TELL presentation for MCTLC

Teacher Effectiveness
for Language Learning Project
MCTLC 2012
Presented by Gaelle Berg
• What is TELL?
– A suite of products and processes for WL
teacher to enhance their effectiveness in
a 21st century skill set in languages and cultu
Built on Prior Initiatives
• Starting with the End in Mind: Planning and Evaluating Highly
Effective Foreign Language Programs, (Couet, Duncan, Eddy, M
et, Smith, Still, Tollefson)
ngpage/endinmind/media/EndinMind_Bro_32201_1.pdf ;
• U.S. Department of Education Foreign Language Assistance Pro
gram (FLAP) grant awarded to the Memphis (TN) City Schools
and directed by Alyssa Villarreal, Coordinator of World Langua
• “Characteristics of Effective Foreign Language Instruction,” Nati
onal Association of District Supervisors of Foreign Languages, a
dapted from work done in the Montgomery County (MD) Publ
ic Schools
The Teacher Matters
• WL teachers ask “how can we be more
– Teacher effectiveness is the single most critical
factor in student achievement –
– It’s about
what the teacher does in the classroom that
maximizes student achievement.
Teachers matter
• “Why TELL?” Presentation
TELL Framework
• Clearly defines the
characteristics and behaviors exhibited by e
ffective world language teachers.
– What makes an effective world language teach
– What do effective world language teachers do
to ensure that students achieve world languag
e competence?
TELL Beliefs
1. The identified teacher characteristics and
behaviors represent the model world language
1. World language teachers can become models if
the model teacher is defined.
1. The identified characteristics and behaviors are
intended to guide individual teacher growth
toward the model and are not necessarily tied to
teacher appraisal.
TELL Framework
• Establishes those characteristics and behavi
ors that model teachers exhibit.
• Consists of 7 domains
– organized around the three competency standa
rds of the National Board for Professional Tea
ching Standards (NBPTS).
Preparing for Student Learning
• How do I establish a safe, supportive learning
environment for my students?
• How do I maximize student learning through my
instructional planning?
Advancing Student Learning
• Which high-yield strategies help my students achieve
the daily performance objectives?
• How do my students and I use assessments to show
what they know and can do with what they know?
• How do my students and I capitalize on a variety of
resources to maximize student learning?
Supporting Student Learning
– How does my collaboration with stakeholders
support student learning?
– How does my continued growth as a professional
support student learning?
Tools for Implementation
• A self‐assessment inventory based on the Frame
work criteria in order to help the user plan for p
rofessional growth or lead others to do so.
• Formative observation instruments that can be u
sed by peers and supervisors.
• Administrative observation instruments written in
such a way as to be useful for any teacher appr
aiser, regardless of his/her background in world l
anguage or world language methodology.
TELL Support
• Research and scholarly writings that suppor
t the Framework criteria are cited and serv
e as sources for further reading.
• Exemplars (documents or video footage) of
the criteria are provided for illustration pu
• Correlations of the Framework criteria link
TELL to other documents that also address
teacher effectiveness.
Teacher Effectiveness for Language Learning Project
The TELL Project is a collaborative endeavor of
Sharon Deering (Arlington [TX] Independent School District),
Greg Duncan (InterPrep),
Thomas Sauer (Fayette County [KY] Public Schools), and
Alyssa Villarreal (Memphis [TN] City Schools).

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