actfl convention plenary
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ACTFL Convention Plenary. Empowering Language Educators Through Collaboration Barbara Mondloch , ACTFL President, Moderator Kelly Aramaki , Principal, Beacon Hill International School, Seattle Public Schools - PowerPoint PPT PresentationTRANSCRIPT
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ACTFL Convention Plenary
Empowering Language Educators Through Collaboration
Barbara Mondloch, ACTFL President, ModeratorKelly Aramaki, Principal, Beacon Hill International School, Seattle Public SchoolsGregg Roberts, World Language and Dual Immersion Specialist, Utah State Office of EducationErwin Tschirner, University of Leipzig, Germany
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Seattle’s International Schools
Ingraham International High School (2012)
McDonald International School (2012)
Concord International School
Denny International Middle School
Chief Sealth International High School
Hamilton International Middle School
John Stanford International School
Beacon Hill International School
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Seattle’s International Education Framework
Academic Excellence
•Reading/Writing•Speaking/ Listening•Int’l Business•Math
•Science•Social Studies•Health/PE•Arts
Global Perspective
World Languages
•Communications•Culture•Connections•Comparisons•Communities
•Global Challenges•Cultural and World Areas•Global Connections
Cultural Competency
Partnerships
Innovative Teaching
Technology
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COLLABORATION WITHIN A SEATTLE INTERNATIONAL SCHOOL
• Wednesday Staff Meeting Structure– 1st: All Staff– 2nd: Grade band teams– 3rd: All Staff– 4th: Job-alike teams
• Weekly Professional Learning Community (PLC) Meetings• Meetings are planned out at the beginning of the year
and address the various needs within an international school with immersion program– Academics and student achievement– Language immersion– Bilingual support– Global competence– Grade band, cross-content coordination– School-wide work around global mission– School-wide work around instruction and other school
improvement goals
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COLLABORATION ACROSS SEATTLE’S INTERNATIONAL SCHOOLS
• International School Principal Meetings (monthly)
• Cross-School Professional Development and Collaboration on Non-student Days and Early Release Days– Language immersion teacher meetings hosted at
different schools (same language & cross language)
– Language immersion professional development for new teachers led by current teachers
– International School teacher leadership meetings– Global competence trainings within feeder
patterns– District-wide global competence training
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UtahThe world is welcome here
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Why Collaborate?
Benefits vs. Ego–Lessons to learn–Lessons to share –Lessons to explore
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Informal Collaboration
Dual Immersion Example– Program Model– School Visits– PD Opportunities– Sharing Curriculum– Sharing Assessment
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Formal CollaborationK-12 Chinese Flagship – Collaboration Grant
• 4 Flagships, 4 SEAs & 5 LEAs– Three Pathways
• Dual Immersion• Middle School• High School
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International CollaborationErwin TschirnerUniversity of Leipzig
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Common European Framework of Reference (CEFR)
ACTFL CEFR Conferences
Areas of Collaboration
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CEFR Foundations
Pragmalinguistics (Speech Act Theory)◦Threshold Level (1975)
Communicative Competence◦Canale & Swain (1981)
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Reading ListeningSpeakingWriting
A1 BreakthroughA2 Waystage
B1 Threshold
B2 Vantage
C1 Effective Operational Proficiency
C2 Mastery
from Saville, N. (2010)
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CEFR AccomplishmentsCommon European Framework of
Reference for Languages: Learning, Teaching, Assessment (2001)
European Language Portfolio (2001)
Reference Level Descriptions (since 2004)
Illustrations of the European levels of language proficiency (2008)
Manual for Language Test Development and Examining (2011)
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Conference GoalsEstablish correspondencesEasier crosswalk between both
systemsAvoid double certificationEnhance validity of assessmentsContinued development of test
systemsDetermine research needsInitiate research projects
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ACTFL CEFR Conference 2011Provo, Utah, August 3-6, 2011The Elements of Proficiency: An
Emerging Consensus for Language Assessment and Instruction
Help practitioners better understand the elements of proficiency and how it
may be assessed the ACTFL and CEFR systems and how
they relate to proficiency and its assessment
their implications for teaching and learning, curriculum and materials development
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ACTFL CEFR Conference 2012Strasbourg or Graz (June/July
2012)Hosted by the Council of EuropeCo-Organizers: ACTFL, AATG,
Council of Europe, University of Leipzig
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Priorities of the 2012 conferenceContinue to explore the ACTFL CEFR crosswalk
for assessment, teaching, learning, and policy purposes
Intersections of the ACTFL K-12 Performance Guidelines and the CEFR
Joint studies to investigate realistic student outcomes from different program models
Formative assessment initiativesDiagnostic information about language
learnersStudy of can-do statementsTesting the receptive skills
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Collaboration
Quality, transparency, and portability of language teaching, learning, and assessment (Elvira Swender)
Implications for assessment, instruction, curriculum development, and teacher preparation (Eileen Glisan)
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Areas 1Educational standardsInternational proficiency
benchmarksCurriculum developmentMaterials developmentReference Level DescriptionsCommon ground between
classroom-based (taught) and immersion (self-taught) learning
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Areas 2Assessment and certificationCorrespondences (portability)Validity issues (speaking, sample
size)Comparability across languagesFormative assessment
(performance)Language portfoliosCan-do statements