Implementing the SIOP Model Through Effective Professional Development and Coaching

Implementing the SIOP Model Through Effective Professional Development and Coaching

$89.99

In stock
0 out of 5

$89.99

SKU: 9780205533336 Categories: ,
Title Range Discount
Trade Discount 5 + 25%

Description

Details

  • A print text
  • Free shipping

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.
  • Voices from the Field:  Educators from sixteen U.S. school districts that have been implementing the SIOP Model for several years provide detailed information about the challenges in meeting the needs of their English learners. Their suggestions include school and district-level SIOP implementation hints for success and are also easily found in the inside front and back covers.
  • Models of SIOP Implementation:  It is clear, when examining how schools and districts have implemented the SIOP Model, that there is no one-size-fits-all approach.  Here, you will find a model of implementation that most closely matches your own school and district contexts.
  • Coaching Do’s and Don’ts: Throughout the country, districts are hiring SIOP coaches to assist teachers with implementing the SIOP Model.  A SIOP coach has expertise and responsibilities that differ from other coaches and these are explicated here.
  • Classroom Implementation of the SIOP Model:  While everyone responsible for the education of English learners is concerned about their academic success, classroom teachers have the greatest responsibility for providing effective and appropriate instruction.  Specific recommendations are included for creating effective SIOP-based classroom.
  • 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
    Series

    Imprint

    Format

    ISBN-13

    ISBN-10

    Author

    , ,

    BISAC

    Subjects

    higher education, EDU046000, Vocational / Professional Studies, Teacher Education, Teaching English Learners, ESOL Methods