Teacher Preparation and Professional Development
Secondary Teacher Education for English Learner Integration – STEELI
Began: 7/1/2007
The Secondary Teachers for English Learner Integration (STEELI) is a five year National Professional Development Project funded by the U.S. Department of Education for teacher educators and prospective teachers of the Single Subject Credential Program at California State University, Long Beach (CSULB) in collaboration with the Long Beach Unified School District (LBUSD) in Los Angeles County and the Garden Grove Unified School District (GGUSD) in Orange County. The STEELI Project is an innovative collaboration, which includes the Single Subject Credential Program (SSCP), various subject matter departments (e.g., Math, Science, English), the College of Education, and the Center for Language Minority Education and Research, as well as the LEA partners (the two Unified School Districts (K-12) of Long Beach and Garden Grove).
Currently, a majority of CSULB teacher candidates are placed in school districts with a high percentage of English Learners. The total population of English Learners is 24% and 47% for Long Beach Unified and Garden Grove Unified, respectively. Although both districts have made excellent progress in improving the achievement of students at the elementary school level, the education attainment of English Learners at the secondary level still lags behind that of native English speakers. Both Districts will benefit from having secondary education teachers who can provide both content instruction and academic language development to English Learners.
The Project focus is on curricular and instructional improvement with two sub-groups. These sub-groups include: (1) higher education faculty and instructors teaching core courses within the SSCP, and (2) prospective teachers in the credential program (teacher candidates). Addressing both of these subgroups simultaneously will be critical to making changes at the K-12 level that will support students at risk of educational failure. The overarching and immediate goal of the project is to improve teacher education faculty’s and candidates’ understanding of the academic needs of English Learners (EL), and their ability to model and implement instruction that supports limited English Learners’ acquisition of language, literacy, and content. To achieve this goal, the Project has identified four major goals that will provide the framework for professional development design and implementation plan for the targeted audiences: (1) Core faculty in the Single Subject Credential Program (SSCP) acquire appropriate knowledge and skills to effectively prepare prospective teachers of English Learners in public schools through professional development, (2) SSCP syllabi are revised to ensure that they are closely aligned with California Standards for Teachers of English Learners, (3) Graduating teacher candidates in SSCP are better prepared to meet the needs of English Learners in public schools, and (4) SSCP evaluation plan is revised to better measure the effectiveness of our program and candidates on impacting English Learners.
Begin: 3/3/2003
A federally-funded "Transition to Teaching" project, the HQMTP
provides an innovative, alternative certification program for mid-career
professionals from the Latino and Southeast Asian communities
recruited to become K-12 teachers, with an additional priority for candidates
who have prior teaching experience.
K-12 ELD Coaching and Modeling
CLMER PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH LEARNERS: STANDARDS-BASED DIFFERENTIATED ELD INSTRUCTION
Our center is convinced that all students have the ability to achieve at high levels. We also believe that in order to achieve this goal we must work together in a collaborative fashion and continually assess the performance of all educational stakeholders in the community. These stakeholders are comprised of teachers, parents, administrators and policymakers.
We also believe that change is a process that is evolutionary and must be implemented in progressive stages. We support the concept of an on-going sustained relationship that facilitates this evolutionary change process through the use of a coaching model. Through the use of a sustained an on-going coaching model, we can assist teachers and schools to improve instructional pedagogy, skills and strategies in the classroom, and thus be able to build capacity for the future, and improve student achievement.
It has been our experience that using a coaching model works best for schools and teachers. Our CLMER coaching model facilitates the on-going relationship needed between a teacher and a coach. It is non evaluative. The CLMER coaching model also develops the skills needed by the teacher to work with underachieving English Learners, and develops effective leadership.
Long Beach Collaborative for English Language Learner Success
(LBCELLS)
Begin: 10/1/2002 End: 9/30/2007
A federally-funded Title III project that provides high-quality, technology-enhanced
performance-based certification courses for in-service teachers, with
coaching and mentoring support, to improve teaching practices and learning
outcomes for English Language Learners (ELLs) in ABC Unified School
District and other area districts.
Rural Willamette Valley Professional Development Project
Begin: 10/1/2002 End: 9/30/2007
This project is a collaborative effort between
CLMER and the Willamette Education Service District (WESD), which serves
rural school districts in Oregon.
This project addresses he needs of schools
in rural areas with emerging populations of LEP students by providing technology-enchanced performance-based certification courses and coaching/mentoring support for participating teachers. The overall
goal of the Rural Willamette Valley Professional Development Project is
to increase the numbers of trained teachers and paraprofessionals, so
that they will more effectively provide instruction to English Language
Learners in our rural schools.
CLMER K-12 and Higher Education Global Learning Network Projects
Global learning network projects help children to make real connections
in the world. The basic principle of global learning networks is to connect
classrooms in different parts of the world to work on common projects,
often community-connected projects. Participants explore ways in which
these partnerships can promote dynamic and relevant investigation, and
be integrated into the curriculum within a framework of collaborative
and critical inquiry.
GLN projects include student instructional projects and professional
development such as:
- Teachsing content standards through collaborative project-based learning
- Offering authentic opportunities for students to develop strong communication
skills in English, Spanish, and other languages
- Helping students learn to solve real problems in the real world with
others from around the globe
- Providing contexts for dialogue among educators interested in collaborative
critical inquiry.
CLMER 2-Way ARC: Supporting Two-Way Bilingual Immersion Programs
CLMER provides professional development, program development and related
forms of assistance to support the creation of high-quality Two-Way Bilingual
Immersion programs.
CLMER's Comprehensive School Improvement
CLMER's Comprehensive School Improvement Review makes use of school data, observations, multi-stakeholder focus groups and related information to provide feedback on the overall diversity-responsiveness of your school. The process also includes a facilitated opportunity for school staff to engage in Action Planning based on analysis of school community data.
Family-School-Community Collaboration Institutes
FSCC Institutes bring diverse teachers, parents and administrators together into action planning teams and facilitate cross-cultural relationships, leadership development and effective action planning and implementation in order to improve educational outcomes for K-12 students, with a focus on traditionally underserved children, families and communities.
General CLAD courses
A federally-funded "Transition to Teaching" project, the HQMTP provides an innovative, alternative certification program for mid-career professionals from the Latino and Vietnamese American communities recruited to become K-12 teachers, with an additional priority for candidates who have prior teaching experience in Vietnam or Mexico.
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