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CTEL California Teacher of English Learners

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CTEL exam Dumps Source : California Teacher of English Learners

Test Code : CTEL
Test Name : California Teacher of English Learners
Vendor Name : Teacher-Certification
: 103 Real Questions

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Teacher-Certification California Teacher of English

English Language Learner (ELL) trainer Certification | killexams.com Real Questions and Pass4sure dumps

English attracts learners from all parts of the world.

English attracts learners from all components of the realm.

Comstock photos/Comstock/Getty photos

interpreting the a number of English language learner teacher certifications that can be found is difficult. The certifications usually are identified through a few acronyms. choosing which certification to pursue really depends upon the sub-inhabitants you are looking to train, where you wish to teach, how tons you're in a position to invest and your corporation's alternative.the most crucial elements when picking a certification is making bound it's from a credible firm and meets the skills for the job you desire. licensed lecturers are in excessive demand both in the u.s. and worldwide.


English-freshmen and Reclassification: Principals Play Pivotal position, look at Finds | killexams.com Real Questions and Pass4sure dumps

09-SR-Principal-Time-Management-Mojdeh-Henderson-2-article.jpg

updated

Principals have the energy to ensure English-language beginners get an equitable schooling, but many do not understand how an awful lot affect they wield, a brand new analyze on faculty leadership concludes.

The analyze, led by researchers from Michigan State university and ancient Dominion tuition, examined how principals empower or bog down fairness through their management all the way through decisionmaking about English-learner reclassification—the process colleges use to verify when, and if, English-novices are deemed informed in the language and now not want specialized instruction.

The examine's authors, affiliate professor Madeline Mavrogordato of Michigan State and assistant professor Rachel White of old Dominion, carried out case stories in eight basic colleges throughout 4 college districts in Texas. As part of their analysis, they accompanied the end-of-year meetings when committees reviewed English-learner students' information and made reclassification decisions.

Reclassification selections can shape the academic trajectories of scholars and the study's authors concluded that "while reclassification policy implementation multiple markedly across faculties, the level of have an effect on college leaders exert over the process become continually high."

The authors found that well-advised leaders who've a radical knowing of guidelines are better geared up to push for equity to increase the social and educational effects for college kids.

"From an educator's perspective, they want to feel of schools as being a place the place, in the event that they are being run the correct way, that they're absolutely locations where social justice occurs," Mavrogordato talked about.

Conversely, the authors concluded that school leaders with most effective a superficial knowing of coverage are much less equipped and fewer more likely to reach that normal as a result of they are "greater involved with compliance strategies and are unaware of areas of flexibility that find the money for alternatives to enforce the coverage so as to promote equity in education."

contemporary research on the merits and downsides of English-learner reclassification has drawn conflicting conclusions.

A 2016 look at out of the tuition of Oregon, led with the aid of Ilana Umansky, discovered that being identified as an English-learner can negatively have an effect on students, specifically people that may no longer need the capabilities, because diminished teacher expectations commonly accompany the English-learner designation.

In 2017, research from Nami Shin—a research scientist at CRESST, the countrywide middle for research on comparison, requirements & student testing at the college of California, los angeles—found that being recognized as an ELL motivated the college students, pushing them to capture up with the preliminary English-trained students and native English-speaking peers.

while there continues to be appreciable debate on how and when college students should still exit from their English-learner popularity, White talked about she and Mavrogordato's look at may still challenge principals who've English-learner students of their schools to do two issues: feel deeply about policy and "put in force it in a means that is significant and that is the reason going to effect in each pupil having an equitable educational experience in that faculty."

right here's a hyperlink to the look at, Leveraging policy Implementation for Social Justice: How college Leaders form academic possibility When implementing policy for English novices.

related reading

English-Language-Learner Reclassification Can abate scholar boom

Does English-Language-Learner Classification aid or prevent college students?

Pre-ok Literacy Key to English-Language Learner Reclassification, study Finds

English-rookies and ESSA:  Many States are lowering educational dreams, Advocates charge

ESSA: Ed. Dept. Releases English-Language-Learner counsel

Many Reclassified ELLs still need English-Language guide

photograph credit score: Mojdeh Henderson, the most important at Berewick elementary college in Charlotte, N.C., relies on a group of "first responders" who can address matters such as scholar self-discipline and constructing concerns. The setup makes it possible for Henderson to spend the bulk of her time doing issues comparable to lecture room observations that are supposed to enrich guide.

