Department of Multilingual Education Theory of Action

High Leverage PRACTICE:

Oracy: Language Objectives

DL Only: Six Step Bridge

EL Only, Transfer: Content Driven Language Learning/Co-Teaching

2018-2019

Multilingual and Global education

Theory Of Action

If the multilingual, global education department develop and embed themselves in an adult learning framework
If data drives development of language acquisition (Oracy) and transfer of skills (ie.Meta-linguistic Awareness)	Then teachers will plan, and deliver effective and rigorous instruction for academic language learners.
If ELD Teacher Leaders “embed” themselves in the learning environment purposefully,  visibly and consistently	Then relationships,  trust and feedback will lead to authentic and sustaining partnerships, practices and learner performance
If we create a system  (quarterly, grade levels, and monthly site PLCs) for district wide collaboration around specific ELD/DL curriculum	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.
If we develop a consistent leadership framework for administration, ECs, and teacher leadership driven by learner performance and teacher practice data	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).
Then  the multilingual, global education department will ensure the skill and the will to meet the needs of ALL (academic language learners).