English Language Development Video Series Released - Year 2020 (CA Dept of Education)

English Language Development Video Series Released - Year 2020 (CA Dept of Education)

State Superintendent Tony Thurmond Announces Release of English Language Development Video Series

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today the release of a new tool designed to aid educators who support students learning English: an Integrated and Designated English Language Development (ELD) Video Series. The series is intended to support educators who are teaching English learner students the features and functions of English and using the language to teach grade-level appropriate content.

“We are proud to add this extensive collection of videos, guidance, and resources that demonstrate English language development instruction to our growing list of tools for educators,” said Thurmond. “It is imperative that California provide extra support for students who need it, and that includes support to teachers who provide instruction to English learners. This will help countless students develop proficiency in English, which will benefit them in reaching academic goals and opening future opportunities.”

The California Department of Education (CDE) Multilingual Support Division led the development of this video series with the participation of the talented teachers and students featured in the videos. In addition to videos, there is corresponding guidance for using the series in professional learning settings and links to existing CDE resources that support educators in implementing integrated and designated ELD.

Although the intent of the video series is to support teachers in traditional classroom environments, lesson concepts can also be adapted to distance learning environments. The Multilingual Support Division has developed an accompanying “ELD Video Series: Administrator’s Guide for Facilitating Remote Professional Learning(DOCX)” that provides guidance on using the Integrated and Designated ELD Video Series in remote professional learning settings and includes guiding questions and resources adapted to remote or hybrid teaching and learning. Please see the CDE Multilingual Support Division newsletter web page for the most updated information on best practices for distance learning instruction for English learners.

Integrated ELD is defined as instruction in which state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. Designated ELD is defined as instruction provided during the regular school day for focused instruction on state-adopted ELD standards.

The Integrated and Designated ELD Video Series was developed in response to requests from educators for classroom demonstrations of designated ELD and its related integrated ELD in English language arts, mathematics, and science content areas. The video series supports the implementation of the English Learner Roadmap Policy and its four principles within transitional kindergarten through grade twelve settings.

The Integrated and Designated ELD Video Series is available on the CDE English Language Development Standards web page. All the videos are available on CDE's YouTube page.

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Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

English Language Development Video Series Released - Year 2020 (CA Dept of Education)

Mike Klonsky's Blog: The path towards safe school reopenings

Mike Klonsky's Blog: The path towards safe school reopenings

The path towards safe school reopenings

I don't see any pathway to safe urban school reopenings without first classifying teachers and school staff as essential, frontline workers, and putting them near the top of the vaccine priority list. This should be part of a national campaign championed by the incoming Sec. of Education. Schools should also become centers for mass community inoculation. 

Chicago has plans for a phased school reopening starting in January if the spread of the virus stabilizes, but the local teachers’ union says cases remain too high. Credit...Taylor Glascock for The New York Times

Two things are clear to me. Schools can't open without support from a critical mass of teachers and teachers aren't going to be bullied back into the classroom without evidence that those classrooms are reasonably safe. 

The nation’s roughly three million full-time teachers are already considered essential workers by the C.D.C., which means that in states that follow federal recommendations, they are already eligible to receive the vaccine after hospital employees and nursing home residents.

But, says the New York Times...

The essential worker group is huge — some 87 million Americans — and states will have flexibility in how they prioritize within that population. Many more people work in schools than just teachers, including nurses, janitors, and cafeteria workers, and it is unclear how many of them would be included on the high-priority list.

Last month, more than 10 educational organizations, including the nation’s two largest CONTINUE READING: Mike Klonsky's Blog: The path towards safe school reopenings

CURMUDGUCATION: More Teacher Effectiveness Mirages

CURMUDGUCATION: More Teacher Effectiveness Mirages

More Teacher Effectiveness Mirages

 The Fordham Institution has a new report entitled "Teacher Effectiveness and Improvement in Charter and Traditional Public Schools." Despite what it claims to study, the report is a neear-perfect demonstration of Campbell's Law in action. 

The study starts with a question that, as used car salesmen put it, assumes the sale:

Study after study has found that urban charter schools, and non-profit charter networks in particular, tend to be more successful at boosting student achievement than traditional public schools in similar settings. But why?

We're not going to get bogged down in the details of this study, including this assertion that charter school superiority is a proven thing, because none of them matter when it comes to understanding why this study is fatally flawed.

The fleshed-out version of the question under study is this-- we know that more experienced teachers are generally better at their craft then newbies (an assertion that Fordham didn't make back in the days when they were part of the Let's Get Rid Of Teacher Job Protections crowd), but we also know that charters mostly have newbie teachers, so how is it that charters gets these superior results with fresh-out-the-wrapper staff?

The report was written by Matthew P. Steinberg (George Mason University) and Haisheng Yeng (U of Penn grad student). They worked from a pile of data from the PA department of education from between 2007 and 2017.

We could dig deeply into this report, but there's no reason to. All we really have to see is this CONTINUE READING: CURMUDGUCATION: More Teacher Effectiveness Mirages

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 NewBlackMan (in Exile)

NewBlackMan (in Exile) TODAY

Big Education Ape: THIS WEEK WITH NEWBLACKMAN (IN EXILE) - https://bigeducationape.blogspot.com/2020/12/this-week-with-newblackman-in-exile_12.html

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Stakes Been High: Mychal Denzel Smith on Life After the American Dream | Review by Mark Anthony Neal

by Mark Anthony Neal / 1d

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by Mark Anthony Neal / 1d

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by Mark Anthony Neal / 1d

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by Mark Anthony Neal / 1d

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