High Leverage PRACTICE:
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Oracy: Language Objectives
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DL Only: Six Step Bridge
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EL Only, Transfer: Content Driven Language Learning/Co-Teaching
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2018-2019
Multilingual and Global education
Theory Of Action
If the multilingual, global education department develop and embed themselves in an adult learning framework
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If data drives development of language acquisition (Oracy) and transfer of skills (ie.Meta-linguistic Awareness)
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Then teachers will plan, and deliver effective and rigorous instruction for academic language learners.
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If ELD Teacher Leaders “embed” themselves in the learning environment purposefully, visibly and consistently
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Then relationships, trust and feedback will lead to authentic and sustaining partnerships, practices and learner performance
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If we create a system (quarterly, grade levels, and monthly site PLCs) for district wide collaboration around specific ELD/DL curriculum
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Then fidelity of ELD/BUF curriculum implementation will be met, and ALL (academic language learners) will access a guaranteed and viable paired literacy curriculum upon which our model depends.
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If we develop a consistent leadership framework for administration, ECs, and teacher leadership driven by learner performance and teacher practice data
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Then we collectively ensure the consistency in messaging, development of skill in each role and ensure site based skills and support for ALL (academic language learners).
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Then the multilingual, global education department will ensure the skill and the will to meet the needs of ALL (academic language learners).
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