Qualitative Survey Results
How do you feel we are currently serving our English Learner population?
When asked how well we are serving our English Learners as a school, I received a mediocre response. These included some fours and fives on a 1-10 scale, or a B- or C+ rating on an academic scale. The overwhelming opinion was that kids are being served, but we need to make improvements across the board. It is perceived that we are serving our English Learners in that we are small and can work closely with students. “We do well with specialist to student ratio; students get a lot of attention.” Additionally, it is perceived that students are being put into the correct classes and THS has manageable class sizes. Also, “We do a lot to ease the emotional transition and give a safe place. Students have a consistent person to go to for help.” Many teachers stated that we are serving them as best we can at the moment, and that our small class and interventions sizes help the situation. The consensus is that we have a lot to improve on in how students are being served in the general education classroom. One faculty member said, “As a whole, I don't think we're meeting all of their needs. Differentiation is not being done with fidelity.” Another stated, “In terms of student actually closing gaps, students aren't being served very well, as there is no streamlined system. The population is growing, and it seems like we are putting band aids on a growing problem.” One stated, “It's difficult; not sure if the teachers are trained, or have enough time to properly implement differentiated instruction for these kids.” Teachers feel that students at a Level 3, or “developing,” proficiency rating are being served adequately, but beginning English Learners are not being served well in the mainstream classroom.
Another common thought was that motivation is key. Telluride High School is used to dealing with highly motivated students, so naturally the school does better with more motivated students. Unfortunately, the perception is that a larger percentage of our Spanish-speaking students aren't as motivated, and we are therefore under-serving the population. Staff members admittedly assume certain things, like students’ ability to ask questions, etc. Teachers are used to students seeking help, as one teacher put it, “it depends upon the student; if students want to learn, it's great.”
Many teachers commented on the ELD and Cultural Liaison positions in relation to the bigger picture. The common sentiment was that the ELD teacher and Cultural Liaison help students feel a sense of belonging in the school, but are spread too thin. As one teacher stated, “so much pressure is put on the high school ELD teacher to support ALL English Learners (even exited ones) in language and content. That's not the job of an ELD teacher.” Some mentioned that they were not sure if faculty is using support system correctly, and that there seems to be confusion on the ELD teacher's role vs. the classroom teacher's role. It's getting better, but one teacher commented that we still stereotype Latino kids as needing services. Another noted, “English Language Development class time is sacred for learning English, but many teachers expect content support during this time.”
A few crossover teachers, who teach both in the middle and high school, felt that the middle school is being severely underserved. With a recent influx of newcomers needing services in the intermediate school, the current schedule lacks time for middle school’s intermediate level English Learners to see the specialist. Middle School teachers believe that we need more specialists, as teachers aren't really able to help all kids
The recent addition of a part-time High School Paraprofessional has helped immensely in a few classes; having another person in the room that can speak the language is seen as a huge help. It takes extra work to serve ELL students and there is a need for paraprofessional. All teachers wanted to see a continuation of having a bilingual paraprofessional available to help with classes for the coming year.
Another common thought was that motivation is key. Telluride High School is used to dealing with highly motivated students, so naturally the school does better with more motivated students. Unfortunately, the perception is that a larger percentage of our Spanish-speaking students aren't as motivated, and we are therefore under-serving the population. Staff members admittedly assume certain things, like students’ ability to ask questions, etc. Teachers are used to students seeking help, as one teacher put it, “it depends upon the student; if students want to learn, it's great.”
Many teachers commented on the ELD and Cultural Liaison positions in relation to the bigger picture. The common sentiment was that the ELD teacher and Cultural Liaison help students feel a sense of belonging in the school, but are spread too thin. As one teacher stated, “so much pressure is put on the high school ELD teacher to support ALL English Learners (even exited ones) in language and content. That's not the job of an ELD teacher.” Some mentioned that they were not sure if faculty is using support system correctly, and that there seems to be confusion on the ELD teacher's role vs. the classroom teacher's role. It's getting better, but one teacher commented that we still stereotype Latino kids as needing services. Another noted, “English Language Development class time is sacred for learning English, but many teachers expect content support during this time.”
