$1.75 million Office of English Language Acquisition Grant
The U.S. Department of Education’s Office of English Language Acquisition awarded the SoE at CSUSM a $1.75 million five-year grant to provide a professional development program for high school teachers to effectively teach their ELL students in all subject areas. The project, titled “Leading and Learning: Supporting English Learners with Effective Teacher Preparation and Professional Development,” includes a partnership with the Escondido Union High School District (EUHSD). A major focus will be to help the district’s English learner students, who are predominantly Latino, achieve academic success in college eligible classes, creating a pipeline from high school to college for these “at-risk” students. See CSUSM News Article.
“Long-term English language learners” are high school students who, despite at least six years in U.S. schools, remain below or at intermediate levels of English proficiency and face a high risk of dropping out. [...] “Long-term English Learners (LTEL) are placed in mainstream classes with teachers whose focus is on the academic subject, such as math or social studies, creating a challenge", said Annette Daoud, associate professor of multilingual and multicultural education and the project's director. (Teachers) are constrained by time, resources and their own training, which is focused on teaching content rather than language development,” Daoud said. See San Diego Union Tribune Article.
See the other U.S. Department of Education Awards presented in the AASEP Monitor June 2012.
Project Overview presented at the March 2013 Office of English Language Acquisition National Professional Development Directors Meeting.
Dr. Annette Daoud has published two books on English Language Development.
This OELA Grant is guided by a Leading and Learning Professional Learning Community (PLC) that consists of CSUSM Faculty: Annette M. Daoud, Pat Stall, Julie Rich, Anne René Elsbree, Tina Shinsato, and Joe Keating. The Leading and Learning PLC meets twice a month during the academic school year to design preservice and inservice professional development to prepare teachers to meet the needs of English Learners. The PLC documents its efforts to make a difference and disseminates the findings with peer-reviewed conference presentations and journals articles:
Peer Reviewed Research Papers
Peer Reviewed Research Papers
Stall, P., Daoud, A.M., Elsbree, A.R. & Rich, J. (Under Review). Preparing Secondary Teachers to be Socially Just, Equitable, and Empathetic, California Council for Teacher Credentialing Quest for Teacher Education Research.
The CSUSM Single Subject Credential program currently has a partnership with a local school district whereby teacher candidates co-teach in classrooms with significant numbers of targeted at-risk student populations. The primary goals of the model are to: 1) prepare teacher candidates to work effectively and empathetically with all students, and the targeted populations, in particular and 2) improve the retention rates and achievement of the target populations. The proposed research on this model would include such measures as student achievement, disciplinary referrals, suspensions, expulsions and intervention success rates for students who are in the co-taught classrooms. Other measures would include focus group interviews and/or surveys with teacher candidates to determine perceptions and attitudes regarding the targeted student populations.
The CSUSM Single Subject Credential program currently has a partnership with a local school district whereby teacher candidates co-teach in classrooms with significant numbers of targeted at-risk student populations. The primary goals of the model are to: 1) prepare teacher candidates to work effectively and empathetically with all students, and the targeted populations, in particular and 2) improve the retention rates and achievement of the target populations. The proposed research on this model would include such measures as student achievement, disciplinary referrals, suspensions, expulsions and intervention success rates for students who are in the co-taught classrooms. Other measures would include focus group interviews and/or surveys with teacher candidates to determine perceptions and attitudes regarding the targeted student populations.
