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Well done! You have considered 3 very different aspects of teaching and done some excellent research digging into both resources and theory. 

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Well done! You have considered 3 very different aspects of teaching and done some excellent research digging into both resources and theory. 

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Burns

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Community Centres
Community centres are one of the if not the most common establishments that partner with or parallel to schools. Community centres depending upon their size and the needs of the community, community centres usually have programs that run throughout the year. These programs can range from adult ESL classes, tutoring, children's traditional language classes, daycares, parent drop-in centres, after school programs for elementary school students, youth programs for secondary school students, summer camps, exercise classes, and the list can go on.

Scadding Court Community Centre is one of two local community centres that my childhood community was heavily involved in when it came to community needs and activities. My elementary school was also very close by and the community centre had many programs for students of all grades. My elementary school's swim program was held at that same establishment. This means that all students were there on a regular basis. Because of the regularity of the different programs, children and their families were very familiar with the centre and its programming making community members feel comfortable to participate in such programs.

For newcomers to Canada, it's not very easy to establish new ties in a new country where the language spoken is not their traditional one. The same goes for the other community members who may not share the same background as a newcomer family. Educators should try to introduce new programs and other local establishments to ELL students and their families to have opportunities to feel safe within their community and make positive connections with other members of the community.

http://www.scaddingcourt.org/

Division 11 Toronto Police
Upon further reflection of schools and their partnerships, I thought of my own school and its partnership with Division 11. So far, I have able to see this police division work with my school on two ways:  Kids, cops, and computers program (providing children from low income families with computer and/ or other technological devices); Visit to the police division building for a tour and to be educated on police procedures (ie., detaining, court hearings, processing of detainees, etc.). My school also has a police liaison who is in charge of the programs that are work in partnership. Since within the TDSB the 'police in schools' program has ended, our police liaison does not have as much of a presence around the school. But I can say that the staff and students have developed a positive relationship with the officer. The community that is adjacent to my school does not have the most positive relationship with law enforcement.

Often times, the experience of a newcomer family in their home country may have residual effects about how they feel about law enforcement as well. Division 11 also has a newcomer outreach program which, "...is intended to provide new immigrants with information on police services in Toronto, information on how to access those services, and to explain some of their rights and responsibilities under Canadian law.". For newcomer ELLs, this may be an opportunity to extend what they learned about Canadian law enforcement in their classroom to outside extracurricular experience.

http://www.torontopolice.on.ca/d11/

Kids New to Canada Program
This website lists resources for newcomer families to receive assistance in healthcare, schooling, housing, counselling, cultural connections, and other needs. The Community Resources Serving Newcomer Families section of the website offers various services along these lines where newcomer families can find stability which can lead to lowered stress levels in the home. As educators, we are aware that higher stress levels in the home due to a lack of necessities. All students and their families deserve to have all of their needs met. I think about performance levels in school if a need of not being met. To some degree it can be understood that the student will not be able to take their learning as seriously a possible. The provincial policies that school boards must adhere to
reflect these understandings. Educators and their responsibilities include that of directing ELL students and their families to services that are offered in their language which can support their overall well-being. If there are any additional needs that an ELL student requires, ELL educators can take this as a learning opportunity to incorporate how to utilize services and establishments that suit their needs. This will be a way to make the ELL curriculum meaningful to the student so that they will use their interest and engagement to focus and increase their language level of proficiency.
https://www.kidsnewtocanada.ca/beyond/resources

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When I asked this question, the first thing that I did was reflect upon my own elementary school experiences. I thought about the after-school programs that I was involved in and I remembered that the local community centre played a large part in curricular and extra-curricular activities. But as far as my memory serves, I could only think of the one establishment.

Building school-to-community relationships further extend positivity that is fostered in classrooms. Not all communities have trusting relationships with local establishments. But I think that not all of the same establishments have the same connections with schools than others. I believe that it all depends upon the needs and demographics of the community that will be more accepting of certain communal engagements.

I also think that gaining exposure outside of school and home to new places and programs will assist ELL students with their BICS in terms of knowledge acquisition. Learning about other peoples, places, cultures, programs, etc. invites students to apply what they have learned in the classroom through CALP in other educational or social settings.

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                                                                              QUESTION #3

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                                                                              QUESTION #3

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How can ELL teachers direct newcomer ELL students and their families to make connections in their communities?

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When I think about professional development as an educator, the first thing that usually comes to mind is qualifications to become a valued asset where employment is concerned.