A few crossover teachers, who teach both in the middle and high school, felt that the middle school is being severely underserved. With a recent influx of newcomers needing services in the intermediate school, the current schedule lacks time for middle school’s intermediate level English Learners to see the specialist. Middle School teachers believe that we need more specialists, as teachers aren't really able to help all kids
The recent addition of a part-time High School Paraprofessional has helped immensely in a few classes; having another person in the room that can speak the language is seen as a huge help. It takes extra work to serve ELL students and there is a need for paraprofessional. All teachers wanted to see a continuation of having a bilingual paraprofessional available to help with classes for the coming year.
What do you think Telluride High School struggles with the most in the area of ELD support?
Interview after interview teachers pointed out students’
views towards education as being the biggest struggle they face daily. The fact that it seems that many English
Learners don't know or don't understand what they need to do to succeed, or what
it takes to pass a class and ultimately graduate from high school, is seen as
the biggest obstacle teachers face. This
is seen as a cultural piece that we need to work on as a school. How do we change the culture to a culture of
achievement? Other forces in English Learners’ lives are influencing a lack of studying. Many students have other priorities, like
working to help with rent. How do we
balance these needs? Organization also
tends to be a constant struggle with many ELs.
Many second language learners come to class without their work finished
and have a differing attitude towards due dates and expectations. One teacher highlighted a need to reach out
to families in some way, provide an opportunity for parents to see their
students in an academic light. One
faculty member stated, “It would be great if we could highlight their achievements
and encourage parental support towards education to avoid a culture of
complacency.” Another felt that we
struggle the most with students who have been in our district for a long period
of time, stating that "these students should have been brought up to speed by this point, and
don't seem to be." The kids in the
"middle ground" need interventions.
Students who we have had for a long time don't seem to be progressing, and
they aren't quite competing. These
students still haven't gotten to the point where they are at the "average
point" of the school.
A similar preoccupation amongst faculty at Telluride High School is this: It's hard to motivate students to prepare for college when they aren't planning on going to college. As one colleague stated, "The kids aren't dealt the same hand as everyone else; they have to work harder; teachers have to work harder for them to catch up. We ask more of those students than the general population." Many teachers feel that we need to push what English Learners are able to do and raise expectations. Another teacher hopes to make college more accessible for our Latino students: "...if all students are able to attend college, we can bridge the gap between racial /cultural groups. This will help kids believe they can do it." Teachers have noted a loss of motivation between eighth and ninth grade for many students, but another frustration is that many teachers feel powerless in that they don't speak Spanish. "It's difficult to communicate with both students and parents," commented one teacher. Teachers are stuck in how to connect with students and communicate the importance of academics to both students and parents.
Social concerns are yet another issue on teachers’ minds: “There is a large separation between affluent Anglo and middle-class Hispanic populations.” There is a desire to bridge the gap between lifestyles and experiences and help students understand what they can learn from each other. The social segregation does not help the larger issue of access to educational success by our students. Segregation is apparent in classrooms, in the hallways, and in the lunchroom. We don't have a lot of Latino teachers, so it's a culture shock for kids to come into an "all white" school. We struggle with meeting the social and emotional needs; students struggle to become friends with Anglo students and teachers. Similarly, our faculty is not fully aware of cultural aspects and backgrounds that students are coming from. Many expressed the desire to bring qualities like teamwork, multi-ethnic values, and diversity into the fabric of Telluride High School’s everyday values. Faculty feel that we have to figure out ways to break down the barriers make teamwork activities part of the norm across the high school.
Throughout this study, two schools of thought were observed: a sheltered model and an inclusion model. Some staff feel that there is a need for more sheltered core classes, while others feel students should be mainstreamed and immersed in English. As one teacher noted:
“Sometimes students get pushed too far too soon. Students find themselves in classes where they are overwhelmed, and might doubt themselves more than they should. Culturally we could cater to needs a bit more. Students need more support than they are getting; we need more support for the school as a whole. Our policy of immersion is a little intense, and maybe not in their best interests. They are thrown into an academic course right away, and it's hard to have them learn anything at a high level.”
