CARE Coaching: Advancing Equitable Educational Opportunities
CARE Coaching Topics
Principle 1: Share Responsibility to Support English Learner Success
This workshop provides participants opportunities to examine the different types of English proficiency level scores and how they are calculated. It offers opportunities to explore how scores may be used to inform instruction. Participants consider how students might be expected to process and produce language at each of the five levels of English proficiency and how this influences pedagogical planning.
Participants will be able to:
Describe different types of proficiency scores
Explain how scores may be used to inform pedagogical practices
Identify how students are expected to process and produce language.
This workshop introduces foundational principles for making grade-level content accessible to students at all levels of English language proficiency.
Participants will understand how to:
Tailor instruction to a variety of proficiency levels
Develop and deliver instruction that addresses readiness, especially within the context of English proficiency levels
Design learning opportunities that leverage learners’ strengths, interests, and preferences
This workshop explores components of a collaborative culture that support partnerships across the school community.
Participants will be able to:
Build a common understanding of collaboration
Define types of educator collaboration
Explore collaborative practices
Consider challenges and explore solutions
Principle 2: Engage in Effective Pedagogical Practices
This session will support educators in exploring connections between grade-level content standards and language development standards. Participants will examine state content standards and make connections to language expectations. Educators will consider how to provide equity and access through a functional approach to language learning.
Participants will be able to:
Describe a language development framework
Make connections between content and language
Use language functions and features to establish learning goals
Design learning opportunities through a functional approach to language learning
The practical approach to planning and developing classroom-based differentiation presented in this session leverages Universal Design for Learning principles and scaffolding techniques to make grade-level content accessible to students at all levels of English language proficiency. Participants examine several interconnected elements to consider when planning and delivering instruction to meet the needs of all learners.
Participants will be able to:
Describe the principles of UDL and their connection to scaffolding
Develop and deliver instruction that addresses readiness, especially within the context of English proficiency levels
Design learning opportunities that leverage learners’ strengths, interests and preferences
Through exploration of a lesson-planning sequence, participants learn how to develop instruction that promotes student engagement, ensures equitable access to grade-level concepts, and accelerates content learning and language development.
Participants will be able to:
Describe culturally responsive instructional practices
Articulate learning expectations through learning goals and success criteria
Develop activities that engage students in multiple modes of communication and purposeful language use
Integrate appropriate and varied supports based on student needs
Effective classroom-based formative assessments practices enable teachers to gauge student growth toward mastery based on learning goals and success criteria, which students can also use to monitor their progress and self-assess. The model of formative assessment used in this session is particularly effective for English learners since they often enter the classroom environment at various educational backgrounds and proficiency levels.
Participants will be able to:
Use learning goals and success criteria to clarify expectations for content learning and language use
Engage students in meaning-making tasks that support content learning and academic language developmen
Foster constructive feedback which promotes student agency and self-regulated learning
Principle 3: Enhance Professional Development to Improve Pedagogical Practices
To maintain a school-wide focus on English learner success, school leaders need to create structured opportunities for teachers to examine their practice and its effect on student achievement. Classroom-based action research promotes equity through reflective pedagogical practice designed to improve teaching and learning. This session enables teachers to engage in purposeful reflection to identify changes that will promote growth that will positively impact outcomes for English learners.
Participants will be able to:
Reflect on instructional practices
Identify a change in practice
Determine what type of data to collect
Develop an action plan
A follow-up workshop enables participants to:
Analyze data to identify patterns and determine impact
Determine next steps
This interactive session offers participants approaches to combining English language development standards and science practices. Participants develop a common understanding of academic language expectations in science and explore strategies to foster a language-rich environment. Through hands-on experiments and analysis of language embedded within the content and practices, participants will have a deeper understanding of how to engage language learners of a variety of proficiency levels.
Participants will be able to:
Describe the role of collaboration in science
Consider student assets for learning
Recognize the impact of race, culture, and language in the learning process
Identify the connection between content knowledge and academic language
Understand how a focus on genres can support academic discourse
This highly interactive professional learning course provides research-based techniques to design and implement equitable, inclusive, and engaging classroom discussion. The course provides in-depth learning, focused on designing, implementing, and facilitating high-quality classroom discussion.
Participants will be able to:
Build and maintain community
Structuring discussion and crafting questions
Facilitate whole class interactions
Plan and Assess discussion
Principle 4: Leverage a Variety of Resources to Meet the Needs of English Learners
This session explores the value of building community and examines the components of effective family partnerships. Content includes creating an environment that leverages families as reliable resources for engaging students and honoring culture to foster an inclusive learning community.
Participants will be able to:
Define family engagement
Consider research that supports family engagement
Examine cultural proficiency
Identify ways to extend learning
Principle 5: Establish an Equitable & Inclusive School Learning Environment
An apprenticeship approach to writing instruction known as the Teaching and Learning Cycle provides the foundation for this session. It is a framework designed to scaffold academic writing instruction through interactive reading, academic discussions, and language development. It can be adapted to different grade levels and content areas, enabling English learners to become effective and informed writers across the curriculum.
Participants will be able to:
Explore the language of mentor texts to identify highly valued ways of using language in a specific genre
Jointly write a text with students
Support students as they independently apply their learning about language choices in a target genre
Engage students in review, reflection, and revision
This workshop enables teachers to explore responsive pedagogical practices to meet the needs of culturally and linguistically diverse students.
Participants will be able to:
Build a shared understanding of “equity”
Describe impacts of culture on learning
Identify and describe components of culturally responsive pedagogy
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