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The Nevada Association of School Administrators - NASA

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The Nevada Association of School Administrators - NASA

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NASA is a great resource for all educators, not just administrators, that provide professional development on all different topics. Another plus is that almost all of the professional development sessions are virtual!

Upcoming classes include . . .

Parent Involvement/Family and Community Engagement

Teaching the Whole Child

Successful Strategies in Teaching

Fostering a Thriving Learning Community

Crafting Your Educational Compass (Mission, Vision, Values)

and many more!

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WE ARE PROFESSIONAL DEVELOPMENT

WE ARE COMMITTED TO MAKING EDUCATION BETTER IN NEVADA

UPCOMING EVENTS

Disclaimer: Please note that the views expressed in the content of the professional learning offerings belong to the content creators and not NASA, its affiliates, or employees.

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HOME | Nevada Association of School Administrators

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NASA is the professional organization that represents school administrators, teachers and staff throughout the State of Nevada. As such, its primary function is to: Provide excellent Professional Development for teachers and administrators. Promote legislation that improves education within Nevada.

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Currently my district is requiring a professional development course on cultural competence so that all educators can better understand the needs of our ELL/bilingual families. Looking within the school district can provide access to valuable professional development opportunities geared toward educators in your area and towards the demographics of students and staff.

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My local city is working in conjunction with my school district to provide professional development opportunities for educators to better understand the complexities of ELL/bilingual learners in our district and, specifically, in our city. One such course includes the city working with the local college to provide assistance to educators wanting to learn Spanish in order to better and more effectively communicate with families of our ELL/bilingual learners.

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During the assessments, accommodations help ELL/bilingual learners by effectively helping to level the playing field. Assessments are specific and content assessments should provide language accommodations for students so that their language proficiency does not impede their demonstration of content knowledge.

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There are many ways to incorporate reflective teaching practices into daily procedures. Additionally, incorporating reflective teaching practices into professional learning goals is a great way to evaluate the effectiveness of our teaching practice.

Personally, I reflect on my day and individual lessons - how did students receive the lesson? How many of the students got it/understood the content vs how many did not? What can I adjust to ensure more students "get it"? How will I reteach the concept to students who still need assistance? What, if anything, will I change the next time I teach this lesson (or a related concept)?

I also seek out feedback and constructive criticism - I have found that inviting peers and administrators into my class and lessons has been a valuable tool in that if offers me a cognizant way of interpreting my teaching and lesson from a different perspective. What did they see? How did they interpret [part of the lesson]? What did I do well? What could I improve upon?

I have also created student and parent/family surveys to provide anonymous feedback - while it is always difficult to hear or read what students and families truly think, I have found that distancing myself from personal evaluations and focusing on content and areas that I can effectively impact have helped me hone my craft.

These are just a few of the strategies that I regularly use in order to reflect upon my teaching practices.

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Teaching isn’t easy.

It will challenge your content knowledge, pedagogical skills, charisma, diplomacy, communication, statistical analysis skills, and a dozen other strands you didn’t know where strands. Some teachers may try to tell you that being happy doesn’t matter. That it’s about results. Data. Performance. Or more rhetorically, the students.

Teaching is about the students, but guess what? If you can’t take care of yourself, you can’t help the students–not in a way that’s sustainable. We’ve talked before about surviving teaching. But what about setting the bar higher? What about being happy? And further, can you be happy and be a good teacher at the same time?

A key factor in happiness can be perspective, and a factor in effectiveness can be reflection. Below are 10 ways to be a more reflective teacher.

1. Record yourself teaching

This used to require awkward VHS systems and tripods that students would knock over–and that would distract them endlessly.

Today, it can be a matter of casually propping up your smartphone out of sight, setting it to record, and getting on with the lesson. In fact, you can even create a time-lapse (there are many apps that do this with ease) to track your movement around the room. You can watch the video with and without sound. You can even look for specific things–who talks the most, average wait time, clarity of instructions, etc.

And it doesn’t have to be video–just audio can be revealing, too.

2. Share that video with your PLN

And ask them to help you do the above, and offer feedback of their own. (Just be sure that students’ faces are blurred if you’re making the video public.) Every teacher needs a high-functioning Professional Learning Network.

3. Invite colleagues to observe your class

Not just the same few teachers, either. Ask them to be ‘critical friends’ and then thicken your skin. It’s not about you, it’s about your craft.

4. Ask the students for feedback

You might be surprised how good they are at guiding you in your work.

5. Ask yourself daily, “How did it go and how do you know?”

This is a question from Cognitive Coaching training, and it’s a useful tool to frame reflection. What are your general impressions, and what evidence do you have to support those impressions? Think of something right now that you believe to be effective. A literacy strategy, for example. Or a favorite unit. Maybe a no-zero grading policy.

You say it ‘works.’ How do you know? What can you point to as evidence? What would others say? What metrics are you using? (See #10 below.)

6. Keep a minimalist blog or journal

This doesn’t have to be anything ambitious–the point is reflection, not web design. Make it as basic as possible and try to blog at least twice a week–and don’t skip it if you’re feeling too tired or stressed to reflect. These can be the best times and writing about it can be therapeutic. You can even limit yourself to five minutes per entry.

The only goal here is to reflect–maybe create a list of sample prompts or stems to support the reflection. Then go back and read previous entries every now and then to see what you were thinking, when, and why.