Part of the staff fully believes in creating sheltered classes, for example a social studies class, in which the class can be tailored to acquire language and content simultaneously. The overarching idea in this school of thought is that it just isn’t fair to put beginning English Learners in a mainstream class right away, and that the teachers aren’t equipped to handle that charge. Additionally, bilingual students are put in the place to translate for newcomers. This practice may be beneficial for some students but it shouldn’t be a student’s responsibility to translate for their peers. Meanwhile, a second school of thought feels that inclusion and immersion is the way to go to ensure social stability for students. Our staff is both divided and confused over this issue; many noted that they hated seeing a racially segregated classroom, yet many struggle to provide appropriately differentiated content for these students. In addition to this, some feel the answers lie in providing alternative classes for many students that provide skills students can take out of high school.
Lastly, faculty struggled with the expectations and vision of the English Language Development program. One teacher mentioned, “We struggle in having a clear vision and communicating that vision to the teachers. We struggle with providing materials and a backbone to support a program. Teachers need materials, like leveled reading materials to support the vision. Also, content teachers should have planning time to create differentiated lessons and assessments.” Most agreed that Teachers aren't using differentiated instruction for students, mainly because teachers haven’t had training on how exactly to provide this. We need more interactive teaching to get our concepts across. Additionally, many agreed that we don't have a very coherent system; the solution needs to be a defined system. This system should include expectations of what we expect teachers to provide for English Learners, because at the moment there are no expectations to guide instruction for general educators.
A similar preoccupation amongst faculty at Telluride High School is this: It's hard to motivate students to prepare for college when they aren't planning on going to college. As one colleague stated, "The kids aren't dealt the same hand as everyone else; they have to work harder; teachers have to work harder for them to catch up. We ask more of those students than the general population." Many teachers feel that we need to push what English Learners are able to do and raise expectations. Another teacher hopes to make college more accessible for our Latino students: "...if all students are able to attend college, we can bridge the gap between racial /cultural groups. This will help kids believe they can do it." Teachers have noted a loss of motivation between eighth and ninth grade for many students, but another frustration is that many teachers feel powerless in that they don't speak Spanish. "It's difficult to communicate with both students and parents," commented one teacher. Teachers are stuck in how to connect with students and communicate the importance of academics to both students and parents.
Social concerns are yet another issue on teachers’ minds: “There is a large separation between affluent Anglo and middle-class Hispanic populations.” There is a desire to bridge the gap between lifestyles and experiences and help students understand what they can learn from each other. The social segregation does not help the larger issue of access to educational success by our students. Segregation is apparent in classrooms, in the hallways, and in the lunchroom. We don't have a lot of Latino teachers, so it's a culture shock for kids to come into an "all white" school. We struggle with meeting the social and emotional needs; students struggle to become friends with Anglo students and teachers. Similarly, our faculty is not fully aware of cultural aspects and backgrounds that students are coming from. Many expressed the desire to bring qualities like teamwork, multi-ethnic values, and diversity into the fabric of Telluride High School’s everyday values. Faculty feel that we have to figure out ways to break down the barriers make teamwork activities part of the norm across the high school.
Throughout this study, two schools of thought were observed: a sheltered model and an inclusion model. Some staff feel that there is a need for more sheltered core classes, while others feel students should be mainstreamed and immersed in English. As one teacher noted:
“Sometimes students get pushed too far too soon. Students find themselves in classes where they are overwhelmed, and might doubt themselves more than they should. Culturally we could cater to needs a bit more. Students need more support than they are getting; we need more support for the school as a whole. Our policy of immersion is a little intense, and maybe not in their best interests. They are thrown into an academic course right away, and it's hard to have them learn anything at a high level.”
Part of the staff fully believes in creating sheltered classes, for example a social studies class, in which the class can be tailored to acquire language and content simultaneously. The overarching idea in this school of thought is that it just isn’t fair to put beginning English Learners in a mainstream class right away, and that the teachers aren’t equipped to handle that charge. Additionally, bilingual students are put in the place to translate for newcomers. This practice may be beneficial for some students but it shouldn’t be a student’s responsibility to translate for their peers. Meanwhile, a second school of thought feels that inclusion and immersion is the way to go to ensure social stability for students. Our staff is both divided and confused over this issue; many noted that they hated seeing a racially segregated classroom, yet many struggle to provide appropriately differentiated content for these students. In addition to this, some feel the answers lie in providing alternative classes for many students that provide skills students can take out of high school.
