Moving English Learners Forward: Seizing Opportunities and Meeting Challenges Responding to the Bilingual Teacher Shortage Elvira Armas, Ed.D. Director of Programs and Partnerships Affiliated Faculty, Department of Educational Leadership Loyola Marymount University | Center for Equity for English Learners
Our Commitment Share and Influence History - Preparation of Bilingual Teachers Capitalize on Shifts Align Policy Efforts: California English Learner Road Map Embrace Diversity in Response to Teacher Preparation Reform Engage in Responsive Pipeline Partnerships Bridge In-service and Pre-Service Bilingual Teacher Preparation Spaces Influence State and Local Bilingual Teacher Policy
Shar Share and I e and Influence Hi fluence Histor ory: y: Prepar eparation ion of Bilin of Bilingu gual T al Teache achers s Hi Histori orical al Hi Highli ghligh ghts ts 1979 – early 1980s 1972 Bilingual Education Study launched Chacon-Moscone Bill Program review procedures redesigned CTC approved adoption of 2005 – 2006 Bilingual/Crosscultural Specialist 1987 Bilingual Certification Advisory Work Group Credential Recommendations: Bilingual Crosscultural Advisory Panel (BACP) -Advisory Panel, Guidelines convened 1 – Multiple Routes 2 – Number of Languages 1991 1973 3 – Newer models of instruction California – 1 st state in the nation to CTC adopted new system: based on BACP 2008 recommendations adopt guidelines for a bilingual BCLAD/CLAD: Standards, Examination processes, credential New Bilingual Authorization replaced BCC/LDS Program Standards Adopted 1992 Bilingual/Crossculturl Teacher Training Updated exam processes for Bilingual Act Authorization Adopted Standards of Program Quality and CSET LOTE (Languages Other Than English) Effectiveness for Professional Teacher established Preparation Programs for Multiple and Single 1977 Subject Teaching Credential with BCLAD/CLAD Emphasis Bilingual Certificate of Competence (BCC) established
Capit pitaliz lize on Shifts e on Shifts FROM… restrictive language policy TO… California Education for a Global Economy (Ed.G.E.) Initiative (Proposition 58) FROM…Teacher Development TO… Teacher Learning Communities FROM…Limited curriculum TO…Interdisciplinary Rigorous & Relevant Curriculum FROM…Assessment of candidate knowledge TO…Impact in Diverse Contexts
Alig lign P Polic licy E Efforts rts California English Learner Roadmap Principle One: Assets-Oriented and Needs Responsive Schools Element 1A: Language and Culture as Assets Principle Two: Intellectual Quality of Instruction and Meaningful Access Element 2E. Use of Students’ Home Language Element 2F. Rigorous Instructional Material Element 2G. Programmatic Choice Principle Three: System Conditions that Support Effectiveness Element 3D. Capacity Building
Standard 1 Program Design Standard 2 Standard 6 Assessment of Assessment of Candidate Candidate Language Competence Competence Standard 3 Standard 5 Context for Bilingual Culture of Education and Emphasis Bilingualism Standard 4 Bilingual Methodology
• SUBTEST III: Language and Communication CSET: Spanish • SUBTEST IV: Bilingual Education and Bilingualism, Intercultural Communication, Bilingual Instruction and Assessment • SUBTEST V: Geographic, Historical, Authorization Sociopolitical and Sociocultural Contexts CSET: Spanish •SUBTEST I: General Linguistics, Target Language Linguistics Single Subject •SUBTEST II: Literary and Cultural Texts and Traditions, Cultural Analysis and Teaching Comparison •SUBTEST III: Language and Communication Credential
Bilingual Authorization CTC Ten Year Change
Bilingual Authorization – Language programs: Total 31 approved programs (12%) ASL (1) Arabic (3) (January 2018) Armenian (1) Cantonese (4) 17 CSU (74%) Filipino (1) Hmong (4) 8 Private/Independent (15%) Japanese (2) Khmer (1) Korean (5) 5 UC (63%) Mandarin (10) Portuguese (1) 1 LEA (.006%) Punjabi (2) Spanish (31) Tagalog (2) Source: Commission on Teacher Vietnamese (2) Credentialing (CTC) - Data Dashboard
Source: Miranda Gutierrez, Consultant & Teri Clark, Director – California Commission on Teacher Credentialing English Learner Leadership and Legacy Initiative (ELLLI) Presentation
Em Embr brace Di ace Diversity i ity in R Response t sponse to Teacher P acher Prepar eparation R ion Reform rm • LMU Bilingual Teacher Preparation Program • 3-in-1 Program • (1) M.A. in Bilingual Education, • (2) SB 2042 Preliminary Teaching Credential • (3) Bilingual Authorization in either Spanish or Mandarin Reflect cultural and linguistic diversity Engage in field-based foundations Deliver courses on campus and in community-based spaces Increase levels of awareness and critical consciousness Provide Scholarships for Bilingual/Bicultural Educators
