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

  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

  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   Major characteristics:

  Integration of STEM and ESOL for grades 6-12 STEM teachers

ELSTEM: Logic Model

Master of Arts in Teaching Degree ESOL Endorsement Program NSF Noyce Scholars Program Partnerships with local school districts. NPD Grant support

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

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

Recruit and provide on-going support for ELSTEM participants

120 in- and pre-service grade 6-12 STEM teacher cohorts

Improve ELSTEM faculty’s knowledge of EL-STEM connection

Inputs Outputs Activities Participation

Outcomes Short Medium Long

Improved ESOL interventions in participant middle and secondary STEM

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

Increase in STEM achievement by ELs

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

Enhanced partnership with partner school districts

Redesign ELSTEM curriculum based on the formal assessment of program effectiveness

Permanently integrate ELSTEM into Pacific University COE Teacher Education Programs

Improve High School Graduation Rates by ELs

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

  Changes curriculum & COE restructuring

ELSTEM Curriculum

  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

Program of Studies

  Educational Linguistics for ESOL Teachers

  Literacy & English-Language Learners

  Language Policy in ESOL Education

  Cultural Constructs in Diversity & ESOL Education

  Foundations of ESOL Methods

  Methods, Assessment, and Technology

  90-hour Supervised Practicum

Knowledge, Skills, & Abilities

  Language

  Professionalism

  Culture

  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 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

  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

 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   kmtimm@pacificu.edu

  Catherine Kim, Associate Professor   EL-STEM project director   catherinekim@pacificu.edu

  Sandy Gutierrez   EL-STEM Instructor   guti3918@pacificu.edu