Full Description
Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches.
Contents
Contents
Preface
Chapter 1. Effective Professional Development: A Three-Prong Approach
Introduction
Content: Academic Language Matters
Conventions of Standard EnglishFeatures of Academic LanguageSo what is Academic Language?Context: Creating Chief Education Officers (CEOs)
Am I a CEO or do I need to work on this?Process: Job Embedded Coaching and Collaboration
Phase One: Preparation and PlanningPhase Two: Implementation and ReflectionPhase Three: Capacity BuildingSummary
Chapter 2. Content: What Comprises Academic Language Literacy (ALL)?
Introduction
Components of Academic Language
Process/Function WordsMorphologyContent Specific VocabularyWho needs Academic Language Literacy?
Group #1. Native Speakers of English or Standard English Learners (SELs)Group #2. English Language Learners (ELLs)How do we deliver Academic language Instruction?
An Overview of SIOP, CHATS and Six-Steps
Connecting the Dots: How do these three models overlap?
Summary
Chapter 3. Content: Specific Strategies for Academic Language Literacy
Introduction
Strategies for a Linguistically Diverse Classroom
Academic Language Learning Strategies
Vocabulary buildingFour squarePersonal dictionariesModified word wallsShades of meaningRest in Peace (RIP)Using MorphologyReading and Writing StrategiesSentence FramesParagraph FrameHOTS StrategyBricks and MortarHierarchical Tree MapSplit page note takingGraphic organizers for note-taking or Deciphering textGraphic Organizer for Concept DefinitionError Correction ManualSummary
Chapter 4. Context: Creating Chief Educational Officers (CEOs)
Introduction
Planning Professional Development that Impacts Instruction and Learning
Professional Development and Levels of Implementation
Professional Development and Sustainability
Booking Agent vs. CEO
CEO and School Change
Principal as CEO
School University Partnerships
Partnering for School Change Characteristics of Effective School University PartnershipsCommon GoalStakeholdersBuy inCreating a Learning CommunityLong term Commitment to Professional Development Summary
Chapter 5. Implementation of Sustainable Professional Development
Introduction
Phase 1: Preparation and Planning
Collaborate with experts of ALL and professional developmentSelect CEO team participantsClarify professional development outcomesOrganizing monthly expectationsPhase 2: Implementation and Reflection
Phase 3: Capacity Building
Note from the authors
Summary
Chapter 6. Visualizing Change
Introduction
Project CEO Summary
Participants and Professional Development: Tyrrell County
Professional Development Flexibility
Accomplishments and Outcomes
Teachers' voices
Students' voices
Principals' voices
Summary
Author's note