--Chris Keane for schooling Week

English learner students advantage from language development courses and further guide lecturers, record says | killexams.com Real Questions and Pass4sure dumps

A file about English learner students in San Diego and la suggests that useful resource academics and language building classes support enhance these college students’ growth.

however these helps may be harder to come with the aid of as college districts face funds constraints and cuts.

the public policy Institute of California posted a record Thursday which studied English learner growth within the San Diego Unified faculty District and los angeles Unified faculty District, California’s biggest public college methods. training researchers with the university of California, San Diego co-authored the file, which turned into in keeping with student statistics from 2006 to 2016.

An English learner is a pupil whose simple language isn't English. Researchers concentrated on these students as a result of, on regular, they fare worse academically than most different scholar businesses.

as an instance, the statewide graduation expense for English rookies changed into 67 % in 2017, compared to 83 % for California college students ordinary. most effective foster youth and students with disabilities had lessen graduation quotes.

“We comprehend they need to give them extra helps to graduate on time or to graduate in any respect,” mentioned Julian Betts, government director of the San Diego education research Alliance at UC San Diego and a co-writer of the document.

The analyze focused on English newcomers in core school and high college who entered San Diego and L.A. faculties late, after fifth grade, and on lengthy-term English freshmen who have spent several years in U.S. faculties with out being reclassified as fluent in English.

The report found that there are fewer long-time period and late-arriving English learner students than there was once. In San Diego Unified, English learner enrollment in core and excessive schools declined forty six % from 2007 to 2016.

That’s generally since the district has been reclassifying English beginners as English fluent extra promptly, the file stated. A scholar must obtain excessive-sufficient ratings on definite standardized exams to be considered fluent.

The percentage of San Diego Unified English learner students who have been deemed fluent, or English informed, turned into 17 p.c in the 2016-2017 school 12 months, up from 11 % two years before, based on district facts.

youngsters, the document found worse academic results for English newbies who weren’t positioned in English language construction courses, which might be courses designed only for English novices. college students now and again weren’t positioned in those classes as a result of English learner enrollment turned into too small at some faculties, in keeping with the file.

The report additionally focused on San Diego Unified’s English learner lecturers. Researchers found more suitable effects for San Diego’s college students when they had English language support lecturers, who facilitated their placement into the right classes, monitored students’ progress and supported commonplace classroom academics who train English learner students.

in line with the report’s findings and interviews with school group of workers, aid teachers in San Diego Unified have declined in quantity over time, partly as a result of finances cuts.

“We completely have in mind San Diego Unified is not by myself in facing tough instances financially. but if the district is in a position to reap further funding in the future, it should be would becould very well be basically wise to invest in (English language) help lecturers,” Betts observed.

based on the file, San Diego Unified educational support Officer Theresa Laskowski issued a statement saying San Diego Unified’s English newcomers have more advantageous in efficiency over time.

The district says it adopted a “paradigm shift” in how it educates English newcomers. The district used to pull English learners out of classification for added guide; now it offers in-category aid as an alternative, Laskowski noted.

“The shift from an isolation, or pull-out, mannequin to a push-in model has vastly benefited all college students,” Laskowski noted.

Researchers also examined whether having many English newcomers in a faculty affected the efficiency of native English-talking college students. They found no evidence that having English newbies harmed native English audio system, Betts stated.

“We thought that was a gorgeous essential message — given the existing political atmosphere — that parents of English speakers should still not ever be alarmed, always, as a result of their schools have loads of students who are English newcomers,” she pointed out.

doc

PPIC record on English beginners

Kristen Taketa

e-mail: kristen.taketa@sduniontribune.com

Twitter: @Kristen_Taketa


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California Teacher of English Learners

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English learner students benefit from language development classes and extra support teachers, report says | killexams.com real questions and Pass4sure dumps

A report about English learner students in San Diego and Los Angeles shows that resource teachers and language development classes help boost these students’ progress.

But those supports may be harder to come by as school districts face budget constraints and cuts.

The Public Policy Institute of California published a report Thursday which studied English learner progress in the San Diego Unified School District and Los Angeles Unified School District, California’s largest public school systems. Education researchers with the University of California, San Diego co-authored the report, which was based on student data from 2006 to 2016.

An English learner is a student whose primary language is not English. Researchers focused on these students because, on average, they fare worse academically than most other student groups.

For example, the statewide graduation rate for English learners was 67 percent in 2017, compared to 83 percent for California students overall. Only foster youth and students with disabilities had lower graduation rates.

