Implementing the SIOP Model Through Effective Professional Development and Coaching

Implementing the SIOP Model Through Effective Professional Development and Coaching

By: Deborah J. Short (author), MaryEllen Vogt (author), Jana Echevarria (author)Paperback

2 - 4 weeks availability

Description

Take your program for English learners to the next level and learn to effectively implement the SIOP(R) Model with the guidance of Jana Echevarria, MaryEllen Vogt, and Deborah Short! "This book is an answer to so many of the questions that teachers have about how to enhance their teaching. This book is a welcome addition to our program and would be one of those books that teachers would keep and use for a long time." -Julia S. Austin, University of Alabama at Birmingham Trusted by more than 350,000 educators, the Sheltered Instruction Observation Protocol (SIOP(R)) Model provides the key to best practices for teaching English learners. Now, in response to the overwhelming success of the SIOP(R) Model, the renowned author team has crafted a fresh, indispensable resource for educators, Implementing the SIOP(R) Model through Effective Professional Development and Coaching. This book empowers teachers, professional development coordinators, coaches, and administrators with complete access to the "how" and "why" of the SIOP(R) Model-from getting started to sustaining the program-all in one place to meet your professional development and coaching needs. Guidance every educator can use! *Voices from the Field: Educators from sixteen U.S. school districts share their stories about the challenges and the successes in meeting the needs of their ELLs. Their suggestions include school and district-level SIOP(R) implementation strategies for success. *Models of SIOP(R) Implementation: There is no one-size-fits-all approach; the authors offer a variety of models of implementation so you can find one that most closely matches your own school or district context. *Coaching Do's and Don'ts: Current SIOP(R) coaches tell how they have set up coaching programs and formed SIOP(R)teams at their schools, and discuss what expertise SIOP(R) coaches need and how their responsibilities may differ from those of other coaches. *Classroom Implementation of the SIOP(R) Model: Classroom teachers have the greatest responsibility for providing effective and appropriate instruction. This book offers specific recommendations for creating SIOP(R)-based classrooms that truly promote academic literacy and content learning. *Implementation Tools: You will find a wealth of resources from sample agendas for SIOP(R) staff development and classroom observation checklists to lesson plan forms, self-assessment tools, and coaching tips-all to help you successfully implement the SIOP(R) Model.

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About Author

Deborah J. Short is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP(R) Model for sheltered instruction and has directed national research studies on English language learn-ers funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP(R) book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo. Jana Echevarria is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarria is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB. MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP(R) book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. She was inducted into the California Reading Hall of Fame, received her university's Distinguished Faculty Teaching Award, and served as President of the International Reading Association in 2004-2005.

Contents

Introduction 1. WHERE IS THE SIOP(R) MODEL BEING IMPLEMENTED? DEMOGRAPHICS OF PROFILED SCHOOLS AND DISTRICTS CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION 2. WHAT THE RESEARCH SAYS ABOUT PROFESSIONAL DEVELOPMENT What Are the Elements of Quality Professional Development? HOW LONG DOES IT TAKE TO BECOME A SIOP(R) TEACHER? BARRIERS TO EFFECTIVE PROFESSIONAL DEVELOPMENT CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION 3. GETTING STARTED AND BUILDING CAPACITY WITH SIOP(R) ROFESSIONAL DEVELOPMENT GETTING STARTED Administrative Support Developing a Common Language Initial Training Selecting Participants How Components Have Been Introduced Materials Used In Trainings HOW CAPACITY WAS BUILT Designated SIOP Coordinator CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION 4. MODELS OF SIOP(R) IMPLEMENTATION AND PROFESSIONAL DEVELOPMENT Statewide SIOP(R) Implementation District-Wide SIOP(R) Implementation School-Wide SIOP(R) Implementation SAMPLE SIOP(R) PROFESSIONAL DEVELOPMENT PROGRAMS TEACHERS TRAINED WITH NO START UP COST Kansas City, MO NEW SCHOOL...NEW VISION Lela Alston Elementary School, Phoenix, AZ STRUGGLING TO GET IT GOING San Antonio, TX STATEWIDE LITERACY INITIATIVE THAT INCLUDED THE SIOP(R) MODEL Idaho FROM THE GROUND UP: A SUCCESSFUL GRASSROOTS EFFORT Creighton, AZ A UNIVERSITY PARTNERSHIP YIELDS RESULTS Lawrence, KS START IN THE MIDDLE GRADES AND EXPAND THROUGHOUT THE DISTRICT Dearborn, MI USING SIOP(R) NATIONAL FACULTY FOR EXPERT TRAINING Lawrence, MA SIOP(R) LESSON STUDY: A UNIQUE APPROACH Fresno, CA ALL ACROSS THE PACIFIC HIGH SCHOOLS START WITH THE BOSS Phoenix, AZ CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION 5. COACHING WITH THE SIOP(R) MODEL Selecting a SIOP(R) Coach The Knowledge Base for a SIOP(R) Coach APPROACHES AND PHILOSOPHIES THAT GUIDE SIOP(R) COACHING Cognitive Coaching Lesson Study Critical Friends Group Application to SIOP(R) Coaching SIOP(R) COACHING CONTEXTS IN SCHOOLS AND DISTRICTS Coaching Without Observations Study Groups Team Planning Model Lessons Coaching with Classroom Observations Conference-Observation Cycle TRAINING A SIOP(R) COACH SIOP(R) COACHING IN SCHOOLS AND DISTRICTS: TWO CASES Lela Alston Elementary School Charlotte-Mecklenburg Schools (CMS) CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION 6. ENHANCING AND SUSTAINING SIOP(R) IMPLEMENTATION GETTING BUY-IN Teachers Administrators SUSTAINING PROGRAMS Maintaining Enthusiasm for the SIOP(R) Model e-Newsletter A Pocket Full of Protocols SIOP(R) Bookmarks Resource Book of SIOP(R) Lesson Plans Sharing of Professional Resources Website Information CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION 7. CLASSROOM IMPLEMENTATION OF THE SIOP(R) MODEL GETTING STARTED IN THE CLASSROOM SIOP(R) LESSON PLANNING IN DIFFERENT CONTEXTS When There are Few English Learners in a Classroom WRITING SIOP(R) LESSONS Lesson Plan Formats Content and Language Objectives Aligning Content and Language Objectives with Meaningful Activities and Assessment DIFFERENTIATING INSTRUCTION TO MEET THE NEEDS OF ALL STUDENTS Non-Differentiated and Differentiated Classrooms District and School Support for Differentiating SIOP(R) Classrooms Teaching for Independence and Small Group Work Elements of Differentiation Special Education CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION 8. THE IMPACT OF THE SIOP(R) MODEL ON STUDENTS AND TEACHERS EFFECTIVENESS OF THE SIOP(R) MODEL Empirical Studies DISTRICT REPORTS Lela Alston Elementary School, Phoenix, AZ Hillcrest Elementary, Lawrence, KS EDUCATOR TESTIMONIALS Positive Changes in Instructional Practice Evaluating SIOP Implementation: How to Get Started CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION EPILOGUE: LESSONS LEARNED

Product Details

  • publication date: 16/07/2007
  • ISBN13: 9780205533336
  • Format: Paperback
  • Number Of Pages: 208
  • ID: 9780205533336
  • weight: 467
  • ISBN10: 0205533337

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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