IMPROVING ELL’ TEACHING EFFECTIVENESS OF STEM TEACHERS COSA STATE EL ALLIANCE CONFERENCE Karren Timmermans, Ph.D. Sandy Gutierrez, Ph.D. Catherine Kim, Ph.D. Pacific University 15 March 2013

National Professional Development (NPD) Program

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Title III grant funded through OELA (Office of English Language Acquisition), US Department of Education   Provides

funding for professional development activities to improve instruction for English learners

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5 year funding period: 2012-2017

ELSTEM: ESOL for STEM EDUCATORS  

Goals:   Aid

secondary STEM teachers instructional effectiveness of ELLs   Full integration of ELSTEM into teacher education programs  

Participants over 5 years:   40

preservice STEM teachers (Woodburn STEM MAT)   80 in-service STEM teachers  

Partnerships:   8

LEAs: FGSD, Woodburn, Bethel, Beaverton, Hillsboro, PPS, Eugene 4J, Springfield

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Major characteristics:   Integration

of STEM and ESOL for grades 6-12 STEM teachers

ELSTEM: Logic Model Inputs

Outputs Activities

Participation

Short

Outcomes Medium

Long

Master of Arts in Teaching Degree

ESOL Endorsement Program

Develop and deliver online and face-to-face MATESOL STEM endorsement course sequence (Initial ELSTEM Curriculum)

ESOL and STEM education faculty housed at Pacific University COE Eugene and Forest Grove Campuses

Improve ELSTEM faculty’s knowledge of EL-STEM connection

Improved ESOL interventions in participant middle and secondary STEM

Permanently integrate ELSTEM into Pacific University COE Teacher Education Programs

Enhanced partnership with partner school districts

Increase in STEM achievement by ELs

Increase knowledge and awareness of EL-STEM connection by Pacific University COE Faculty and the partner school districts

Improve High School Graduation Rates by ELs

NSF Noyce Scholars Program

Partnerships with local school districts.

NPD Grant support

Recruit and provide ongoing support for ELSTEM participants

120 in- and preservice grade 6-12 STEM teacher cohorts

Redesign ELSTEM curriculum based on the formal assessment of program effectiveness

Increase in the percentage of new/veteran ESOL – endorsed STEM teachers in middle and high school classrooms

Project Evaluation Data  

Pre- and post-participation survey   COE

faculty& ELSTEM project staff   preservice ELSTEM program participants   in-service ELSTEM program participants  

Baseline and end-of-program in-class observations

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Changes curriculum & COE restructuring

ELSTEM Curriculum

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Curricular goals and objectives   Adapt

current ESOL endorsement program courses to meet the specific needs of in-service MS & HS STEM teachers   Adapt MAT STEM program courses to meet the needs of preservice STEM teachers teaching ELLs  

One-year course delivery format   Online   Hybrid:

Online & face-to-face

Program of Studies & TSPC Standards  

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Program of Studies Educational Linguistics for ESOL Teachers Literacy & English-Language Learners Language Policy in ESOL Education Cultural Constructs in Diversity & ESOL Education

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Knowledge, Skills, & Abilities Language

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Professionalism

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Culture

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Foundations of ESOL Methods Methods, Assessment, and Technology

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90-hour Supervised Practicum

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Planning, Implementing and Managing Instruction Assessment

ESOL and STEM Integration Examples Educational Linguistics: Emphasis on how linguistic concepts are applied in STEM subject teaching; linguistic action research project (theory into practice)   Literacy and English-Language Learners: Emphasis on how to effectively teach reading and writing in STEM subjects   ESOL Methods, Assessment, Technology: Sheltered instructional strategies (SIOP, SDAIE, GLAD) applied in STEM subject teaching; language assessment in STEM subjects; effective ESOL instructional technology use  

Example: Cultural Constructs and Diversity in ESOL Education

Equips ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners   Candidates develop an understanding of cultural and linguistic diversity in ESOL education and ways to implement culturally responsive interventions to promote an environment conducive to learning for all students.  

Course Format      

Online format Required readings Discussion forum –   reply

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to questions and respond to classmates’ postings

Posted activities and reactions   Informational

slides

  Video

clips   Cartoons  

Course projects   Interview

with an ESOL teacher   Service learning: observations of and interview with an ELL

Cultural Identity & the Cultural Backpack

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Course objective: investigate one’s own culture, students’ cultures, and the culture of schools in the U.S. Candidates present a “Cultural Backpack”

Reflection assignment example

The Final Project  

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Written report with reflection Interim reports on the progress of service learning, observations, and interviews Documentation of service learning hours

ELSTEM: In-service Cohort 1        

Start date January 2013 Orientation in December 2012 Initial in-class observation in January 2013 6 participants          

   

Bethel Forest Grove Woodburn Hillsboro Portland

Initial preparedness Current status    

participation course revisions

ELSTEM: In-service Cohort 2 Start date May 2013   Initial orientation in April   Initial in-class observation in May   Currently 10 applicants  

  Eugene

4j   Springfield   Woodburn   Forest Grove

Future Direction Expansion from 3 to 8 LEAs   On-going changes and modifications to the ELSTEM courses   Permanent integration of the ELSTEM curriculum   Impacts in EL education in STEM subjects  

Questions and Contact Information  

Karren Timmermans, Assistant Professor   In-service

ELSTEM program coordinator   [email protected]  

Catherine Kim, Associate Professor   EL-STEM

project director   [email protected]  

Sandy Gutierrez   EL-STEM

Instructor   [email protected]