/
Examining Teacher Quality and Teacher Preparation for English Language Learners: the Use Examining Teacher Quality and Teacher Preparation for English Language Learners: the Use

Examining Teacher Quality and Teacher Preparation for English Language Learners: the Use - PowerPoint Presentation

escapistlego
escapistlego . @escapistlego
Follow
345 views
Uploaded On 2020-08-03

Examining Teacher Quality and Teacher Preparation for English Language Learners: the Use - PPT Presentation

Maria Coady Alice Jo Ramandeep Brar amp Yang Qi Florida Association of Teacher Educators October 8 2011 Overview of ELL Preparation Nationally most teachers are inadequately prepared to teach ELLs ID: 796886

teachers teacher esol ells teacher teachers ells esol program preparation methods graduates data education case survey findings year teaching

Share:

Link:

Embed:

Download Presentation from below link

Download The PPT/PDF document "Examining Teacher Quality and Teacher Pr..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.


Presentation Transcript

Slide1

Examining Teacher Quality and Teacher Preparation for English Language Learners: the Use of Multiple Data Sources

Maria Coady, Alice Jo,

Ramandeep

Brar

& Yang Qi

Florida Association of Teacher Educators

October 8, 2011

Slide2

Overview of ELL Preparation

Nationally, most teachers are inadequately prepared to teach ELLs (Gándara et al., 2005; Walker et al., 2004)

Karabenick & Noda (2004) report that teachers lack basic foundational knowledge about ELL issues, despite the fact that 88% teach ELLs

Colon-Muniz, Brady and SooHoo (2010) reported that teachers who had been prepared to teach ELLs at universities performed better in their practice in teaching ELL students.

Florida’s requirements to prepare mainstream teachers of ELLs (through in-service since 1990, and pre-service since 2001) are unique.

Slide3

ELLs in Florida Context

FDOE reported 231,801 ELLs in 2009-2010 (8.8% of total enrollment)

Additionally, FDOE reported 204,287 former ELLs in 2009-2010 (7.7% of total enrollment)

Most ELLs (66%) are enrolled in the elementary grades, including 40% enrolled in grades K-2 (2009-2010)Source:

http://www.fldoe.org/aala/omsstat.asp

Slide4

ELL Achievement in Florida

Slide5

The Florida Context: Preservice

Teacher Preparation Requirements

Teacher education programs have prepared candidates through an “infused” ESOL endorsement program since 2001

Minimum of 2 ESOL stand-alone courses taught by ESOL facultyESOL Performance Standards are addressed and assessed in the programESOL content is “infused” in coursework throughout the program

Field experience requirement (varies by course)

Slide6

Project DELTA(Developing English Language and

Literacy Through Teacher Achievement)

Federally funded, post-training assessment grant to examine the impact of an ESOL-infused elementary education program on teacher practices and ELL achievement through

Quantitative data from Education Data Warehouse (EDW) linking teacher and student filesSurvey of UF graduates’ sense of preparedness and efficacy in teaching ELLsInterviews with UF teacher graduates

Case study observations in elementary, mainstream math and reading classes and follow up interviews with those teachers

Slide7

DELTA Research Questions

How (and how well) do teacher graduates from a (ESOL

infused) teacher preparation program (ProTeach) work with ELLs? A. What practices do teacher graduates use to facilitate learning (language, literacy & content) for ELLs in their classrooms? (Case Studies)

B. What do teacher graduates believe they have learned in their teacher preparation program? (Survey, Interviews)C. How well do English learners in the classrooms of UF’s teacher graduates (across various preparation pathways) perform on 3

rd grade state standardized tests? (EDW Metadataset)

Slide8

Theoretical Framework:

Quality Teachers of ELLs

Slide9

Teacher Quality and

Teacher EffectivenessTerms frequently used interchangeably

Current climate to associate teachers with student performance as one method of teacher evaluation (quantitative measures)Annual Evaluation 100%=50% student growth + 50% in-person evaluation

50% instructional evaluation = 20% teacher growth + 30% teacher status score

Slide10

Our Focus Today...

Present findings from a large-scale, mixed methods study using data from Florida’s Educational Data Warehouse (EDW), case study teachers of ELLs, program graduates (survey and interviews); Discuss the use of mixed methods to explore quality teachers of ELLs;

Demonstrate how various methods illuminate specific characteristics of quality teachers of ELLs.

