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Systematic course revisions addressing ESL/ENL best practices as part of the enhancement of undergraduate and graduate SOE teacher education programs. |
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GRANT GOAL AND OBJECTIVES RELATED TO THIS PROFESSIONAL DEVELOPMENT |
Improve teacher preparation through increased capacity of the IUS School of Education faculty to address ESL/ENL teaching and learning in all SOE education programs |
This goal focuses on preparing future teachers, administrators, and counselors to create welcoming and effective learning environments for ELs. Preparing future teachers (pre-service) to better respond to the needs of these students is a priority. |
Therefore, especial efforts are made to ensure that the elementary, secondary, and special education programs, as well as the transition to teaching program and other post-baccalaureate career changer tracks receive the best possible preparation in adapting their teaching to effectively serve ELs. |
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At the graduate level, the target is the
master’s program in elementary and secondary education and the
master’s in counseling. |
Additional efforts are being made to promote best practices in ESL/ENL in other Licensing areas, such as educational leadership, reading teacher, computer education, kindergarten, and gifted and talented education. Undergraduate programs are also targeted by this initiatives |
The key factor in reaching this goal is the building of faculty awareness and the knowledge base indispensable for course revisions and their implementation, through annual professional development sessions. So far about 80% of the SOE faculty has been trained in ENL. |
Several strategies are combined in order to accomplish this goal, which is assessed every semester by evaluating candidate's learning outcomes. A core of trained faculty is at the heart of the first IUS-ENL Conference, November 11/12/2011 |
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Objectives: |
Use PD to increase the awareness of SOE faculty members and the capacity of its programs to prepare teachers and other school personnel in ESL/ENL best practices by bringing experts to our campus. |
The expected outcome is the faculty gaining knowledge and awareness on the topic, as well as additional motivation for acting upon this new knowledge, through consistent course syllabi revisions. |
60% of course syllabi are expected to be revised at the end of the five years of the grant. |
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Spring Professional Development seminar-workshop |
Starting in 2008, and with the purpose of revising and updating course syllabi in light of EL needs and ENL best practices, the project offers a 2-day seminar-workshop to faculty members from all education programs. |
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Dr. Julia Austin, Director of
Educational Services at the University of Alabama in Birmingham, was
invited to conduct the 2008 and 2009 faculty PD. Dr. Lisa Clark and Ms. Kathy Deckard have conducted this event since 2010. |
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This component combines five major activities involving faculty from all SOE programs: |
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Curriculum development 2-day workshops. |
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Subsequent assistance and peer coaching. |
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Syllabi revisions and updates. |
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Assessment of candidate's learning in revised courses. |
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Building of content-specific resource collections for the faculty. |
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Support for attendance to additional PD events for faculty members. |
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Peer-Coaching |
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The faculty attending the Spring PD serve as peer coaches for new faculty members as they engaged in addressing the needs of ELs in their respective courses. |
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New Neighbors Project: Indiana University Southeast |
| Additional information: Dr. Magdalena Herdoíza, Project Director: (812) 941-2302 |
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mherdoiz@ius.edu I http://homepages.ius.edu/MHERDOIZ/mherdoiz.html |
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Site design © 2012 by EKANA / M. ESTEVEZ |
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