While reading the OCT's standard of ethics, I had to ask myself why I wasn't so readily thinking about personable qualifications. It's one thing to be able to teach the curriculum to one's students but a different, more positive environment where students will feel valued.

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                                                                           QUESTION #1

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                                                                           QUESTION #1

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How can ELL teachers find support from colleagues through collaboration to improve classroom conditions?

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Exploring Interprofessional Collaboration and Ethical Leadership:  A Resource for Professional Practice Developed by the College of Early Childhood Educators and the Ontario College of Teachers (2015). This document proposes professional development of ethical standards through self reflection. The policies and legislatons that are in place to ensure that all school boards are implementing the best means of support for all ELLs and their families. Reflecting on the needs of the self, meaning what does an educator need to do or say to show that they care for the student while minding the provincial policies and school rules? Being up to date with board policies and the provincial curriculum is a good way to start. To continue this self reflection, an educator must ask themselves about how they are to move beyond board and provincial policies to show that they care for their students? Establishing positive relationships with ELL students' parents and communicating through interpreters if there is a need to do so.

Upon reflection of the self and one's ethical practices to show that they care about the students that they are responsible for indicate that there is an understanding that the overall well-being of the students are educators' primary responsibility (RECE, 2015, p. 18). If there is no self-reflection then it can be assumed that there is no more room for growth professionally to further demonstrate caring, trust, and integrity. In ELL learning environments showing respect and nurturing students' traditional language and culture. Teaching students about their rights as students and as Canadians is another way to show that their educators care for them.
https://www.college-ece.ca/en/Documents/Exploring%20Interprofessional%20Collaboration%20Booklet.pdf

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A Psychology Today blog entry by Marilyn Price-Mitchell (8 September 2015) titled, Integrity in the Classroom: How K-12 Teachers Influence Tomorrow's Ethical Leaders, discusses that educators can effectively make stride towards  incorporating integrity in their classrooms is through implementing them in classroom rules, routines, and lesson plans. Price-Mitchell claims that such implementations will help students to have a better understanding of what honesty means to the self, towards others, in schools, and their school work. Integrity in in lesson planning and classroom rules and routines is said to help establish a foundation of genuine efforts being accepted and making efforts to encourage students that they can make goals and achieve them. But most importantly educators are to work towards practicing encouraging their students that their efforts are meaningful, which can lead to a significant decrease in cheating in school.

ELLs may feel a pressure to perform well when communicating in a language that they haven't necessarily had a choice in learning. When integrity is established in the classroom by perpetual reinforcements of what it means in and outside of the classroom, there will be more genuine efforts to learn and show their knowledge. I think back to the language acquisition theories of Stephen Krashen who states that there are two ways to learn a language. Students may not measure their learning when it is not in the classroom as seen in CALP (cognitive academic language proficiency than language being applied socially as in BICS (basic interpersonal communication skills). Educators must develop their skills in and out of the classroom making these encouragements made for integrity to be well-rooted in the class and student. But seeing this as a professional development skill for educatros to acquire, it will take time and constant practice before it is easily facilitated.
https://www.psychologytoday.com/blog/the-moment-youth/201509/integrity-in-the-classroom

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The Toronto District School Board (January 2016) has published a document titled, Fostering a Culture of Trust from With and Outside a School System. This document takes a focus on educators making 'trust' an important tool for creating and effective, high-performing, and well connected learning environment.  This quote taken from the TDSB document explains how developing trust in the classroom and among colleagues serves as a whole, "...trust is a central theme in the literature on school improvement and effectiveness. First, trust is regarded as a key element for school improvement efforts (Bryk & Schneider, 2002)…a broad base of trust across a school community lubricates much of a school’s day-to-day functioning and is a critical resource as local leaders embark on ambitious improvement plans.” (p.23). The document stresses the importance of how much of this responsibility falls on the shoulders of educators.

When I think about trust in classrooms, I think about taking risks in one's education. Having a trusting environment where mistakes can be made and the learner does not feel ashamed of themselves, there is a trust to try again to make improvements in their learning. I think about trust in language learning classrooms and ELLs along these same lines. If there isn't a trust, a relationship where a student feels like as if they cannot entrust themselves to the educator for learning and 'showing what they know' through day-to-day lessons and interactions, the student's 'true knowledge' cannot be assessed nor can any more effective teaching/ learning take place. This document provides a guide for educators to keep in mind while interacting with students and staff to establish and uphold the ' Facets of Trust in Schools'.
http://www.tdsb.on.ca/Portals/research/docs/reports/FosteringACultureOfTrustWithinAndOutsideASchoolSystem.pdf

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                                                 QUESTION #2

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                                                 QUESTION #2

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How can ELL educators develop respect, trust, and integrity in the classroom?