Slide11

Mixed Methods

Both quantitative (EDW, survey) and qualitative (observations, interviews, document analysis, survey) methods are used in data collection and analysis.EDWSurvey

Observations InterviewsDocuments

Slide12

The Education Data Warehouse

Only a handful of states have statewide datasets matching students to teachers for any length of time (NC, WA, NY)

Florida Department of Education has developed the EDW as a large dataset related to schools in Florida http://edwapp.doe.state.fl.us/home.aspx

Slide13

EDW Metadataset

www.edwapp.doe.state.fl.us/home.aspx

Slide14

Final Dataset for Analysis

-Non-ESE, non-retained ELLs, not enrolled in ESOL course, in grades 3, 4, and 5 with complete FCAT and enrollment data matched to

Individual non-UF teachers (n= 71,194 students; 23,985 teachers)Individual UF teachers

(n=1,100 students; 358 teachers)

Slide15

DELTA – EDW Findings

Do different UF teacher preparation paths make a significant difference in ELL student achievement?

UF teacher preparation pathway codes (n=12) were aggregated into four groups:

A [5 Year ESOL Endorsement]B [5 Year ESE + ESOL Endorsement]C [5 Year No ESOL Endorsement]D [4 year Bachelor’s degree]

Slide16

DELTA -- EDW Findings

Student Mean FCAT Score

UF Teacher Preparation

Paths

MathReading

A: 5 Year ESOL

306.42

*

282.64

*

B: 5

Year ESOL + ESE

310.42

294.52

C: 5

Year

No ESOL

291.53

*

270.64

*

D: 4

Year Bachelor’s

307.26

278.82

Slide17

Survey Methods and Design

Five sections of the survey with 10-12 items in each (total 49 statements)Social and cultural dimensions of teaching for ESOL students

Content area instructionLanguage and literacy development

Curriculum and classroom organizationAssessment issues in teaching ESOL students

Slide18

Survey

Slide19

Survey Questions

1. In what instructional areas related to

ELLs do teacher education program graduates feel most prepared? Least prepared?

2. In what instructional areas related to ELLs do teacher education program graduates feel most effective? Least effective?

Slide20

Survey Findings

Teachers feel most prepared and effective:

a. creating a welcoming and affirming (valued) atmosphere in the

classroom b. using graphic organizersTeachers feel least prepared and effective using students’ first language as a resource for learning (bilingual materials, home resource

)Implications for the development of bilingualism and learning theory (connecting background to new learning)

Slide21

Interviews

19 teacher-graduates, conducted by telephone, explored teachers’ beliefs

Interview data (n=19)Criteria for participation:

Graduate of UF elementary education program with infused ESOL endorsement (two stand-alone ESOL courses completed)Two or more years of teaching experience Experience teaching elementary ELLsInterview Questions:

- ESOL Preparation - Languages Other Than English (LOTE) - Program Recommendations

Slide22

Interview Findings

Overall positive evaluation of the program (all but 1 graduate felt positive about their preparation, especially compared with some of their colleagues)Emphasis on central role of field experiences in building confidence and developing competence in teaching ELLs

Recommendations to expand field experiences, ensure elementary field placements, connect theory and practice, and provide access to teaching resourcesImportance of LOTE proficiency and/or experiences to connect with ELLs and make classrooms more comfortable and accessible

Slide23

Case Studies

Teacher Cases(n=6) teacher graduates in 5 school districts in north/central Florida

Graduated from an ESOL-infused pre-service teacher preparation program Classroom observation (math & reading over 18 month period)Audio, video, observation protocol, material artifacts, photos

Slide24

Case Studies Findings

Slide25

Case Studies Findings

Case study teachers – observed no interactions in which teachers planned for ELLs and made specific modifications based on language proficiency level of the ELL;Teachers’ generally addressed language demands of classroom/text/activities in a spontaneous manner:

Feedback, Questioning, Instruction, ManagementInitiation, Response, Evaluation (IRE) pattern of language use

Preliminary findings of two case study teachers

Slide26

Case Study Teacher

Slide27

Use of Mixed Methods in

Determining Teacher QualityDifferent research methodologies are complementary, such that they paint a more holistic picture of teacher graduates’ work, beliefs, and effectiveness with ELs.

The methodologies used highlight distinct findings to answer the research questionsThe methodologies may not provide enough answers (“why” or “how”); other methods may need to be employed

Slide28

Conclusion

Multiple methods paint a picture that addresses questions of quality teachers of ELLs that may not be evident by simply using quantitative (assessment) data;Multiple methods seek to address not only relationships between variables (teachers and student) but illuminate how and why;

Multiple methods allow for improvement in teacher education and programmatic feedback.

Slide29

Questions? And

Contacts

Maria Coady, Ph.D. mcoady@coe.ufl.edu

Project DELTA website http://education.ufl.edu/project-delta/