Elsbree, A.R., Hernandez, A.M. & Daoud, A.M. (December 2014). Equitable Instruction for Secondary Latino English Learners: Examining Critical Principles of Differentiation in Lesson Design, Association of Mexican American Educators (AMAE) Journal Special Issue, 8:2, 5-16. Retrieved from http://amaejournal.utsa.edu/index.php/amae/article/view/193/152
The research emphasizes the need for educators to take more ownership for Latino English Learner’s (ELs) mastery of English and to identify the parts of effective lesson differentiation through subject area content, process (student activities), and products (assessments). The study examined lesson plans from 35 teacher candidates [86% white (n=30); 14% Latino (n=5)] in a Single Subject credential program in southern California. Teacher candidates conducted their clinical practice in districts that served up to 70% ELs, with the majority of students identified as Long-term ELs. Process differentiation was the most common with 89% of the lessons, content differentiation with 80%, and product was the least common differentiation with 57%. Of the 35 lessons, only 46% contained all three types of differentiation. The lessons were analyzed for five parts of a differentiation plan: 1) Student information; 2) Differentiation alignment to information; 3) Rationale; 4) Assessment criteria; and 5) Monitor and adapt. Candidates (94%) provided descriptive data about their students’ proficiency levels, learning profiles and interests. All lessons included at least one differentiation strategy. Only 26% provided a rationale for the differentiation. Only 9% described the criteria for assessing student progress. And 26% included monitoring and adaption. Results indicated that teacher educators needed to be more strategic in how to teach the elements of differentiation to candidates, particularly in addressing the needs of Latino ELs’ proficiency levels.
The research emphasizes the need for educators to take more ownership for Latino English Learner’s (ELs) mastery of English and to identify the parts of effective lesson differentiation through subject area content, process (student activities), and products (assessments). The study examined lesson plans from 35 teacher candidates [86% white (n=30); 14% Latino (n=5)] in a Single Subject credential program in southern California. Teacher candidates conducted their clinical practice in districts that served up to 70% ELs, with the majority of students identified as Long-term ELs. Process differentiation was the most common with 89% of the lessons, content differentiation with 80%, and product was the least common differentiation with 57%. Of the 35 lessons, only 46% contained all three types of differentiation. The lessons were analyzed for five parts of a differentiation plan: 1) Student information; 2) Differentiation alignment to information; 3) Rationale; 4) Assessment criteria; and 5) Monitor and adapt. Candidates (94%) provided descriptive data about their students’ proficiency levels, learning profiles and interests. All lessons included at least one differentiation strategy. Only 26% provided a rationale for the differentiation. Only 9% described the criteria for assessing student progress. And 26% included monitoring and adaption. Results indicated that teacher educators needed to be more strategic in how to teach the elements of differentiation to candidates, particularly in addressing the needs of Latino ELs’ proficiency levels.
elsbreehernandezdaoudexamingcriticalprinciplesofdifferentiationamae.docx | |
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Hernandez, Ana M., Elsbree, Anne René, & Daoud, Annette M. (March 2015). Preparing Secondary Teachers for Common Core Instruction with Long-Term English Learners: Then and Now, The Multicultural Educator, The California Association for Bilingual Education 2015 Edition, pg. 47-50.
Retrieved from http://www.bilingualeducation.org/ME/ME2015.pdf
Abstract: This paper emphasizes the need for equitable pedagogies for English Learners (ELs) through common core subject area content (materials and instruction), process (activities), and products (assessments). It compares instruction for secondary Long-term English learners (LTELs) in the past to what is effective and equitable for them in the present. The authors examined lesson plans from 35 single subject credential teacher candidates in southern California who conducted clinical practice, and thus wrote lesson plans in districts that served LTEL students. An analysis indicated that candidates’ lessons included content, process and product strategies that represent equitable pedagogies. Lesson analysis led to a five-part equitable pedagogical plan: 1) information about student, 2) strategy, 3) explanation of strategy alignment to the student’s need, 4) assessment criteria, and 5) monitoring and adaptations. Educating Long-term English learners is more than just providing access to the curriculum or sheltering instruction.
Retrieved from http://www.bilingualeducation.org/ME/ME2015.pdf
Abstract: This paper emphasizes the need for equitable pedagogies for English Learners (ELs) through common core subject area content (materials and instruction), process (activities), and products (assessments). It compares instruction for secondary Long-term English learners (LTELs) in the past to what is effective and equitable for them in the present. The authors examined lesson plans from 35 single subject credential teacher candidates in southern California who conducted clinical practice, and thus wrote lesson plans in districts that served LTEL students. An analysis indicated that candidates’ lessons included content, process and product strategies that represent equitable pedagogies. Lesson analysis led to a five-part equitable pedagogical plan: 1) information about student, 2) strategy, 3) explanation of strategy alignment to the student’s need, 4) assessment criteria, and 5) monitoring and adaptations. Educating Long-term English learners is more than just providing access to the curriculum or sheltering instruction.
