EDUC 372 - Professional Leadership and Advocacy

5 Credits

Presents the historical and political context of English language learner programs in Washington State and the United States, legal issues relevant to educating English language learners, professional leadership, and assessment of ELL program quality.

Program Admission Required Yes Admitted Program BAS - EDUC
Fees

Quarters Typically Offered
Spring Evening, Online, Weekend

Designed to Serve BAS Teaching students.
Active Date 20220330T15:33:41

Grading Basis Decimal Grade
Class Limit 24
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
ProfTech Course Yes
Course Outline
Advocacy

Understand how to advocate for English language learners
successfully advocate for student learning, and to effectively collaborate with learners, their families, classroom colleagues, other school professionals, and community members in support of student learning and well-being.
Knowledge of historical and current legal and social issues concerning the education of English language learners in the State of Washington and the United States.
Recognize characteristics of English learners who potentially qualify for highly capable programs.
Distinguish between and communicate characteristics of typical language development (including consideration of cultural influences on learning behaviors), and potential special education needs by referencing appropriate research and resources.

Professional Leadership

Serve as effective resources (e.g. instructional strategies, policy, and outreach) for working with English language learners and the importance of collaborating with other educational staff and community members.
Explain the features, benefits, and challenges of various models including dual language, (two-way and one-way), early and late exit bilingual programs, sheltered instruction, content-based instruction, push in, pull-out, and newcomer.
Engage in ongoing professional learning; use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others, and adapt practice to meet the needs of each learner.
Reflect on student teaching experience in regards to English language learners, to improve teaching practice.

Student Learning Outcomes
Compare and contrast relevant historical and current social issues concerning the education of English language learners in the United States.

Deconstruct examples of instructional strategies, policy implementation, and collaboration with specialists and community as a means to support English language learners.

Summarize multiple examples of how educators advocate for English language learners within the local school and community contexts.

Create individualized learning goals for English learners who qualify for highly capable programs, including consideration of cultural influences on learning behavior and varying characteristics.

Explain the features, benefits, and challenges of various models including: dual language, (two-way and one-way), early and late exit bilingual programs, sheltered instruction, content-based instruction, push-in, pull-out, and newcomer.

Explain how policies (e.g. discipline systems, ELL identification, programming, ELL placement, extracurricular eligibility) may impact the school experiences of ELLs.

Explain the importance of collaboration between stakeholders (e.g. teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners.

Collaborate with stakeholders (e.g. teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners.

Advocate for ELLs and their families in multiple contexts within the school and communities.