Lastly, faculty struggled with the expectations and vision of the English Language Development program. One teacher mentioned, “We struggle in having a clear vision and communicating that vision to the teachers. We struggle with providing materials and a backbone to support a program. Teachers need materials, like leveled reading materials to support the vision. Also, content teachers should have planning time to create differentiated lessons and assessments.” Most agreed that Teachers aren't using differentiated instruction for students, mainly because teachers haven’t had training on how exactly to provide this. We need more interactive teaching to get our concepts across. Additionally, many agreed that we don't have a very coherent system; the solution needs to be a defined system. This system should include expectations of what we expect teachers to provide for English Learners, because at the moment there are no expectations to guide instruction for general educators.
What type of systems or supports would you like to see put in place to support English Learners at Telluride High School?
When asked what types of systems and supports could be integrated into our current system, faculty members had many ideas, from materials to additional English language and bilingual support. One main theme that emerged was simply consistency and clarity. Teachers would like guidance and clarity in what they are expected to teach to English Learners, as many are left wondering if they should focus on language and vocabulary or content possibly presented in Spanish. The role of the English Language Development teacher should also be clarified for staff. One specialist emphasized that the ELD teacher should be explicitly teaching English, while content area teachers should be teaching differentiated content.
Many teachers touched on integrating cultural, social, and emotional health topics into our curriculum in order to better improve our school culture to support all students. One teacher stated, “ We could be more sensitive to our student population in constructing curriculum. Beyond buying Spanish curriculum materials, we could be constructing curriculum with our student population in mind.” This sentiment was expressed throughout content areas and backgrounds. As an example, we can focus as much, if not more attention on Hispanic Heritage month as we do with Black History Month. In this way, we can help our Spanish-speaking students learn about their own culture as well as help other students learn about the wide variety of Latino cultures our school encompasses, as this would teach more understanding and acceptance. Another idea was implementing social concerns into health class and emphasizing cultural awareness and/or bullying prevention into social studies classes.
Another great suggestion was a departmental support system to mainstream academic vocabulary used throughout the various content areas. This would be a systemic change in vocabulary use by teachers, ensuring that students are hearing the same terminology and academic language year to year and throughout various classrooms. In addition to this, many members of the faculty would like a common vocabulary teaching strategy that can be used across all content areas, as well as academic vocabulary posted on a weekly basis. In this way, faculty could collaborate and ensure exposure to a certain set of academic words in a given week.
Some faculty would like to implement weekly tutorial or lunch meetings with struggling English Learners to check in on grades and make sure students are feeling ready for the next test, etc. In addition to students meeting regularly with teachers, one teacher suggested implementing regular lunch meetings between the ELD teacher and classroom teachers to get feedback and assistance on creating modifications for tests and assignments. Along the same line, one teacher expressed the need for a consistent system that would catch the students who are falling behind, assign them to eighth period (homework help), and ensure that we keep kids caught up.
Another major theme was the need for bilingual paraprofessional support. In other words, teachers would like to see more paraprofessionals in the classrooms, working with our neediest, non-English proficient kids. Similarly, faculty members would like additional resources and Spanish language support materials ordered for them to help support the content taught in their classes.
One teacher expressed the need for us to communicate to students where they should be developmentally versus where they currently are in order to build their goal-setting capacities. This builds in the expectation that by their senior year students will be in AP classes, fully mainstreamed, and independent. This thought was backed up by another suggestion of implementing an AVID program to help students continually improve their skills to the college readiness level all the way through high school, and not just senior year. This sentiment was also supported by an overwhelming desire to increase parental involvement opportunities to support student success.
A few teachers mentioned wanting to have an ELL writing coach/expert, or a RtI writing class for higher level English Learners. Some also suggested that many new English Learners need additional English instruction before entering upper level classes. Teachers expressed the need for more planning time for content area teachers to work with the language specialist to support ELs in the content area classroom. For this extra effort it was seen that teachers would like merit pay for the extra time and work.
Lastly, one educator suggested was that content teachers upload their weekly lesson plans in order to support our English Learners. This system would at the very least include essential vocabulary and main ideas so that the English Language Development teacher could support what is happening in the general education classroom.
