![]() Webinar LinkA link to join will be sent to registered participants 24-48 hours prior to the start date. She is an equity liaison with WestEd, a partner with the Center for Education Equity (CEE) at the Mid-Atlantic Equity Center.ĭay 1: 10:00 a.m. Cobb, Director of the Lander Center for Educational Research in the Graduate School of Education at Touro College. Core strategies Detailed descriptions of the core strategies listed under number 1 are contained throughout this appendix under other numbered requirements. 2) District teachers will gain the knowledge and skills to mediate learning for students whose first language is other than English. Sheltered English Immersion Endorsement 4 Appendix A 1. Goals: District and school teams will be expected to create a professional development plan with timeline to turnkey SEI training sessions that adds up to no fewer than 15 hours in their district or school.Įxpected Outcomes: 1) Trainers will provide at least 15 hours of SEI training to 10 or more teachers from their districts. SIOP is a research-backed framework, developed in the late 90s and early 2000s, that standardizes the. This is a turn-key training approach for teams from a school or LEA.Īudience: School and district teams of 3-5 administrators and teachers already trained in SEI. The Sheltered Instruction Observational Protocol (SIOP) governs sheltered instruction. *YOU MUST ALREADY BE TRAINED IN SEI TO PARTICIPATE. This train-the-trainer will prepare school and district teams to design and develop effective professional development training in SEI and recognize bilingualism as a value. ![]() Sheltered English Instruction (SEI) is a planning process that helps teachers provide ELLs with grade-level content instruction by adapting lesson activities to the English proficiency level of individual students. ELLs must learn new content in English at the same time they learn the English language. The New Jersey Student Learning Standards (NJSLS) require students to develop the ability to understand complex texts, construct effective arguments, and convey complex information in English.Ĭonsequently, ELLs have a double cognitive load. Many mainstream teachers are not prepared to meet the needs of the rapidly expanding population of English language learners (ELLs). The rapid escalation of linguistic and cultural diversity in the United States over the past 30 years has created challenges for schools, districts, and school systems. Sheltered Instruction Training of Trainers
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