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Instructional Support to ELLs/SEI Training
Instructional Support to MLs (formerly ELLs) can come in a variety of ways from a consultant. Using the SEI (Sheltered English Instruction) model, academic content is taught to MLs in the English-speaking classroom. Content and language objectives are always developed and revised, and the consultant works with the teacher to make sure the lessons support all levels of MLs in the classroom. Instructional support from a consultant can help the content-area teacher who may not be as familiar with strategies and best practices for working with ELL students. The consultant can provide curriculum or lesson modifications, vocabulary support structures, and a variety of cooperative learning strategies.
1
Walkthroughs and Debriefings
The consultant observes teachers and students during ESL or SEI instruction. We will observe every classroom we work with and do a full debrief with the classroom teacher(s) and/or coaches after the lesson.
Should I offer this as part of my staff professional development plan (PDP)?
Walkthroughs are a regular and crucial part of PDPs. Often an outside and objective lens can allow the teacher more freedom to explore new or difficult content. Walkthroughs allow the consultant to observe and assess teachers in their current environment. Strengths and weaknesses are noted and then needs are addressed.
2
Classroom Demonstration
A classroom demonstration usually has three parts. First, we will meet with the classroom teacher(s) to discuss the lesson, always related to the grade’s current unit of study. Next, we fully teach the lesson while the teacher(s) observe and take careful notes. Finally, the demonstration ends with a debrief meeting where teachers can reflect and ask questions. Future ESL or SEI work is typically planned after this.
Should I offer this as part of my staff professional development plan (PDP)?
This approach is most useful for newer teachers or teachers new to the content area. This has been proven to be the best method of staff PD for this group. Teachers tend to build a strong relationship with the consultant during demonstrations.
3
Coaching
We will work on-on-one with teachers on a variety of skills. This can include planning individual lessons or looking at a curriculum map or unit as a whole. We can also provide SIOP lesson coaching. The classroom teacher teaches the lesson while the consultant observes, assesses, and provides input on the instruction as it is occurring. After, the teacher and consultant meet to reflect on the lesson and plan future meetings.
Should I offer this as part of my staff professional development plan (PDP)?
Coaching is helpful for teachers who have started a current unit, but may need the support in refining their lessons or teaching strategies. A third-party such as a consultant can provide helpful, objective feedback that is not tied to teacher evaluation or tenure purposes.
4
Planning Meetings
During a planning meeting, the consultant works with teachers or department supervisors and/or grade level leaders in two separate ways. First, they can work together to plan a particular unit of study. Second, they can meet to review yearly plans that incorporate methodologies the consultant is particularly strong in. The plans can either focus on SEI instruction for MLs, ESL lessons, or SIOP lessons.
Should I offer this as part of my staff professional development plan (PDP)?
Planning meetings are valuable for teachers who are working on particular areas in their classrooms, but have not yet incorporated the strategies into their yearly plans or unit plans.
5
Lesson Study
In lesson study, the consultant works with a group of teachers (usually in a grade level or content area) to refine the craft of teaching. These teachers may need extra support with teaching ML students or providing SEI instruction. Teachers are encouraged to work collaboratively and provide generous feedback in an open format. Typically, one teacher will conduct the lesson while others in the group observe and take notes. After the lesson, we facilitate a debrief meeting where teachers can discuss their observations and note improvement areas. One teacher then takes the modified lesson to her own students and teaches it again. Once more, the group observes and takes notes. We lead a final debrief for the entire process.
Should I offer this as part of my staff professional development plan (PDP)?
The method of lesson study is highly effective when teachers are well-versed in the content area and highly interested in the work. It will be most effective when teachers feel comfortable in group observations and having open discussions with their peers.
6
Online/Virtual Support
The consultant can offer virtual support in a variety of ways, including workshops via zoom, continuing conversations with teachers and staff after school, answering teacher questions via email, giving feedback on shared documents for lesson planning purposes, and participating in video calls with teaching staff. We will always be available for tiered-levels of support after a relationship is formed with the teaching staff.
Should I offer this as part of my staff professional development plan (PDP)?
This method can supplement any of the staff development offerings listed above. It is best used once a relationship is formed with teaching staff members. Online/virtual support is an easy way to keep the lines of communication open and provide additional guidance. Of course, if a school ever needed to provide virtual instruction, the consultant could offer support in a variety of ways.