home

Click on the icon to the right for the ELLLA self assessment tool used in session 4.

Colorado Springs English Language Learner Leadership Academy (ELLLA)

Session One September 15-16, 2009

[|CELA completed template.xls]
 * CELA example**

[|Colorado Springs CELA Template.xls]
 * CELA template**

[|Colorado Springs Directions for completing CELA template.doc] NOTE : from Mimi Espinoza - HSD2 ELD Specialist You all have access to your Student Serve List from Sylvia Felder on the User-friendly Folder Access. · Your Student Serve Lists are working documents and are at this present time not all completed but being working on · But before you turn in your assignment for Jane Hill on November 9th, for the CELA Data, you should be able to have some CELA data you can use · On the last page of the Student Serve List at the bottom left hand corner, she (Sylvia) has put your data of how many NEPs, LEPs etc…. and has counted how their CELA test scores have impacted their growth from ELD designation to designation and whether they moved up one level, two levels or no movement. · If you have any questions contact Tiffany Trujillo (ttrujillo@hsd2.org ) or Mimi Espinoza (nespinoza@hsd2.org )
 * CELA directions**

= = = = = = = = = = February 2-3, 2010 Session Three Session Four, April 6-7, 2010
 * Action Plan Template**
 * Current Reality Desired Future Tool**

Hello Participants: For Session Four credit you will need to respond individually to three of the following questions on your team's page (20 points each; please initial your response) prior to the end of Session Four:

1. As you consider the purpose of the English Language Learner Leadership Academy, “//To build your capacity to implement Classroom Instruction That Works with English Language Learners strategies through Shared Leadership//”, to what degree do you believe your team has been able to achieve this purpose?

2. How has your team’s shared leadership approach to the implementation influenced your ELL initiative?

3. As you engaged your colleagues in professional development designed to support them in becoming teachers of language development to implement Classroom Instruction That Works with ELLs strategies, how did you use the leadereship responsibilities to manage their personal transitions (of those colleagues who would have responded "yes" to any of the following four questions) and the implications of second order change:
 * a break from the past?
 * inconsistent with organizational norms?
 * incongruent with personal values?
 * requiring new knowledge and skills?

4. As you reflect on the implementation of your ELL initiative, what leadership responsibilities did you find most helpful and how did you apply them in your context?

5. Do you believe the implementation of your ELL initiative influenced student achievement at your school? What evidence do you have to support your response?

6. As you reflect on your experience in the English Language Learner Leadership Academy and the implementation of your ELL initiative, what aspects of the experience were most successful and which would you do differently in the future?

7. Do you have evidence of changes in teacher practices or behaviors that you attribute to the implementation of your ELL initiative or the English Language Learner Leadership Academy?

8. As you reflect upon the four English Language Learner Leadership Academy sessions, what concepts / approaches did you find the most helpful? Which one’s were least helpful?

Getting Started

 * Click on the edit button above to put your own content on this page.
 * To invite new members, click on **Manage Wiki** and **Invite People**.
 * To change your wiki's colors or theme, click on **Manage Wiki** and **Look and Feel**.
 * To set who can view and edit your wiki, click on **Manage Wiki** and **Permissions**.

Need Help?

 * Click on the help link above to learn more about how to use your wiki.