Many teachers touched on integrating cultural, social, and emotional health topics into our curriculum in order to better improve our school culture to support all students. One teacher stated, “ We could be more sensitive to our student population in constructing curriculum. Beyond buying Spanish curriculum materials, we could be constructing curriculum with our student population in mind.” This sentiment was expressed throughout content areas and backgrounds. As an example, we can focus as much, if not more attention on Hispanic Heritage month as we do with Black History Month. In this way, we can help our Spanish-speaking students learn about their own culture as well as help other students learn about the wide variety of Latino cultures our school encompasses, as this would teach more understanding and acceptance. Another idea was implementing social concerns into health class and emphasizing cultural awareness and/or bullying prevention into social studies classes.
Another great suggestion was a departmental support system to mainstream academic vocabulary used throughout the various content areas. This would be a systemic change in vocabulary use by teachers, ensuring that students are hearing the same terminology and academic language year to year and throughout various classrooms. In addition to this, many members of the faculty would like a common vocabulary teaching strategy that can be used across all content areas, as well as academic vocabulary posted on a weekly basis. In this way, faculty could collaborate and ensure exposure to a certain set of academic words in a given week.
Some faculty would like to implement weekly tutorial or lunch meetings with struggling English Learners to check in on grades and make sure students are feeling ready for the next test, etc. In addition to students meeting regularly with teachers, one teacher suggested implementing regular lunch meetings between the ELD teacher and classroom teachers to get feedback and assistance on creating modifications for tests and assignments. Along the same line, one teacher expressed the need for a consistent system that would catch the students who are falling behind, assign them to eighth period (homework help), and ensure that we keep kids caught up.
Another major theme was the need for bilingual paraprofessional support. In other words, teachers would like to see more paraprofessionals in the classrooms, working with our neediest, non-English proficient kids. Similarly, faculty members would like additional resources and Spanish language support materials ordered for them to help support the content taught in their classes.
One teacher expressed the need for us to communicate to students where they should be developmentally versus where they currently are in order to build their goal-setting capacities. This builds in the expectation that by their senior year students will be in AP classes, fully mainstreamed, and independent. This thought was backed up by another suggestion of implementing an AVID program to help students continually improve their skills to the college readiness level all the way through high school, and not just senior year. This sentiment was also supported by an overwhelming desire to increase parental involvement opportunities to support student success.
A few teachers mentioned wanting to have an ELL writing coach/expert, or a RtI writing class for higher level English Learners. Some also suggested that many new English Learners need additional English instruction before entering upper level classes. Teachers expressed the need for more planning time for content area teachers to work with the language specialist to support ELs in the content area classroom. For this extra effort it was seen that teachers would like merit pay for the extra time and work.
Lastly, one educator suggested was that content teachers upload their weekly lesson plans in order to support our English Learners. This system would at the very least include essential vocabulary and main ideas so that the English Language Development teacher could support what is happening in the general education classroom.
How do you feel the English Language Development teacher can help support your classroom?
The general education teachers most commonly requested that the English Language Development specialist continue providing resources and help with accommodations for English Learners, though many also mentioned that they did not want to demand more from the ELD teacher. Teachers highly value help with accommodations on tests, graphic organizers, templates, posters, differentiated materials, videos with subtitles, leveled readings, and Spanish materials support to help build sustainable curriculum for the future. Vocabulary support and translation were also requested. Faculty requested vocabulary pre-loading and classroom support, with constant communication on student progress, the specialist’s help during tutorial, and help with organization.
Teachers also requested additional information about new students entering the school. Teachers feel it would be beneficial to have as much information as possible about a new English Learner entering their classroom, as it would help them build relationships with the students more quickly. The information requested includes reading levels, what to expect from the kids, a little bit of background information, and help communicating both with the student and parents.
As mentioned earlier, there are differing thoughts on immersion vs. sheltered class models. Some teachers thought that keeping the student out of the general education classroom for a year to focus on English and offering more sheltered classes would improve the situation. Meanwhile, others stated that the ELD specialist is not the content teacher, and all English learners should have access to content taught by that area’s specialist. Co-teaching and common planning times were other ideas that came up, as some colleagues have seen success in bigger schools.
