Program administration and evaluation are two very important parts of ESL education. Program administration is important because each school's program is independent and needs to be supported by direction and leadership. Identifying the roles needed of an ESL program and identifying who will fill those roles will create success within a program. ESL Teacher Specialists must take on administration roles and manage the ESL program so that the interventions and strategies are successful with students.
To administer an ESL program, an ESL Teacher Specialist should consider:
To administer a program ESL Teacher Specialists should be able to :
Further Resources:
To administer an ESL program, an ESL Teacher Specialist should consider:
- the diverse backgrounds and statuses (e.g. immigrant vs. refugee) of the students
- the language groups represented within the school
- the ethnic and linguistic diversity in a community, and how students that may not be used to such a multicultural society.
- how large of a percentage the ELL population holds within a school community
- the training of staff to make them capable of addressing the challenges of small or large ELL populations and under-funded or under-resourced schools
To administer a program ESL Teacher Specialists should be able to :
- Conduct program management in ESL
- Know the principles and practices in ESL program management
- Be able to present the essential elements in ESL program to their peers
- Be able to create individual plans that will create success
- Know the four components of evaluation and be able to conduct an evaluation, following the principles and procedures in ESL evaluation laid out by the BC Ministry of Education
- Have an understanding that evaluation is a continuous process that should be revisited each year
- Be able to speak about the current trends in ESL evaluation
Further Resources:
- Leadership and Policy in Schools
- Journal of Cases in Educational Leadership
- Educational Administration Quarterly.
The Role of an English Second Language Teacher in Your School
With a growing number of English Language Learners, refugee, and international students in our district, schools, and classrooms the need for English Language Learner support teachers has never been more necessary. The English Language teachers in your school are responsible for advocating for the students; consulting and informing teachers and administration of good practice; yearly language assessment; and documentation. Further, their primary focus will be to work with groups of ELLs to develop their reading, comprehension, vocabulary, and writing.
Role with Colleagues:
Assessment:
ELL teachers administer yearly assessments of all English Language Learners in the school. Testing is based on reading, comprehension, vocabulary, and writing Student scores are classified into:
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Support Recommendations
A sample of a support plan document is available here: English Language Learning Instructional Support Plan Overview Advocating and Consulting:
ELL teachers are responsible for case management, communicating with parents/guardians, colleagues, administration, and the Ministry. They can consult with teachers on how to integrate content and language development in the different academic subjects They can advise how classroom teachers can use EL’s first language and culture most effectively while still addressing curriculum |
Instruction of Students:
Reading
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Writing
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Speaking
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ESL Support Team Members:
1. Language Teacher
Role:
2. Resource Person
Role:
3. Family Liaison Contact
Role:
Role:
- instructs ESL students (including special needs students with particular gifts or challenges) whose English proficiency ranges from beginner to advanced
- teaches English as a second language using strategies to improve listening, speaking, reading, and writing
- introduces ESL learners to basic concepts in various subjects
2. Resource Person
Role:
- assess the needs of ESL students, using appropriate means
- suggest appropriate placement, programming, and service delivery alternatives in consultation with classroom teachers and administrators
- suggest adaptations to the classroom environment or the curriculum, if requested to do so
- assume the role of “case manager” for ESL students with special needs, keeping records of their background, support by specialists, and progress
- help resolve any apparent behavioural problems that ariseco-ordinate support and inter-agency services for ESL students
- act as an advocate for ESL students, for multicultural understanding in the school and community, and for the idea that continued growth in students’ first languages should be supported
- advise or provide referrals for students who may be under extreme pressure, suffering trauma, or at risk for other reasons
3. Family Liaison Contact
Role:
- ensure a warm welcome to new ESL students and their families
- facilitate communication with parents through interpreters and translations
- facilitate the involvement of ESL parents in school activities
- help interpret cultural and educational practices and expectations for parents and students (and reciprocally for school personnel, as needed)
Resources:
English Language Learning, Policy and Guidelines, British Columbia Ministry of Education (2013)
http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf
Implementing the Common Core State Stabdards for English Learners: The Chaninging Role of the ESL Teacher (2013)
http://www.tesol.org/docs/default-source/advocacy/ccss_convening_final-8-15-13.pdf?sfvrsn=8
English Language Learning, Policy and Guidelines, British Columbia Ministry of Education (2013)
http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf
Implementing the Common Core State Stabdards for English Learners: The Chaninging Role of the ESL Teacher (2013)
http://www.tesol.org/docs/default-source/advocacy/ccss_convening_final-8-15-13.pdf?sfvrsn=8