Peer Reviewed Conference Presentations
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Rich, Julie & Elsbree, Anne René. (October 11, 2017). Secondary Vocabulary and Writing Supports, Presented at Pacific Rim International Conference on DIversity and Disability. Oahu, HI.
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Daoud, A., Elsbree, A.R., Rich, J. & Stall, P. (March 30, 2017). Using ELD Standards to Teaching High School English Learners Vocabulary, Presented at California Association for Bilingual Education, Anaheim, CA.
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Daoud, A., Elsbree, A.R., Rich, J. & Stall, P. (March 3, 2017). Action Research as an Instructional Innovation to Show Teacher Candidate Impact on K-12 Student Learning, Presented at American Association for Colleges of Teacher Education, Tampa, FL.
& Daoud, A., Elsbree, A.R., Rich, J. & Stall, P. (October 21, 2016). Action Research as an Instructional Innovation to Show Teacher Candidate Impact on K-12 Student Learning, Presented at California Council for Teacher Education, San Diego, CA.
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Anne René Elsbree, Annette Daoud, Pat Stall, Julie Rich, Tina Shinsato. (October 2015). Leading and Learning: Equitable Pedagogy to Support Secondary English Learners, Presentation at National Association for Multicultural Education, New Orleans, LA.
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Daoud, Annette. (March 2015). Leading and Learning: Supporting English Learners with Effective Teacher Preparation and Professional Development, Paper Presented at National Association for Bilingual Education Conference, Las Vegas, NV.
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Elsbree, Anne René, Stall, Pat, & Daoud, Annette M. (February 2015). Co-Teaching Clinical Practice Model: How California secondary teacher education programs can address the needs of Long-Term English Language Learners, Critical Questions in Education Conference, San Diego, CA.
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Hernandez, Ana., Daoud, Annette., Elsbree, Anne René., & Stall, Pat. (November 2014). Bilingual Teacher Candidates Speak of Language and Identity: Becoming Bilingual in an Era of English-Only Schooling in CA, Paper presented at National Association for Multicultural Education, Tucson, AZ.
This session addresses the conference theme of dismantling fronteras through gaining a better understanding of personal narratives of bilingual teacher candidates in becoming bilingual/biliteracy in an era of anti-bilingual education in CA public schools, due to the passing of Proposition 227 in 1998 (Crawford, 2008; Gandara et al., 2010). As young learners in CA schools, these future bilingual teachers were denied access to their own native languages to succeed in school. They experienced English-Only instructional settings, were forbidden to speak Spanish in class or to their peers, and endured discrimination and marginalization by teachers and students. Despite these experiences, they successfully completed a Single Subject credential program and a Bilingual Authorization in Spanish. |
Elsbree, A.R. & Stall, P. (November, 2014). Equitable Secondary Instruction for Latino Long-term English Learners. Paper presented at National Association for Multicultural Education, Tucson, AZ.