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The article Teacher collaboration in the context of Responsive Classroom Approach by Lara Brook Ervin (2003) discusses ways for which teacher collaboration improves classroom conditions. After a study was conducted on 118 teachers from kindergarten to grade 4, the results of the study concluded that teacher collaboration improves with better organization of the school, teachers' stress levels and views about teaching in general. The study identified that if there aren't any available times/ spaces dedicated towards teacher collaboration, there are fewer chances that it will occur on its own especially when teaching strategies differ. Schools/ school administration, and educators should seek opportunities to develop positive collaborative efforts.

It is best to remember that there are standards that needs to be upheld by educators as they are responsible for the education of many students. ELL teachers need to work with their regular classroom teachers to keep up to date on academic, language acquisition proficiency levels,  social skills, and other meaningful information that will help the teachers to best educate students. Not one teacher is responsible for all learning in schools. There are different subjects that need to be taught for which if there are successes or setbacks, a strong collaborative communicative relationship needs to be established among teachers.

Ervin, L. B. (2003). Teacher collaboration in the context of responsive classroom approach (Order No. 3097275). Available from ProQuest Dissertations & Theses Global. (305303040). Retrieved from http://ezproxy.library.yorku.ca/login?url=https://search.proquest.com/docview/305303040?accountid=15182
https://search-proquest-com.ezproxy.library.yorku.ca/docview/305303040/previewPDF/F500C20F28164CBCPQ/5?accountid=15182
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Marquis Grant's (2014) article A tale of two teachers: An analytical look at the co-teaching theory using a case study model, discusses specific benefits of co-teaching in classrooms upon student learning. It has been defined as,  “Successful co-teaching or collaborative teaching takes place when two or more professionals jointly deliver sustentative instruction to a diverse or blended group of students in a single physical space.”. I thought back to the OCT's standards of ethics that must be upheld by all educators. The article draws attention to the fact that by law,  there is the primary objective to effectively teach the mandated curriculum to whichever students educators may be responsible for teaching.

The Grant argues that there is a way to try and implement effective co-teaching. He then uses a 'marriage analogy'. Here, he discusses being flexible and frequently communicating with other members of teaching staff to be able to have, "...a mutual level of respect and trust that allows both individuals to be involved in the what, when, where and how’s of the class environment.".

There are policies and legislations that keep school boards and educators "in check" to ensure that there is the best possible outcome when achieving curriculum standards. The less effective a co-teaching relationship is, Grant correlates that there is lower student success. Even though teachers "don't have to be friends, it helps.". And it can be assumed that there even can be a lower likelihood of board policies are less likely to be adhered to properly. Grant uses this model to demonstrate different way that teachers can effectively work together.

Grant, M. (2014). A tale of two teachers: An analytical look at the co-teaching theory using a case study model. (). Retrieved from http://ezproxy.library.yorku.ca/login?url=https://search.proquest.com/docview/1826518810?accountid=15182

https://files-eric-ed-gov.ezproxy.library.yorku.ca/fulltext/ED563448.pdf
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An entry on the Edutopia blog on 24 Aug. 2015 titled, TEACHER COLLABORATION: Keeping the Door Open to Collaboration suggests a list of ways to build positive collaborative teaching relationships. Strategies such as: Scheduling time for collaboration, creating collaborative teams based on grade level or other categories, co-planning lessons, sharing lessons and activities on a communal drive, and creating constructive time and space to resolve teacher-to-teacher conflicts.

https://www.edutopia.org/practice/teacher-collaboration-matching-complementary-strengths

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While trying to research my this question, I was hoping to find resources to  deal with conflict between teachers.

Researching my entire questions did not provide me with the best results to answering my query. That was when I had to refine what it was that I was looking for. Thus, I changed my question to search:  How teachers can collaborate with one another to improve classroom conditions?

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                                                                        RESEARCH QUESTIONS

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                                                                        RESEARCH QUESTIONS

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1.      How can ELL teachers find support from colleagues through collaboration to improve classroom conditions?

2.      How can ELL educators develop respect, trust, and integrity in the classroom?

3.      How can ELL teachers direct newcomer ELL students and their families to make connections in their communities?

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Activity 1.8 Resource Share - ILP Research

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Activity 1.8 Resource Share - ILP Research