Teaching & Learning Cooperative

Teaching & Learning Cooperative

Proposal for Individuals or Groups of 2-4

PROPOSAL FACILITATOR: Robin Radlauer-Cramer work location: Valley Elem.

phone: 748-2007 email:

intended audience: Teacher who needs to obtain SB395 certification (self)

start and end dates: March 11-May 7, 2005

district goal(s) addressed: X k-12 literacy (Support for K-12 Reading,

writing, or mathematics)

X proficiency for all students across all

grade levels and content areas as measured

by standardized state measures (cst, cahsee)

increased access to rigorous curriculum

& courses for all students (ap classes, a-g)

anticipated professional learning outcomes: see attachment

professional growth activities (Including Timeline): see attachment

TEACHING AND LEARNING COOPERATIVE

Attachment to proposal submitted by Robin Radlauer-Cramer

Anticipated Professional Learning Outcomes:

Participants will:

·  develop standards-based lessons for English language learner students across content areas, based on research and best practices, particularly focusing on literacy strategies

·  become familiar with the English language development standards (listening, speaking, reading, and writing) and their application across content areas

·  understand cultural considerations in working with ELL students and their families

Professional Growth Activities:

This state-approved AB2913 (formerly SB395) training consists of 45 hours of in-class instruction. Additional outside work (portfolio development, preparing for essay exam, etc.) is also required. Many PUSD teachers have attended this class in the past. This proposal is for the class which would be held during Spring 2005, sponsored by SDCOE.

Classroom Implementation Activities:

After the in-class instruction, all participants will complete the following:

·  a final essay exam (approximately 1-2 hours), demonstrating their ability to apply the instructional strategies and concepts to meet particular student needs, including their rationale for making each instructional recommendation

·  a portfolio containing:

o  four standards-based lessons which they have developed, specific to the needs of the English learners in their class, based on principles they have learned in the training sessions; student work will be included as evidence that they have actually taught the lessons to their English learner students

o  reflections, as described below

Reflection Activities:

·  In preparation for the essay exam, participants will complete a class content summary card, requiring them to synthesize and reflect on the most important concepts from the class.

·  As part of their portfolio, participants will complete several quickwrites as reflections on their new learnings and their previous experiences in working with English learner students.

·  After participants have taught the lessons they have developed, they will complete a written reflection where they will evaluate the effectiveness of the lessons, as will as defining the next learning step(s) for their English learner students.