Eng Engage i ge in R Responsi sponsive Pi Pipel peline P e Part rtner nershi hips
Los Angeles County Bilingual Teacher Collaborative (LAC-BTC) Goals GOAL 2 GOAL 1 Increase the number of bilingually Support teachers moving from English- authorized teachers by supporting only classrooms to bilingual and currently credentialed teachers and multilingual settings paraprofessionals in obtaining their bilingual authorizations GOAL 4 GOAL 3 Increase the number of qualified Develop teams of district and school teachers teaching in bilingual and leaders serving students in bilingual and multilingual settings multilingual settings
Los A Los Angeles C les County – ty – Bilin ilingu gual T Teacher C r Collab llaborativ tive Partner Districts - Participant Criteria May 2018 – Dec. 2020 (approximately 10 districts) PARA- TEACHERS TEACHERS LEADERS PROFESSIONALS with Bilingual Seeking Bilingual DL/BIL Programs Seeking Bilingual Authorization Authorization (n=30 total) Authorization (n=30 per year) (n=25 per year) (n=10 total) 1 st PRIORITY: 1 st PRIORITY: 1 st PRIORITY: 1 st PRIORITY: BCLAD, BCC, Bilingual Teachers with CLAD, EL Established DL/BIL Authorization BUT Authorization + High Enrolled in Teacher Ed. programs , seeking to currently in SEI/EO class Target Language Program + High Target increase # of DL/BIL WILLING to teach DL/BIL Proficiency Levels : L, S, Language Proficiency teachers to expand & R,W + WILLING to teach Levels: L, S, R,W + maintain the program DL/BIL WILLING to teach DL/BIL 2 nd PRIORITY: 2 nd PRIORITY: BCLAD, BCC, Bilingual 2 nd PRIORITY: 2 nd PRIORITY: Authorization AND Interns with EL currently in DL/BIL Beginning DL/BIL Authorization + High Seeking to enroll in REFINING practices to programs in 2018-19, Target Language Teacher Ed. Program + continue in DL/BIL seeking to increase # of Proficiency Levels : L, S, High Target Language DL/BIL teachers to R,W WILLING to teach Proficiency Levels : L, S, implement the program DL/BIL R,W + WILLING to teach DL/BIL LAC- BTC Pathway One LAC-BTC Pathway Three LAC-BTC Pathway Two
Los Ang Los Angeles Coun les County – ty – Bilin ilingu gual T Teacher C r Collab llaborative PATHWAY SUPPORTS PARA- TEACHERS TEACHERS LEADERS PROFESSIONALS with Bilingual Seeking Bilingual DL/BIL Programs Seeking Bilingual Authorization Authorization (n=30 total) Authorization (n=30 per year) (n=25 per year) (n=10 total) LMU/CEEL REQUIRED Professional CSET LOTE III, IV, V CSET LOTE III, IV, V Development Test Preparation and Biliteracy Leadership Test Preparation and Certificate Program Tests Collaborative Tests 120 hours (12 units) 56 hours 18 hours 56 hours SUPPLEMENTAL LMU/CEEL Spanish Children’s Dual Immersion 101 Professional Literature K-5 and Development Spanish Children’s Beginning Dual Certificate Program Spanish Literature K-12 Literature K-5 and Immersion Network 120 hours (12 units) 35 hours per course Spanish Literature K-12 Advanced Dual Language Immersion Support LAC- BTC Pathway One LAC-BTC Pathway Three LAC-BTC Pathway Two
Bridg Bridge I In-ser -service and P vice and Pre-Ser e-Service ice Bilingual Bi ngual T Teacher acher P Prepar eparation Spaces ion Spaces LMU|CEEL Bilingual Teacher Professional Development • Expand and refine Programs pedagogical practices for working in Bilingual/Dual Language settings Online Professional Learning Networks • Develop and deliver •Explore linguistic standards-based, elements of Spanish or interdisciplinary • Engage in Mandarin lessons in target synchronous and •Identify assessment language. asynchronous strategies and • Identify quality learning networks instructional Spanish or Mandarin applications • Explore Problems of instructional Practice Interdisciplinary The Power of Two: materials Teaching and Learning Leveraging Cross- in DL/BIL Settings Linguistic Transfer Distance Learning - One Year Program – Evenings and Weekends
Influence St fluence State and Loc e and Local Bilin ilingual T l Teacher P acher Policy licy Licensure and Pre-service certification Tenure policies training policies policies Recruitment, Professional retention, and Salary structure Learning Policies assignment policies policies Teacher association Teacher retirement policies policies
Thank you! Elvira Armas, Ed.D. earmas@lmu.edu
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