“We know they need to give them additional supports to graduate on time or to graduate at all,” said Julian Betts, executive director of the San Diego Education Research Alliance at UC San Diego and a co-author of the report.

The study focused on English learners in middle school and high school who entered San Diego and L.A. schools late, after fifth grade, and on long-term English learners who have spent several years in U.S. schools without being reclassified as fluent in English.

The report found that there are fewer long-term and late-arriving English learner students than there used to be. In San Diego Unified, English learner enrollment in middle and high schools declined 46 percent from 2007 to 2016.

That’s largely because the district has been reclassifying English learners as English fluent more quickly, the report stated. A student must achieve high-enough scores on certain standardized tests to be considered fluent.

The percentage of San Diego Unified English learner students who were deemed fluent, or English proficient, was 17 percent in the 2016-2017 school year, up from 11 percent two years before, according to district data.

However, the report found worse academic outcomes for English learners who weren’t placed in English language development classes, which are classes designed just for English learners. Students sometimes weren’t placed in those classes because English learner enrollment was too small at some schools, according to the report.

The report also focused on San Diego Unified’s English learner teachers. Researchers found better outcomes for San Diego’s students when they had English language support teachers, who facilitated their placement into the right courses, monitored students’ progress and supported general classroom teachers who teach English learner students.

According to the report’s findings and interviews with school staff, support teachers in San Diego Unified have declined in number over time, partly due to budget cuts.

“We completely understand San Diego Unified is not alone in facing hard times financially. But if the district is able to obtain additional funding in the future, it might be really wise to invest in (English language) support teachers,” Betts said.

In response to the report, San Diego Unified Instructional Support Officer Theresa Laskowski issued a statement saying San Diego Unified’s English learners have improved in performance over time.

The district says it adopted a “paradigm shift” in how it educates English learners. The district used to pull English learners out of class for extra support; now it provides in-class support instead, Laskowski said.

“The shift from an isolation, or pull-out, model to a push-in model has greatly benefited all students,” Laskowski said.

Researchers also examined whether having many English learners in a school affected the performance of native English-speaking students. They found no evidence that having English learners harmed native English speakers, Betts said.

“We thought that was a pretty important message — given the current political environment — that parents of English speakers should never be alarmed, necessarily, because their schools have a lot of students who are English learners,” she said.

Document

PPIC report on English learners

Kristen Taketa

Email: kristen.taketa@sduniontribune.com

Twitter: @Kristen_Taketa


English-Learners and Reclassification: Principals Play Pivotal Role, Study Finds | killexams.com real questions and Pass4sure dumps

09-SR-Principal-Time-Management-Mojdeh-Henderson-2-article.jpg

UPDATED

Principals have the power to ensure English-language learners get an equitable education, but many don't realize how much influence they wield, a new study on school leadership concludes.

The study, led by researchers from Michigan State University and Old Dominion University, examined how principals empower or impede equity through their leadership during decisionmaking about English-learner reclassification—the process schools use to determine when, and if, English-learners are deemed proficient in the language and no longer need specialized instruction.

The study's authors, associate professor Madeline Mavrogordato of Michigan State and assistant professor Rachel White of Old Dominion, conducted case studies in eight elementary schools across four school districts in Texas. As part of their research, they observed the end-of-year meetings when committees reviewed English-learner students' files and made reclassification decisions.

Reclassification decisions can shape the academic trajectories of students and the study's authors concluded that "while reclassification policy implementation varied markedly across schools, the level of influence school leaders exert over the process was consistently high."

The authors found that well-informed leaders who have a thorough understanding of policies are better equipped to push for equity to improve the social and academic outcomes for students.

"From an educator's perspective, they like to think of schools as being a place where, if they are being run the right way, that they are absolutely places where social justice happens," Mavrogordato said.

Conversely, the authors concluded that school leaders with only a superficial understanding of policy are less equipped and less likely to reach that standard because they are "more concerned with compliance procedures and are unaware of areas of flexibility that afford opportunities to implement the policy so as to promote equity in education."

Recent research on the benefits and drawbacks of English-learner reclassification has drawn conflicting conclusions.

A 2016 study out of the University of Oregon, led by Ilana Umansky, found that being identified as an English-learner can negatively impact students, especially those who may not need the services, because diminished teacher expectations often accompany the English-learner designation.