A few faculty members would like to see the ELD teacher conduct more training and help more with advice for how to serve English Learners. Also, a small group of teachers are interested in exploring post secondary options for our English Learners, alongside the ELD teacher.
Teachers also requested additional information about new students entering the school. Teachers feel it would be beneficial to have as much information as possible about a new English Learner entering their classroom, as it would help them build relationships with the students more quickly. The information requested includes reading levels, what to expect from the kids, a little bit of background information, and help communicating both with the student and parents.
As mentioned earlier, there are differing thoughts on immersion vs. sheltered class models. Some teachers thought that keeping the student out of the general education classroom for a year to focus on English and offering more sheltered classes would improve the situation. Meanwhile, others stated that the ELD specialist is not the content teacher, and all English learners should have access to content taught by that area’s specialist. Co-teaching and common planning times were other ideas that came up, as some colleagues have seen success in bigger schools.
A few faculty members would like to see the ELD teacher conduct more training and help more with advice for how to serve English Learners. Also, a small group of teachers are interested in exploring post secondary options for our English Learners, alongside the ELD teacher.
What type of professional development would you like to see provided at THS?
Without doubt, the professional development most sought out by Telluride High School teachers is PD that they can learn one day and use the next. Teachers want to add "tools" to their toolbox of differentiation and have a readily available stockpile of ways to differentiate for ELLs. As one teacher put it, "I want useful strategies that can be implemented easily. Tools that can work." Teachers want to be given some direction as to which best practices should be included in all instruction, and a few highlighted using the SIOP model. Secondly, teachers would like to see our previous academic vocabulary training added to and mainstreamed. As one teacher put it, "Academic vocabulary was very helpful. I would like to see ways to implement school-wide vocabulary techniques, differentiation, and support for teachers to implement in the classroom. " Teachers would like to see a systematic approach to teaching vocabulary and scaffolding reading in the same way to insure coherent teaching strategies. In terms of differentiated instruction, many would like to learn new ways to teach concepts and vocabulary through new strategies such as games and interactive activities. Additionally, they would like to learn differentiated strategies for demonstrating understanding without speaking or writing in English (nonverbal demonstrations of understanding). One teacher requested a continuous list of differentiated resources that he could easily use in class.
Math and science teachers hoped to receive departmental professional development. The "one size fits all" approach that is often taken doesn’t work. Teaching differing subject matters at a high academic level requires differing techniques. The science and math departments both felt they could use department specific PD. There was also mention of looking for feedback on how the lesson was taught in real life and time to review new strategies. People also expressed interest in simply being kept up on the latest research.
There is a large demand for Spanish classes for educators. Many would like to focus on conversational and meaningful Spanish training that demonstrates what teachers can use, what can make sense, and what is time efficient. Some also encouraged training in the translation systems available to ensure that they are bing used correctly. English teachers would also like to learn how to teach writing with Spanish speaking students, which would require a background in the language.
Teachers noted interest in learning more about the language acquisition process. One stated, "It would be beneficial for staff to fully understand the language learning process." Similarly, another teacher desperately wants to see SIOP implemented at the school. More specifically, she would like to see an outside professional provide initial professional development, as well as ongoing support for staff.
A handful of teachers expressed that they would like a better cultural understanding of where our students are coming from. "What is a Quinceañera? What social situations or topics should be avoided? What are the cultural norms? What expectations to parents have of their students?" They would like some training or support in cultural sensitivity and pluralism: how to teach students outside of native culture of teachers.
One of the biggest barriers to implementation of professional learning is that teachers are busy. Thus, the school must incentivize further development. As one staff member put it, "the best option for the school would be to incentivize teachers to know Spanish or SIOP, and then provide the opportunity for it." Additionally, a few senior teachers aren't interested in professional development at all. Speaking honestly, they expressed that they are maxed out on the pay scale, and would most likely not attend optional trainings and PD. Thus, the best way to provide professional development would be to share best practices, new techniques and findings during our Professional Learning time (grade-level teams) or during staff meetings, when faculty members are obligated to attend. Some also suggested a PLC restructuring, which would involve many staff members. Yet another teacher suggested a combination of in-services and personal coaching that would enable teachers to implement new structures and then review and ask questions.
