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SYDNEY REGION ESL NETWORK MEETING
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Transcript of SYDNEY REGION ESL NETWORK MEETING
SYDNEY REGION ESL NETWORK MEETING
The Role of the ESL teacher
Administration of the ESL Program
ESL Student DataESL teachers: Identify ESL students from OASIS C4 report Allocate an ESL Phase 1,2,3 Prioritise ESL teacher support equitably Maintain assessment information of ESL students throughout the year in order to inform teaching Maintain records of home language/s and other
family background information of the ESL students e.g. citizenship, TVH,
refugee,time spent overseas etc
Administration of the ESL Program
Surveys and NAP fundingPrincipals are responsible for the completion of ESL New Arrival & ESL Annual Surveys and applying for additional supplementation to the ESL program
ESL teachers assist: in the completion of the ESL New Arrival &
ESL Annual Surveys and should keep copies in order to inform their program in the following year
in the completion of applications for New Arrivals Supplementation applications
All surveys must be signed by the principal
Teaching ESL students
Plan for language learning Identify the language needs of their students Identify the language demands in KLA programs Create language resources that relate to the language of the KLA program and support the
outcomes Include activities which introduce, practise and consolidate language – i.e: controlled, guided and
independent Build on the language and experience of the students Build in scaffolding Determine appropriate modes of delivery Develop a program for teaching
Teaching ESL students
Teach for language learning focus on language use concrete objects and pictures to create a meaningful
language experience in order to introduce new language. organise group learning to stimulate interaction & facilitate
discussion provide opportunities for ESL students to demonstrate their
language ability scaffold language support at the point of need move through the T&L cycle of listening & talking, reading
& writing and back again to listening & talking work collaboratively with classroom teachers maintain a program of teaching
Teaching ESL students
Assessment & Reporting Identify levels of English language achievement
according to The ESL Scales and the English K-6 Syllabus over time
Observe student participation in classroom activities Use assessment tasks that have clear rubrics Report ESL student achievement using The ESL Scales Provide a separate ESL report for all PH1 ESL students Providing ESL report comments for all students
receiving ESL support
Inform class teachers of ESL student achievement Use student achievement to inform future teaching
Sample ESL Report
Professional learning
Personal DevelopmentESL teachers: should have the opportunity attend all
training offered to mainstream staff in KLAs should attend ESLIN meetings held each
term should attend any ESL regional training may attend TESOL workshops held on
Saturdays
Professional learning
Staff developmentESL teachers provide advice to staff on
appropriate: Placement of ESL students ESL teaching programs and practices Modes of delivery (team-
teaching,withdrawal) Assessment differentiation for ESL students Reporting of ESL achievement using ESL
Scales
School community
LiaisonESL teachers liaise with Parents of ESL students upon enrolment and
when reporting on ESL student achievement Teachers and executive staff regarding ESL student progress and changes to ESL program Clerical staff for data collection and survey completion The ESL Multicultural Consultant K-6 or 7-12 in their
region for information on enrolment, teaching and reporting for ESL teachers
School community
Multicultural EducationIt is the responsibility for all NSW Schools to ensure inclusive teaching practices which recognise and value the backgrounds and cultures of all students and promote an open and tolerant attitude towards different cultures, religions and world views. This is supported by the: Cultural Diversity and Community Relations Policy: Multicultural education in schools
Issues
As an ESL teacher your role is to support the English language learning needs of as many ESL students as you can.
It is not to make class sizes smaller to make group work easier to support weak or new teachers to release executive teachers for meetings to provide RFF
Issues
Your time is allocated to ESL students* who need English language support in order to achieve the curriculum expectations of their stage in all KLA’s not:
To teachers or To teachers you like To classes you like To grades or stages you prefer to teach
What should be in an ESL Teacher’s Program?
A guide for ESL teachers and ESL
supervisors
1. School ESL policy
School’s ESL policy outlines the
school’s commitment to and support
of ESL education and how ESL is
approached in your school.
2. The ESL Guidelines
3. School Enrolment policy
School Enrolment policy – with particular
attention to how ESL students are enrolled
and placed in classes and how the ESL
teacher/s can support this process.
4. The school context
The school context for the given year outlining: (maximum 1 page)
how many ESL students are in the school by phase and grade
specific learning needs of the ESL students likely intake of new students with ESL need and procedures
for their support how many ESL teachers there are and their allocation how the school ESL allocation will be organised to meet the
needs of the ESL students in the given year
5. ESL data
ESL data (including the following from OASIS): C4 List -detailing students by name C4 report - detailing numbers of students by years
in an Australian school Class lists with phases (which should be given to
all class teachers)(a definition of the phases is optional but may be useful
in explaining ESL need)
6. ESL timetable
ESL timetable which shows: Priority given to students with the greatest ESL need e.g. first
phase students in primary classes are withdrawn for some time each morning (at least 3hrs pwk)
Consistent and on-going support for phase 2 students in yrs 2-6 classes
A flexible mix of withdrawal and in class teaching support for ESL students
Duty Other duties do not detract from the ESL program 2hrs of Relief from Face to Face teaching (RFF)*ESL students’ language learning needs will change over timeand as a result your ESL timetable should reflect the changing needs of the students you support.
7. Initial Assessment
Initial Assessment of New Phase 1
students including information on: Age, class, language spoken and level of previous
schooling Anecdotal information on what the student can do (see
profomer) ESL scales levels for oral, reading and writing
The assessment process
8. Teaching and learning program
Teaching and learning program Student lists for all targeted students in each
class or withdrawal group being seen A brief context of the teaching learning program
for each group with reference to the type of teaching (e.g. withdrawal) and the role of the ESL teacher.
Teaching and learning program
e.g. TERM 1 Stage 3 First Phase group: withdrawn 1 hr x 4mornings per week. Require specific language and literacy learning activities in order to develop the language skills to participate in the mainstream classroom and to negotiate school. The teaching program will focus on oral English needs of school to help students understand the school rules, practices and routines with reference to the wider community outside the school.
8. Teaching and learning program A language focus (Reference: ESL Steps) English outcomes the students need to attain ESL scales pointers in Oral, Reading and Writing specific to the
language focus KLA outcomes An explicit teaching sequence of activities that introduce, practise and
consolidate English language learning and show a balance of oral, reading and writing.
Reference: target language and grammar Reference: resources used Specific assessment tasks with clear rubrics in oral, reading and
writing (reference to any differentiation for ESL students if working with whole class)
Evaluation of the teaching program (or provision for) Some evidence of collaborative/planning with the mainstream
teachers
9. Reporting
Reporting - an ESL teacher is required to write an ESL report for all ESL students who have been in an Australian school for less than 1 year and are deemed to be First Phase. The ESL teacher’s program should have:
evidence of student achievement gathered over time in order to give an ESL scale level and comment on English language achievement in Oral, Reading and Writing
a general report comment for all students who are receiving ESL support on their English language achievement
a copy of the ESL report
“As an ESL teacher my role is to support the English language learning needs of as many ESL students as I can.”
Discussion
In your discussion please consider the following:
Positives: items you agree should be in any ESL program
Negatives: items that either are not in your program because they don’t fit with your school or don’t exist
Inclusions: What is missing? Items that should be included.