In 2017, research from Nami Shin—a research scientist at CRESST, the National Center for Research on Evaluation, Standards & Student Testing at the University of California, Los Angeles—found that being identified as an ELL motivated the students, pushing them to catch up with the initial English-proficient students and native English-speaking peers.

While there remains considerable debate on how and when students should exit from their English-learner status, White said she and Mavrogordato's study should challenge principals who have English-learner students in their schools to do two things: think deeply about policy and "implement it in a way that is meaningful and that's going to result in every single student having an equitable educational experience in that school."

Here's a link to the study, Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners.

Related Reading

English-Language-Learner Reclassification Can Impede Student Growth

Does English-Language-Learner Classification Help or Hinder Students?

Pre-K Literacy Key to English-Language Learner Reclassification, Study Finds

English-Learners and ESSA:  Many States are Lowering Academic Goals, Advocates Charge

ESSA: Ed. Dept. Releases English-Language-Learner Guidance

Many Reclassified ELLs Still Need English-Language Support

Photo Credit: Mojdeh Henderson, the principal at Berewick Elementary School in Charlotte, N.C., relies on a team of "first responders" who can handle matters such as student discipline and building issues. The setup allows Henderson to spend the bulk of her time doing things such as classroom observations that are meant to improve instruction.

--Chris Keane for Education Week

Teachers as learners | killexams.com real questions and Pass4sure dumps

Every Wednesday afternoon teachers meet in Professional Learning Communities (PLCs) to emphasize best practices.  As teachers reflect on their practice and collaborate with colleagues, they can improve student learning.  When they discuss content coverage, instructional practices and assessment tools, they can learn from each other’s expertise. 

 Teaching can feel fairly isolating.  With so many demands to create content, deliver in an engaging way, and assess what’s been learned, it’s hard to find time to connect with an expert down the hall. Managing behaviors, contacting parents, grading work, and learning new technology tools all take time. 

For new teachers, there’s course work and meetings with coaches on top of that.  Many veteran teachers also take time to coach sports teams and extracurricular activities. Opportunities for teachers to collaborate and learn from each other used to get crowded out due to demands on their time. 

Collaborations during PLCs give teachers time to focus on their craft and learn from each other. These meetings can validate practices and give teachers a chance to shine as they describe a lesson that worked for them.  Being appreciated can build resilience and the groups’ trust.  

The notion that two heads are better than one also applies when departments work as a problem solving team.  When a teacher shares a lesson that didn’t go as they intended, the group can serve as a think tank to trouble shoot how to fix the issue.

Teams work best when members feel they have an equal say.  Yes, they go more smoothly if there is a facilitator, but the idea is to move away from having a department chair who is the definitive expert in the room. Identifying team assets takes a bit of investigatory probing.  Often newer teachers are more tech savy while the more experienced teachers have more resources to share.  

Once the sequence of standards has been identified the focus turns to calendaring the essential ones. Discussion about pacing ensues.  Sharing their most engaging materials as well as possible student products enhances collaborations. Developing common formative assessments and the platform used to administer, grade and report them is also decided. 

English Language Arts teachers might design a performance task to test students’ organizational writing skills as they analyze the Outsiders movie as compared to the novel.  Social Studies teachers can quiz students on the latest unit of study whether its tensions that led to revolution or inventions that modernized China. Science teachers have designed engineering tasks and had students build prototypes of rubber band propelled cars which they tested and modified.  

Once these diagnostic instruments have been designed and delivered, the data they generate can be analyzed. Google forms, Socrative and Illuminate are all programs used by teachers to deliver online assessments to students.  While certain platforms are preferred by specific teachers, when everyone uses the same program, analysis is easier and more useful conversations can be had. 

Interim assessments (IABs) have been interspersed throughout the year to help students navigate the various types of questions and computerized animations they’ll have to manipulate to be successful on the CAASPP test.  Various school campuses have already done their “stress tests” to see if the WiFi can handle the standardized testing load that’s coming down the pike. 

The California Department of Education (CDE) reports these CAASPP test results on a district dashboard with break downs of individual school site scores as well. These measures are available to principals, teachers and the public.

As teachers become learners and collaborate in PLCs, they focus on high leverage nuggets in order to enhance student success.  When they respect and admire each other’s commitment to children, they can also gently challenge each other’s unproven notions. 

When PLCs get to navigate the waters they feel are most useful, the conversations glean results that propel students forward in their learning. Teachers who are given time as learners, benefit their students with better practices. 



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