Math and science teachers hoped to receive departmental professional development. The "one size fits all" approach that is often taken doesn’t work. Teaching differing subject matters at a high academic level requires differing techniques. The science and math departments both felt they could use department specific PD. There was also mention of looking for feedback on how the lesson was taught in real life and time to review new strategies. People also expressed interest in simply being kept up on the latest research.
There is a large demand for Spanish classes for educators. Many would like to focus on conversational and meaningful Spanish training that demonstrates what teachers can use, what can make sense, and what is time efficient. Some also encouraged training in the translation systems available to ensure that they are bing used correctly. English teachers would also like to learn how to teach writing with Spanish speaking students, which would require a background in the language.
Teachers noted interest in learning more about the language acquisition process. One stated, "It would be beneficial for staff to fully understand the language learning process." Similarly, another teacher desperately wants to see SIOP implemented at the school. More specifically, she would like to see an outside professional provide initial professional development, as well as ongoing support for staff.
A handful of teachers expressed that they would like a better cultural understanding of where our students are coming from. "What is a Quinceañera? What social situations or topics should be avoided? What are the cultural norms? What expectations to parents have of their students?" They would like some training or support in cultural sensitivity and pluralism: how to teach students outside of native culture of teachers.
One of the biggest barriers to implementation of professional learning is that teachers are busy. Thus, the school must incentivize further development. As one staff member put it, "the best option for the school would be to incentivize teachers to know Spanish or SIOP, and then provide the opportunity for it." Additionally, a few senior teachers aren't interested in professional development at all. Speaking honestly, they expressed that they are maxed out on the pay scale, and would most likely not attend optional trainings and PD. Thus, the best way to provide professional development would be to share best practices, new techniques and findings during our Professional Learning time (grade-level teams) or during staff meetings, when faculty members are obligated to attend. Some also suggested a PLC restructuring, which would involve many staff members. Yet another teacher suggested a combination of in-services and personal coaching that would enable teachers to implement new structures and then review and ask questions.
Additional Thoughts
Closing thoughts again displayed differing schools of thought amongst the staff at Telluride High School. The constant dilemma between immersion/inclusion and the tracking of students was made apparent here. Depending on the subject matter and skills necessary for the class, some felt that students should be in their grade-level classes with support and differentiation, or even co-teaching, while others thought that tracking, and creating necessary classes like mandatory math or writing labs was the answer. As one staff member put it, “tracking benefits everyone; if we can group students similarly, in place of 3 lesson plans to one class."
Some again expressed that it is difficult to communicate and connect with students because teachers don’t have the language to know more about students; there is frustration because the connection a teacher wants with a student is difficult to find.
Another closing thought was this: "Students aren't tapped enough for their background knowledge. If students' background is valued and asked about, students will feel like they matter. Socially, students are very split, but this is a hard thing to change. Hopefully we will get kids into leadership positions. We should get more culturally sensitive literature into the system." This teacher went on to explain that Latino culture/outlook at school is often that "school is stupid." This is the mindset that needs to change. We need to work on getting Latino kids into AP classes.
Lastly, a language teacher felt that administration needs to attend SIOP trainings as well so that they know what to look for and are equipped with the appropriate training for observations. Shel also felt that administration should pay more attention to what is happening and not happening in general education classes daily. This could be accomplished with more frequent walk-ins and meeting with teachers to ask what they are doing to reach all students.
Some again expressed that it is difficult to communicate and connect with students because teachers don’t have the language to know more about students; there is frustration because the connection a teacher wants with a student is difficult to find.
Another closing thought was this: "Students aren't tapped enough for their background knowledge. If students' background is valued and asked about, students will feel like they matter. Socially, students are very split, but this is a hard thing to change. Hopefully we will get kids into leadership positions. We should get more culturally sensitive literature into the system." This teacher went on to explain that Latino culture/outlook at school is often that "school is stupid." This is the mindset that needs to change. We need to work on getting Latino kids into AP classes.
Lastly, a language teacher felt that administration needs to attend SIOP trainings as well so that they know what to look for and are equipped with the appropriate training for observations. Shel also felt that administration should pay more attention to what is happening and not happening in general education classes daily. This could be accomplished with more frequent walk-ins and meeting with teachers to ask what they are doing to reach all students.