachers collaborate to support English language learners with learning disabilities. Innovative Practices. Issues in Teacher Education, 21(1), 127-151.

Read Full Post »

September Experience Reflections

E3 Principal of HOPE- Exemplify an understanding of professional responsibility and policies means demonstrating a professionalism towards adhering to the responsibilities of being an educator, and following the policies that have been established in order to provide equal education for all students within a safe and secure environment.

Through the educator’s development and professional training program prior to the beginning of the 2013-14 school year, administrators introduced a new strategic plan at Ballard High School (BHS) which includes ensuring excellence, equality for all students, improved district-wide systems to support academic outcomes, and strengthening school, family, and community engagement. To ensure educational excellence, the strategy is to challenge and support all students by providing equitable access to a rigorous and relevant curriculum aligned with the Common Core State Standards (CCSS) and 21^st Century skills. In addition to improving reading and writing skills at BHS, corrective actions for the Special Education Department include more effective Individual Educational Plans (IEP), making accommodations and modifications for students with special needs, and differentiating instruction.  

The first few days of school were most beneficial as I witnessed how the teachers set the tone, and relayed the rules for behavior in their classrooms early on, how they assessed students’ academic abilities in the ELL classes, and how the Instructional Committee (IC) determined strategies for educational focus for the school year.  The common theme throughout was the impact on student learning, which was the primary focus when making curriculum decisions and considering school policies.

Child abuse is an unfortunate issue educators must deal with first hand as part of their profession. With regard to detecting, reporting and prevention of child abuse, the Seattle School District adheres to the Washington State Child Abuse Reporting Procedures (RCW 28A.230.080), which imposes the duty on school personnel to report suspected cases of child abuse to the proper authorities. Signs of possible abuse include, but are not limited to, sudden and unusual outbursts or acting out behaviorally, as well as sudden withdrawal or abnormally quiet behavior, unexplained and/or odd bruises, frequent absences, a sudden change in interest academically and/or socially. It is important to note these signs are not conclusive of abuse, but do warrant further investigation.

“The first step in helping abused or neglected children is learning to recognize the signs of child abuse and neglect. The presence of a single sign does not prove child abuse is occurring in a family; however, when these signs appear repeatedly or in combination, you should take a closer look at the situation and consider the possibility of child abuse.” (DSHS, 2010)

 Potential outcomes resulting from abuse may include uncharacteristically poor grades, isolation, disinterest, and even dropping out of school altogether.  At BHS, any personnel who suspects abuse must report the incident to the principal, and escort the student to the school nurse. The principal will then handle communication with Child Protective Services (CPS) and the authorities ensuring the student remains safe from further danger.

Continual studies in the field of education, focus on CCSS, and collaboration with fellow teachers, as well as involvement with professional organizations like the Washington State Affiliate of Teachers of English to Speakers of Other Languages (WAESOL) will assist me in further enhancing my professionalism and expertise in the field of teaching, which will help me provide the best service to my students and their families.

References:

Washington State Department of Social and Health Services. Protecting the abused and neglected child. A Guide for Recognizing & Reporting Child Abuse and Neglect. DSHS 22-163 (Rev. 9/10)

WA State Legislature Chapter 26.44 / RCW 28A.230.080

Read Full Post »