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Implementing the SIOP Model Through Effective Professional Development and Coaching
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Description
Take your program for English learners to the next level and learn to effectively implement the SIOP® Model with the guidance of Jana Echevarría, MaryEllen Vogt, and Deborah Short!
“This book is an answer to so many of the questions that teachers have about how to enhance their teaching. This book is a welcome addition to our program and would be one of those books that teachers would keep and use for a long time.”
–Julia S. Austin, University of Alabama at Birmingham
Trusted by more than 350,000 educators, the Sheltered Instruction Observation Protocol (SIOP®) Model provides the key to best practices for teaching English learners. Now, in response to the overwhelming success of the SIOP® Model, the renowned author team has crafted a fresh, indispensable resource for educators, Implementing the SIOP® Model through Effective Professional Development and Coaching.This bookempowers teachers, professional development coordinators, coaches, and administrators with complete access to the “how” and “why” of the SIOP® Model–from getting started to sustaining the program–all in one place to meet your professional development and coaching needs.
Guidance every educator can use!
- Voices from the Field: Educators from sixteen U.S. school districts share their stories about the challenges and the successes in meeting the needs of their ELLs. Their suggestions include school and district-level SIOP® implementation strategies for success.
- Models of SIOP® Implementation: There is no one-size-fits-all approach; the authors offer a variety of models of implementation so you can find one that most closely matches your own school or district context.
- Coaching Do’s and Don’ts: Current SIOP® coaches tell how they have set up coaching programs and formed SIOP®teams at their schools, and discuss what expertise SIOP® coaches need and how their responsibilities may differ from those of other coaches.
- Classroom Implementation of the SIOP® Model: Classroom teachers have the greatest responsibility for providing effective and appropriate instruction. This book offers specific recommendations for creating SIOP®-based classrooms that truly promote academic literacy and content learning.
- Implementation Tools: You will find a wealth of resources from sample agendas for SIOP® staff development and classroom observation checklists to lesson plan forms, self-assessment tools, and coaching tips–all to help you successfully implement the SIOP® Model.
Take your program for English learners to the next level and learn to effectively implement the SIOP® Model with the guidance of Jana Echevarría, MaryEllen Vogt, and Deborah Short!
“This book is an answer to so many of the questions that teachers have about how to enhance their teaching. This book is a welcome addition to our program and would be one of those books that teachers would keep and use for a long time.”
–Julia S. Austin, University of Alabama at Birmingham
Trusted by more than 350,000 educators, the Sheltered Instruction Observation Protocol (SIOP®) Model provides the key to best practices for teaching English learners. Now, in response to the overwhelming success of the SIOP® Model, the renowned author team has crafted a fresh, indispensable resource for educators, Implementing the SIOP® Model through Effective Professional Development and Coaching. This book empowers teachers, professional development coordinators, coaches, and administrators with complete access to the “how” and “why” of the SIOP® Model–from getting started to sustaining the program–all in one place to meet your professional development and coaching needs.
Guidance every educator can use!
- Voices from the Field: Educators from sixteen U.S. school districts share their stories about the challenges and the successes in meeting the needs of their ELLs. Their suggestions include school and district-level SIOP® implementation strategies for success.
- Models of SIOP® Implementation: There is no one-size-fits-all approach; the authors offer a variety of models of implementation so you can find one that most closely matches your own school or district context.
- Coaching Do’s and Don’ts: Current SIOP® coaches tell how they have set up coaching programs and formed SIOP®teams at their schools, and discuss what expertise SIOP® coaches need and how their responsibilities may differ from those of other coaches.
- Classroom Implementation of the SIOP® Model: Classroom teachers have the greatest responsibility for providing effective and appropriate instruction. This book offers specific recommendations for creating SIOP®-based classrooms that truly promote academic literacy and content learning.
- Implementation Tools: You will find a wealth of resources from sample agendas for SIOP® staff development and classroom observation checklists to lesson plan forms, self-assessment tools, and coaching tips–all to help you successfully implement the SIOP® Model.
Click here to watch videos of the authors talking about the SIOP Model!
Take the SIOP Model to the next level and implement the ground-breaking sheltered instruction observation protocol in your school.
This book is an indispensable resource for K-12 teachers, professional development coordinators, and coaches and is the ideal companion to Making Content Comprehensible for English Learners: The SIOP Model. Written by renowned author team, Jana Echevarria, Deborah Short, and MaryEllen Vogt, Implementing the SIOP Model discusses effective implementation of the SIOP Model and addresess the “how” and the “why” of incorporating the SIOP into school curricula. This new addition to the SIOP series provides effective professional development and coaching for all those involved with English learners.
Introduction
1. WHERE IS THE SIOP® MODEL BEING IMPLEMENTED?
DEMOGRAPHICS OF PROFILED SCHOOLS AND DISTRICTS
CHAPTER SUMMARY
QUESTIONS FOR REFLECTION AND DISCUSSION
2. 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
3. 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
4. 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
5. 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
6. 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
7. 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
8. 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
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.
Additional information
| Dimensions | 1.02 × 8.50 × 10.88 in |
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| Subjects | higher education, EDU046000, Vocational / Professional Studies, Teacher Education, Teaching English Learners, ESOL Methods |