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Add language standards, include the Bridge,  describe  "communicating effectively" as making language input more comprehensible.

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-include planning component for Bridge
-emphasize student language use in target language
-add language objectives

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Added a bilingual and bilcultural component to domain 2

Added language acquisitions and oracy component to domain 3

Added a parent education and advocacy component to domain 4

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Add biliteracy strategies

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1.Adding language objectives.
2. DLE PD
3. DLE strategies evident in the classroom (color coding for language, picture use, cognates present, etc..)

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1) Add DL needs into tool
2)  Integrate DL learning techniques For example, in the “Student Expression” domain which says, the teacher “Encourages student talk. There could be an addition such as “encourages student talk and builds oracy using DL strategies for oracy building.”
3) Add Post Observation Conference tool

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I added the following to either the elements (in bold) or the description under the Level of Performance:

(1) Knowledge of Content, Pedagogy, and Knowledge of Language
(1.1)
(2) Feedback to Students
(3.1.4)
(3) Expectations for Learning and  Language
(3.2.1)

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I added a component about having content and language objectives, knowing your students and their funds of knowledge when planning. I also added an aspect of communicating the language and content objectives to students to ensure they are self-evaluating their progress.

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1. Learning Targets/Objectives (Spanish/English)
2. Anchor Charts & Sentence Starters
3. Family Nights for Math & Literacy

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1. Knowledge of DL Content and Pedagogy
2. Setting Instructional Outcomes for Interdisciplinary/Social Justice Content and Language Learning
3. Creating and Environment of Rapport, Empathy, Tolerance, and Acceptance

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1. Added an additional element to domain 2: the classroom environment to show the three linguistic spaces.
2.  Planning and Preparation. Element 1d. deals with teachers being able to coordinate in-depth knowledge of content, students, and resources (including technology) to design units and lessons. The element also mentions scaffolding and differentiation to give students access to content, which will lead effective instruction, however there is no mention of explicit planning for the bridge or concept transfer.

3.

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- adding oracy
- include language component along with content for everything being observed

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1). Language Allocation - teacher instructs in target language.
2). Cross-Cultural Competency
3). Teacher takes steps to earn bilingual certificate.

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add informal and formal assessments in both languages

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-add language objectives
-add maintaining the language of instruction
-include section for the Bridge
-add the three metalingusitic spaces (English, Spanish and the Bridge) under the classroom environment domain.
-communicating with families in native language.
- communicating with students: a component to build oracy.
-Assessment needs to be given in the language of instruction.

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1.Descriptors that depict techniques to reinforce “communication for students”, not “communication with students”.
2. Evidence of techniques that teachers utilize to support student academic conversations.
3.Shift from teacher ability to student capability.
4. Criterion that names the techniques that teachers will use to ensure that all students are able to engage and be engaged.
5. Assessment practices must be in keeping with best CLD and L2 learner assessment practices
6. Replace teacher flexibility and responsiveness with criteria that reveals linguistically and culturally responsive teacher competency.

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Domain 4 attending professional development (Spanish) - Ely

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Domain 4 attending professional development (Spanish) - Ely

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Domain 1: Plan meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and speaking).
Domain 2: Use group configurations that support language, content, and cultural objectives of the lesson, and provide sufficient scaffolding (such as participation structures and language frames) to enable students to interact effectively. Domain 3:  Give a comprehensive review of key vocabulary/concepts.  Ensure cross-linguistic vocabulary transfer by reviewing core vocabulary during instructional time in each language.

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1. Added dimension to classroom environment for third linguistic space
2. added WIDA ELDA and SLA standards
3. added teaching strategies to build oracy

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language and content objectives

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Language objectives

Designing Coordinated Instruction Across Program Languages, instruction is coordinated across program languages through a variety of strategies e.g. thematic instruction, cross-disciplinary learning, shared curriculum, project based learning.

Creating a Multicultural Environment

Establishing a Multicultural Perspective of Learning. the disciplines are often taught to students as a body of truth not to be questioned or critically analyzed. Students need to understand, even in the sciences, how cultural assumptions, perspectives, and frames of reference influence the questions that researchers ask

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I selected the Danielson framework to modify.
The following are the changes that I made:
*program advocacy
*knowledge in language of instruction
*Person that observes should have background in DL education when observing a DL teacher.