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Knowing the vision and working towards the vision of the school to support dual language

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A dual language teacher understands the importance of instructional strategies that promote cross language connections and metalanguage

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A dual language teacher understands the importance of instructional strategies that promote cross language connections and metalanguage

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1. 8.       .y

1. a.       Cognates

2. b.      Translanguaging (trajectories in translanguaging )

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A dual language teacher understands the importance of culture and its "interrelatedness"

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A dual language teacher understands the importance of culture and its "interrelatedness"

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1. 5.       How socioemotional development is influenced by the interrelationship of a child’s first language and culture.

2. 6.       Understands the value and importance of positive cross cultural interaction

3. 7.       Demonstrates knowledge of the strategies that promote equitable social interactions related to language and cultural differences (ex. Provide language models that prevent language loss, demonstrates a respect for bilingualism and different cultural priorities, incorporates the strengths of the family culture)

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A dual language teacher understands the benefits of dual language education

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A dual language teacher understands the benefits of dual language education

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1. 1.       Demonstrates knowledge of milestones(developmental stages) and processes of first language and second language development

2. 2.       Has an understanding of the trajectories to biliteracy

Understand literacy and its milestones from pk-12

1. 3.       Knows the importance of the fidelity to the 50/50 model

2. 4.       Promotes the value of learning through two languages

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-Seeking out professional development and opportunities
-Reflection/Self-Evaluation that moves to action
-Leadership Development
-Confidence in modeling
-High Expectations
-Bridging the university work with the campus work

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-All the competencies that are expected for teachers should be expectedfor Administration as well
-Hiring practices
-Establishing an environment for risk free teaching and learning
-Growing leadership teams on the campus that support dual language teaching and learning
-recruitment and retention of quality teachers

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-Understanding of successful implementation of teaching and learning in 2 languages
-Being receptive to mentorship
-Understanding successful implementation of linguistic accommodations
-Decision making for assessments
-Elementary and Secondary Competencies

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-Understanding the cultural background and differences
-Knowledge of the community
-Communication and engagement with Parents
-High Expectations

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Planning by competency and curriculum?
How to assess skill and how to access language? Language vs content
How to authentically use the resources provided?

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EPISD networking blog
Where to find outside resources?

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Selection and use of authentic materials
-Knowing where to access appropriate resources for content and language support and instructional technology

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Evidence of planning specifically for dual language.
-Purposeful Planning
-Differentiation (Double)
the ability to identify and differentiate for the various levels of language acquistion and academic knowledge and skills
-Mirrored Instruction
-Analyzing Data
-Knowledge of bilingual assessment and trajectory
-Scheduling and an understanding of so that teachers can effectively implement the program with fidelity

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What are the district models?
Dual Language expectations?
What is the outcome in the community?
What does it look like?
Scheduling?
Parent education?
Grading
Continuum of skills necessary from grade level to grade level
Rituals and routines in the classroom

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The needs of the students
Home school connection

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Collaboration/Partnership  (Sharing Students and Ideas)
Belief in TEAM