SupportEd frequently partners with the American Institutes for Research on projects to provide research, professional development materials, and curriculum development in service of ELs for state education agencies and the U.S. Department of Education.
SupportEd recently partnered with the Council for Aid to Education to develop a suite of 16 rubrics in speaking and writing for the New York City Department of Education as well as professional development and supporting materials for all teachers to use with ELs in K-12.
SupportEd is partnering with the Center for Applied Linguistics to revise Los Angeles Unified School District’s (LAUSD) English Learner Master Plan. SupportEd staff are shaping the content of the master plan, leading ad hoc committee meetings in Los Angeles to provide input on the content of the EL Master Plan, and are providing feedback on drafts of the Master Plan that serves more than 160,000 ELs.
SupportEd is providing input and feedback on education.com’s suite of English Language Arts and mathematics lessons for English learners in grades K through 5 so that ELs’ academic language development and appropriate scaffolds are embedded.
SupportEd is creating and providing live professional development webinars on the topic of supporting ELs’ development of academic language at the word, sentence, and discourse level. The webinars are offered through the Nearpod platform and make use of the unique, interactive online tools Nearpod provides.
We are on the approved vendor list to provide professional development in ELL and Early Childhood through 2022.
In partnership with the American Institutes for Research and the Office of Career, Adult, and Technical Education (OCTAE) at the U.S. Department of Education, we developed English language proficiency (ELP) Standards for Adult Education that are aligned to the College and Career Readiness Standards for Adult Education. In addition, we are developing supporting materials so that educators can use or adapt these standards with their adult ELs.
We also supported a project for the U.S. Department of Education to compile and review state data on the policy and practices of dual language education programs. We collected and analyzed data on such topics as how states define dual language education programs, their funding sources, student eligibility and placement criteria, program assessment and accountability, and teacher training.
We provided assistance on the Quality of English Language Proficiency (ELP) Assessments Evaluation of State and Local Implementation of Title III Assessment and Accountability Systems project. The purpose of this federally funded study was to evaluate State and Local implementation of Title III assessment and accountability systems and to produce a technical guide to assist State Educational Agencies (SEAs) and other stakeholders to prepare ELP assessment materials for peer review.
We developed 16 Core Standards-aligned formative assessment rubrics for ELs in K-12 for New York City Schools’ content and ESOL teachers to use with ELs in assessing their progress in speaking and writing. As part of this exciting project, we recruited and collaborated with a cohort of New York City educators who informed the creation of the rubrics, administration guides, and subsequent professional development materials.
The NEA contracted with SupportEd to develop five blended professional development modules on ELs to be used throughout the United States. We developed PD modules on Advocacy, Standards-Based Instruction, Assessment, Culture and Issues of Equity, and Second Language Acquisition. The services we provided for each of the five modules included: synthesizing research and best practice, developing a storyboard, providing a vision for an online professional learning community, and developing materials for participants and professional development facilitators. We incorporated multiple rounds of feedback on all materials developed from an expert panel of researchers and practitioners as well as the NEA.
We were part of an i3-funded project to support the implementation of teacher evaluation systems that evaluate general education teachers’ effectiveness in instructing ELs. We co-authored a conceptual framework that outlined the initiative. We developed research-based, performance-based standards and teacher evaluation rubrics in conjunction with educators that were piloted in 10 districts in NY and RI. Finally, we designed and delivered inclusive teacher evaluation PD to AFT partners.
We provided longstanding service to TESOL International Association beginning in 2006. SupportEd’s president Diane Staehr Fenner served as TESOL’s Council for the Accreditation of Educator Preparation (CAEP) Coordinator from 2006 until 2016. In that role, she evaluated institutes of higher educations’ alignment with the TESOL P-12 Professional Teaching Standards and provided ongoing training and support to volunteer TESOL/CAEP reviewers. We have taken the lead in writing several white papers for TESOL, have developed a six-module online course for TESOL, and recently completed serving as the lead writers in the revision of the Short-Term Certificate Standards and TESOL P-12 Professional Teaching Standards.
We supported a new TEFL certificate by developing professional standards, learning objectives, and built a corresponding assessment for Peace Corps TEFL volunteers. We developed a stand-alone PD package to train observers of TEFL volunteers. In addition, we vetted and developed TEFL accreditation procedures with accrediting agency. We also created a framework for evaluating TEFL certificate pilots in three international posts.
We are synthesizing research, policy, and best practice related to implementing challenging standards-based instruction for ELs by writing a regular blog post targeted at educators of ELs.
We infused research-based EL methods, strategies, and resources throughout the planning year and first two implementation years of the AMNH MAT Earth Science teacher education program. We scaffolded Common Core-based Earth Science and ELA units for ELs. We conducted multiple professional development sessions on scaffolding ELs’ instruction in science. We created an online EL strategies toolkit and online EL-focused professional learning community for teacher candidates gaining experience in partner NYC public schools.
We partnered with the American Institutes of Research to create resource guides on scaffolding Common Core curricular units in English language arts and mathematics in grades P-12 for ELs. In partnership with Dr. Diane August, we reviewed curricular modules, and provided feedback to curriculum writers on EL scaffolding, created prototypes of effective lessons for ELs, provided feedback on professional development materials.
We partnered with the American Institutes for Research on its Study of English Language Learners for the Massachusetts Department of Elementary and Secondary Education. This project included a district-level analysis of EL student demographic, geographic and academic program profiles in Massachusetts to explore the connections between district assessment practices and student outcomes. We partnered with the University of Massachusetts Boston to design, pilot, and support the implementation of a blended 3 credit graduate/PD course (called Rethinking Equity and Teaching of English Language Learners) to support 25,000 content teachers as they teach ELs. We also designed and evaluated eight online courses for the Massachusetts Licensure Academy for ESL teachers who were working with a waiver.
We provided technical assistance in conjunction with the Midwest Comprehensive Center in creating standards for Institutions of Higher Education for their teacher candidates in the areas of bilingual, English as a Second Language, and general education (K-12). We planned stakeholder meetings to create standards and wrote the first draft of standards supported by a literature review.
We have been working closely with the Syracuse City School District (SCSD) for the past four years to develop and enhance their programs for ELs, including dual language, bilingual, and English as a New Language programs. One of the primary areas of that work focused on developing support for effectively implementing a co-teaching model to meet current New York state requirements by providing ongoing training for teachers. In addition, we provided support on SCSD’s ENL and Bilingual Three-Year Strategic Plan and ELL/Multilingual Language Learner Program Guidebook.
We reviewed the TESOL content area edTPA handbook for pre-service ESOL teachers and provided ongoing guidance to the edTPA in English as an Additional Language.