Implementing the SIOP Model Through Effective Professional Development and Coaching

by Echevarria, Jana; Short, Deborah J.; Vogt, MaryEllen

• ISBN13: 9780205533336
• ISBN10: 0205533337
• Edition: 1st
• Format: Paperback
• Copyright: 2007-07-16
• Publisher: Pearson

Summary

Take the SIOP Model to the next level and implement the ground-breaking sheltered instruction observation protocol in your school. Discusses effective implemention of the SIOP Model and addresess the "how" and the "why" of incorporating the SIOP model into school curricula. The new addition to the SIOP series provides effective professional development and coaching for all those involved with English language learners. Written specifically for K-12 teachers, professional development coordinators, and coaches.

Author Biography

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® 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® 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 Echevarría 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. Echevarría 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. Echevarría 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® 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.

Table of Contents

Introduction

Where Is The Siop“ Model Being Implemented?

Demographics Of Profiled Schools And Districts

Chapter Summary

Questions For Reflection And Discussion

What The Research Says About Professional Development

What Are the Elements of Quality Professional Development?

How Long Does It Take To Become A Siop“ Teacher?

Barriers To Effective Professional Development

Chapter Summary

Questions For Reflection And Discussion

Getting Started And Building Capacity With Siop“ 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

Models Of Siop“ Implementation And Professional Development

Statewide SIOP“ Implementation

District-Wide SIOP“ Implementation

School-Wide SIOP“ Implementation

Sample Siop“ 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“ 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“ National Faculty For Expert Training

Lawrence, MA

Siop“ 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

Coaching With The Siop“ Model

Selecting a SIOP“ Coach

The Knowledge Base for a SIOP“ Coach

Approaches And Philosophies That Guide Siop“ Coaching

Cognitive Coaching

Lesson Study

Critical Friends Group

Application to SIOP“ Coaching

Siop“ 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“ Coach

Siop“ Coaching In Schools And Districts: Two Cases

Lela Alston Elementary School

Charlotte-Mecklenburg Schools (CMS)

Chapter Summary

Questions For Reflection And Discussion

Enhancing And Sustaining Siop“ Implementation

Getting Buy-In

Teachers

Administrators

Sustaining Programs

Maintaining Enthusiasm for the SIOP“ Model

e-Newsletter

A Pocket Full of Protocols

SIOP“ Bookmarks

Resource Book of SIOP“ Lesson Plans

Sharing of Professional Resources

Website Information

Chapter Summary

Questions For Reflection And Discussion

Classroom Implementation Of The Siop“ Model

Getting Started In The Classroom

Siop“ Lesson Planning In Different Contexts

When There are Few English Learners in a Classroom

Writing Siop“ 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“ Classrooms

Teaching for Independence and Small Group Work

Elements of Differentiation

Special Education

Chapter Summary

Questions For Reflection And Discussion

The Impact Of The Siop“ Model On Students And Teachers

Effectiveness Of The Siop“ 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

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