6 Esl Standards

The entire Interstate School Leaders Licensure Consortium Standards focus on actions/ skills that leaders should be modeling in their schools, and there is not one standard that is more important than another. Leaders should be concentrating on how to make the learning environment more effective for student learning. In this essay I will give the challenges faced in that standard and the purpose of the standards and how do they impact that educational community.

Promoting student success is the founding principle of each of the Educational Leadership Constituencies Council Standards for Educational Leaders (2002). Influential educators combine their knowledge of leadership styles with personal experience in order to meet individual needs and encourage all students to achieve their potential.

For the past two years I have worked as a teachers’ aide for special education classrooms. I have had the privilege of working in over fifteen different schools and over thirty different classrooms ranging from kinder garden to the adult transition program. For the past three months I have been working in an adult transition classroom with five students. Four out of our five students are non-verbal and have severe behaviors. The school is located in the small city of Corona, CA with Hispanic students being the majority group. In the classroom I am the only aide who can fluently speak and write Spanish. Being bilingual has helped me in my job because all of our student’s parents are Spanish speaking and are originally from Mexico.

As schools in Illinois transition to the new Common Core State Standards (CCSS), the Illinois State Board of Education (ISBE) has taken steps to provide districts with resources to aid in this transition. ISBE has created five foundational services with the goal of creating educational continuity throughout the state, from Rockford to Cairo. These five foundational services include continuous improvement planning, balanced assessment, teacher evaluation, new Illinois learning standards for mathematics, and new Illinois learning standards for English Language Arts (ELA).

For many grades and levels, the standards are too progressive. Performance stakes are being raised for students everywhere. Since the year 2007, the standards were introduced and developed

In the 1990s, a movement began across the United States whereby individual states began writing academic standards which outlined the academic content students were expected to know and be able to master at the end of each grade level. Subject specific assessments were also designed and implemented in order to measure whether students were meeting those standards (Gibbs, T. & Howley, A., 2000).

Evidence of change is heavily supported by the many change initiatives the United States’ education system has seen in the past few years. There have been programs and initiatives that have been implemented and replaced, due to their ineffectiveness as a whole. Programs such as No Child Left behind (2002) were brought in as an initiative to assist schools with bridging the gap for students who had fell behind or schools who were falling behind; however, this initiative failed due to its one size fits all methodology. The NCLB initiative became too much for schools and school officials to implement effectively. Consequently, in 2015 the Every Student Succeeds Act (ESSA) was created to fill the voids that were missing from NCLB. For example, NCLB accountability results were based on test scores alone, while ESSA focuses on multiple progress areas. ESSA provides a well-rounded education program for all students, regardless of their background or home environment. It includes more rigorous college and career readiness standards nationwide. These standards ensure that students nationwide are receiving the same information and skill sets. For example, the college and career readiness standards ensure that students are leaving grade school prepared to think critically, which will allow them to graduate from college or find a career outside of the college realm. NCLB lacked this foundation. The basis for which schools are assessed fall under many components, rather than just

Standard 1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

The healthcare system in itself is extremely complex and it is important to have a standardized language for healthcare professionals to have, especially during documentation. According to ______, a common language is essential for communication and understanding one another. As an example, a patient with diabetic ketoacidosis will be further explored using three of the thirteen American Nurses Association approved standardized languages: North American Nursing Diagnoses Association – International (NANDA-I), Nursing Interventions Classifications (NOC), and Nursing Outcomes Classifications (NOC) Systems. This paper will also explore of how data, information, knowledge, and wisdom was used in this specific scenario to provide guidance.

Our educational system must move towards standards that encompass more skills that interconnected across all courses. The focus needs to be more on how the student sees how each class is interconnected, and focus on how learning each skill will help their future steps in the learning process. Simply put, as educators, we must help students connect the dots more effectively. Furthermore, it is vital that our local, state and federal levels provide additional supports to the schools and communities that are in highly impoverished areas. Focusing additional supports to these communities will significantly increase chances of student success. Especially if mentoring partnerships can be made within these communities. By creating a new power standards framework within the standards movement, teachers are put into a much more direct situation that is conducive to student learning. Future school leaders must help educators clarify where to go. Power standards are the framework for improving student outcomes. However, the measuring stick of success will always be the student’s ability to understand and demonstrate the essential skills proficiently. Without power standards, educators cannot adequately meet the needs of students equitably with

It seems standardized testing controls much of the academic career of a student. Today, test such as the ACT and SAT determine the probability of getting into college while state test such as the Florida Comprehensive Assessment Test (FCAT) and Pennsylvania System of School Assessment (PSSA) serve as an assessment of preparedness toward the upcoming grade of learning. There is still controversy over the workings of standardized test works. While it does check the proper essentials needed to progress from grade to grade, these tests fail to portray the real depth of student learning accurately, student success and reveal knowledge by instead testing ability to take a test. As a result, reform should be put in place to educate students for their futures better such as teacher evaluations.

ELs need to be supported in the classroom. The English Proficiency Standards provided ways for teachers to meet their needs. As teachers, we are supposed to meet the diverse needs of students who enter our classroom. One way to meet the diverse needs of students is by being aware of the ELPs to enhance instruction. We can make learning targets based off the ELPs. Teachers are not aware of the ELPs within their state which results in frustration in not meeting the needs of ELS. Just knowing the ELPs exist and incorporating them into instruction by creating learning targets increases ELs learning. Another way to enhance instruction for ELs is by knowing the performance expectations at each level. Each grade level has certain expectations a level one, two, three, four and five can do. This helps teachers make realistic expectations for their students when designing lessons and activities. When designing lessons teachers should take the standards into account. Educators should remember that ELs will need to have activities differentiate for them to complete the task

The three levels of standardness in English are formal standard English, informal standard/mainstream English, and vernacular English (Wolfram & Schilling, 2016). Based in written language, formal standard English is greatly enforced in formal institutions such as schools and is codified in English grammar texts. It is resistant to change and only used in formal written or spoken language (Wolfram & Schilling, 2016).

Knowing the standards (especially for the state and area where you teach) is essential to being a teacher. The implementation and presentation of the standards are seen in teachers and students alike and are often what employers look at when hiring or when they are looking for teachers to reward or give tenure to. The International Society for technology in Education ISTE standards for teachers and students, Ohio state standards, and the state standards for Technology National Association all affect how a teacher can or should plan lessons, the way a student learns, and the future of student’s understanding and learning empowerment; more specifically the way in which these standards affect a Spanish classroom.

Who is Samuel Johnson? “He was an English writer and critic, and one of the most celebrated literary figures of the 18th century. His best-known work is his 'Dictionary of the English Language'”. (BBC, 2014). English language is a hybrid language that borrowed words from many origins such as Latin, French and German. The English language is also used by many people. Specialist started the process of English language standardization as early as the sixteenth century. Hogan (1966) pointed out that the process of standardization consists of: selection of dialect to be the standard, codification by which "norms are elucidated and captured in dictionaries or grammars" (Beal, 2012). This is followed by elaboration and implementation. Although, the process of standardization started in sixteenth century and eighteenth century, yet there was still a good deal of variability in language. This essay discusses the development of English language codified in both dictionaries and grammar books, with their descriptive and prescriptive approach.