Mentor Teacher Support

Information on Mentor Teacher Support will go here....The AAAEL Project will consist of a planning year (Year 1) and subsequent implementation years (Years 2-5). In Year I of the project (Planning Year), Key Personnel from Sonoma State University (Project Director & Coordinator) and the Sonoma County Office of Education (Project Facilitator) will collaborate with mathematics, science and English language arts inservice teachers in four AAAEL Project development activities: 1) developing the Co-Teaching Summer Institute, 2) developing and piloting the EL-focused professional learning experience for MT/TC’s to be delivered in hybrid format (face-to-face and online) during Phase I of the teacher preparation program, 3) adapting the PACT Teaching Event for use by the MT/TC’s in the Co-Teaching experience of Phase I, and 4) developing the project evaluation activities (qualitative/quantitative data gathering process; developing and piloting the instruments).

For AAAEL Project Development Activity 1, Project Team members will develop the Co-Teaching Summer Institute consisting of:

  1. The development of the co-teaching partnership,
  2. An introduction to PACT (e.g. an in-depth inquiry into the structure of the performance assessment tasks and application of rubrics to benchmark Teaching Events), and
  3. The modeling and application of high quality instruction in EL methods and strategies.

For AAAEL Project Development Activity 2, Project Team members will develop the EL-focused hybrid professional learning experience. The curriculum for the EL-focused learning experience will draw from ten English Language Professional Development modules developed by the Sonoma County Office of Education (SCOE) and five EL-focused learning modules developed for a required SSU credential program course in content literacy and EL methods (EDSS 446 - Language and Literacy Across the Curriculum: Middle and Secondary Schools). These modules currently incorporate the eight components of effective EL-focused teacher professional development identified by Echevarria, Vogt, & Short (2010) and which form the basis for their research-based professional development framework known the SIOP (Sheltered Instruction Observational Protocol):

  1. Theoretical knowledge: The professional learning curriculum modules that will be developed for the AAAEL project reflect the theoretical underpinnings of instruction for English learners including the rationale behind various teaching techniques, strategies and practices;
  2. Specific strategies: Each professional learning module provides a set of instructional strategies that address the language and content-based learning needs that teachers of ELs will encounter in learning the content;
  3. Lesson planning: Throughout the professional development implementation cycle, preservice and inservice teachers will have opportunities to plan learning segments (instructional units) collaboratively, using a structured, inquiry-based performance assessment (PACT) that address content-based teaching issues and EL student learning needs and incorporates a focus on the assessment of student learning outcomes in relation to the instruction planned and implemented;
  4. Modeling: Each phase of project activity provides sustained opportunities for observing classroom instruction that exemplifies the effective teaching of ELs through demonstration lessons developed with reference to performance assessment criteria;
  5. Practice: Inservice and preservice teachers will have multiple opportunities to implement instruction with guidance and support;
  6. Feedback and in-class coaching: Project coaches and teacher peers will have multiple opportunities to observe one another and provide constructive feedback on lesson delivery;
  7. Independent application and analysis: In collaboration with their peers, inservice and preservice teachers will evaluate their lessons and analyze the instructional features so as to adjust and refine their teaching of ELs as needed. The year-long cycle of professional development will provide opportunities for participants to go back and relearn a feature if necessary;
  8. Program coherence: Inservice and preservice teachers will “speak the same language” by merit of developing and applying consistent instructional practices that will be derived through reference to the common framework of the PACT teaching event tasks and rubrics (Garet et al. 2001; Goldenberg 2004).

These key components will provide the curriculum framework for development of the English Learner Focused Professional Development Modules to be implemented in a hybrid format for MT/TC’s during Phase I (the fall semester) of the program. In advance of implementing the hybrid learning experience in Year 2 (the implementation year) of the project, inservice teachers will engage in a pilot of the hybrid learning experience. Feedback from pilot experience will provide project team members with information for the refinement and troubleshooting of the hybrid learning experience.

For AAAEL Project Development Activity 3, Project Team members will develop a modified PACT (TPA-focused) Teaching Event for use in Phase I by the MT/TC’s for the purposes of developing and implementing EL-focused instruction. Inservice and preservice teachers will engage in a facilitated and supported pilot implementation of the Teacher Performance Assessment (TPA) experience on a small scale (1 partner school site, 1-2 teacher partners per subject area) during the spring semester of 2013.

For AAAEL Project Development Activity 4, Project Team members will develop the project evaluation activities that will be implemented in conjunction with Years 2-5 of the project (qualitative/quantitative data gathering process; developing and piloting the instruments).

Project Timeline

Project Team Members consisting of the Key Personnel for the AAAEL Project (Project Director Kelly Estrada (SSU), Project Coordinator Karen Grady (SSU), Project Facilitator Annette Murray (SCOE), and Project Evaluator Patricia O’Driscoll (PWI)) will be responsible for accomplishing AAAEL Project activities. The annual timelines, key project milestones, schedule of activities, persons responsible and percentage of time the Key Personnel will spend in the project is illustrated in Table 4.