This presentation outlines an equitable secondary instruction process to provide strategic and deliberate differentiation for Latino Long-Term English Learners. The differentiation process includes five distinct parts: 1) Understand student information; 2) Choose differentiation strategy aligned to student information; 3) Rationalize differentiation; 4) Set assessment criteria; and 5) Monitor and adapt. |
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Elsbree, Anne René, Daoud, Annette M. & Stall, Pat. (June 2014). Digital Age Learning in Secondary Teacher Preparation, Paper Presented at the Academic and Business Research Institute Conference, Honolulu, HI. http://www.aabri.com/HC2014Manuscripts/HC14044.pdf
This paper focuses on how one redesigned secondary teacher preparation program uses digital age learning persuasion, self-directed learning, co-teaching, personal learning networks, digital collaboration and digital teaching strategies for building habits of mind, skills and dispositions for teaching in the 21st Century. According to the Project Tomorrow’s 2012 Speak Up For Higher Education Survey, overall, the secondary teacher candidates use more technology than their national peers in terms of their digital age learning: finding experts online, posting to blogs/wikis, providing online support for peers, starting wikis/blogs to connect with others and tutoring others who needed help. The candidates also out performed their national counterparts in terms of the using technology to prepare for teaching and for teaching: creating websites to manage classroom, creating blogs/wikis, integrating student’s mobile devices into instruction, managing a class using a learning management system, and using social media to facilitate student collaborations. This paper emphasizes the need to support educators to navigate the complexities of building and maintaining habits of mind, skills and dispositions for digital age learning for themselves and their students. |
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Stall, Pat., Elsbree, Anne René., & Daoud, Annette M. (Spring 2014). Redesigning a Secondary Teacher Preparation Program for a Changing World, Paper presented at National Technology and Social Science Conference, Las Vegas, NV.
This study used action research to analyze how a secondary teacher education program is changing to more effectively connect practice, research, and theory with a specific focus on clinical practice, social justice and teaching digital age learners. |
Elsbree, Anne René., Daoud, Annette M. & Stall, Pat. (April 2013). Secondary Education Preparation with a Focus on Social Justice in the Digital Age, Paper presented at American Educational Research Association Annual Meeting, San Francisco, CA.
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Daoud, Annette M., Stall, Pat. & Elsbree, Anne René. (February 2013). Redesigning A Secondary Preparation Program For A Changing World, Paper presented at American Association of Colleges for Teacher Education (AACTE) 65th Annual Meeting, Orlando, FL.
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Elsbree, Anne René., Stall, Pat. & Daoud, Annette M. (November 2013). Revising Secondary Teacher Education Assignments to Focus on English Language Development, Paper presented at National Association for Multicultural Education Annual Conference, Oakland, CA. Daoud, Annette M, Elsbree, Anne René., & Stall, Pat. (November 2012). Developing Culturally Relevant Secondary Teacher Candidates: Focusing on Social Justice and Equity Practices in Clinical Practice, Paper presented at National Association for Multicultural Education Annual Conference, Philadelphia, PA. |
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Preparing Educators to Teach the Enduring Understandings of their Disciplines, Paper presented at Critical Questions in Education Conference, San Antonio, TX on March 8, 2016
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Dr. Laurie Olsen's text Meeting the Unique Needs of Long Term English Learners published by National Education Association.
https://www.nea.org/assets/docs/15420_LongTermEngLangLearner_final_web_3-24-14.pdf
https://www.nea.org/assets/docs/15420_LongTermEngLangLearner_final_web_3-24-14.pdf
WEBSITE DESIGN: The CSUSM Single Subject Website was designed as a tool to organize information for our single subject candidates, to model how to use online tools for communication, to share up to date resources for teaching the diverse population in the North County of San Diego and to share the work from the OELA Grant. Weebly was chosen as the format for the website, because of its free, easy and intuitive nature for design. The website was designed with five main pages: Home, OELA Grant, Supervisors, Alumni and Events. The Home page has the names and images of the program coordinator and the faculty that teach the core courses, the Monday Core Course Schedule, and the most comonly used websites for the teacher candidates. The OELA Grant page features information about the OELA Grant program director, Dr. Annette Daoud, a description of the OELA Grant, the books authored by Dr. Daoud on English Language Development and peer reviewed articles and presentation generated from the data collected from the grant activities. The Supervisor page was designed to provide key information on clinical supervision for the university supervisors. The Alumni page was designed as a tool to stay connected with graduates from the credential program. And the Events page was designed to keep current candidates, alumni and current faculty up to date on the events that will be occurring during the academic year. The website is a living resource to those in the program.