7. Be honest with–but not critical of–yourself

So many potentially great teachers are blind to their shortcomings.

This is probably a kind of defense mechanism. That, or they really can’t see their hangups. No teacher is perfect, but reflection can help you identify those barriers that are keeping you from improving. This will require you to be honest with yourself; don’t rationalize your own mediocrity, but don’t tear yourself apart, either.

Reflect, iterate, and improve.

8. Surround yourself with enthusiasm

The more potential you see around you, the more you’ll observe, analyze, and design to try to fit some of those ideas in.

9. Look for what’s working

Don’t become addicted to fixing the broken bits in your teaching; celebrate what you do well. Identify your own strengths, and use them to transform your teaching. If you’re good at tinkering, use that in your teaching no matter the content area. If you thrive through interpersonal connections, use that to drive your work.

By looking for what’s working, we can see how that affects everything else, tracing cause/effect patterns to understand how to reflect and grow.

10. Diversify your metrics

It’s tempting to have ‘stuff you like,’ but have a diverse set of measures of the effectiveness of what you do: Talk to students. Get feedback from parents. Have colleagues watch you. Record it and share with your PLN. Use a variety of types of assessments.

And that’s just the content part. You also need to know if your manner of interacting with colleagues is working for both you and them. Your tone, body language, quantity and quality of conversation, and so on.

The same with how you grade papers, store unit materials, call the class to attention, manage your time, and on and on. Of all the ways to be a more reflective teacher, there is no single best approach. Just make sure you know what’s working and what’s not. So often, teachers spin their wheels wildly without knowing it.

10 Ways To Be A More Reflective Teacher

10 Ways To Be A More Reflective Teacher

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A key factor in happiness can be perspective, and a factor in effectiveness can be reflection. Here are ways to be a more reflective teacher.

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Helping fellow educators understand aspects of culturally responsive teaching practices will help advocate for ELL/bilingual students.

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Culturally Responsive Teaching for Educators by Elisa Koranda, TSL 590, April 10, 2024

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Check out this Poster designed by Elisa.

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When writing a teaching philosophy, I have found that incorporating aspects of SMART goals has helped to define the terms of my teaching philosophy.

SMART goals include items that are Specific, Measurable, Achievable, Relevant, and Time-Bound. Using SMART goals as a guideline when creating a teaching philosophy will help to ensure that reflective practices are inclusive of appropriate aspects that one needs to incorporate into a successful teaching philosophy.

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As lifelong learners, educators seem to naturally seek out professional development opportunities to further their understanding of their craft. Currently, ELL/bilingual learners is a growing topic of concern and, as such, more and more educators are seeking out ways to support their students in the classroom and to help and advocate for student families, as well.

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Additional observations supported my supposition that ELL/bilingual instruction was based upon the second language acquisition theory of Lev Vygotsky’s Sociocultural Theory and the resultant Zone of Proximal Development.  General lessons focused on activation of prior knowledge combined with authentic and meaningful experiences to support communication, individually and through use of collaboration with peers.  Additionally, instruction was based upon addressing the varied needs of individual ELL/bilingual students while fostering a positive learning environment.  Academic language and text comprehension was the focus on addressing language proficiency according to listening, speaking, reading, and writing.

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Sociocultural Theory of Language Acquisition

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Sociocultural Theory of Language Acquisition

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Lev Vygotsky’s Sociocultural Theory of language acquisition. Summarily, his theory is that human language learning is a social process that emphasizes that cognitive language development is heavily influenced by social and cultural factors that interact with the developmentally appropriate cognitive abilities of students to create meaning making through collaborative and social interaction with others.  He also theorized the zone of proximal development, a level of learning in which students learn best that combines what a students can accomplish independently along with supported scaffolds and guidance to help students achieve the next level, in this case, the next level of language development (Mcleod, 2024).

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Mathigon is a math related website that has flashcards for mathematical operations (addition, subtraction, multiplication, division) as well as games and other concepts related to math. The most useful part of the website is the polypad which provides access to virtual manipulatives that students can utilize to help solve problems and show visual representations.

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Discover Mathigon, the Mathematical Playground. Learning mathematics has never been so interactive and fun!

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Fastbridge by Illumiate Education is another technological resource utilized by my mentor and school. It is a screening and progress monitoring platform that also provides intervention recommendations. This is primarily used for progress monitoring of ELL/bilingual students to plan instruction.

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FastBridge's valid and reliable assessments help educators identify students' academic and social-emotional behavior (SEB) needs faster, align the right interventions at the right time, and measure whether interventions are helping students catch up-all in one platform and in up to half the test time.

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Currently, my mentor and school utilize Lexia English for supporting English Language Development with ELL/bilingual students.  It is an online program that provides digital content that supports the reading, writing, listening, and speaking aspects of learning English across all content areas.  One aspect that I think is extremely beneficial is that students have academic conversations with the content via a microphone on their headset that supports their speaking objectives, as well.

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

Lexia® English Language Development™ is an adaptive blended learning program that supports Emergent Bilingual students' English language acquisition through academic conversations. The program integrates speaking, listening, and grammar in the subjects of math, science, social studies, general knowledge, and biographies.

Empowering Emergent Bilinguals to Thrive

As the number of Emergent Bilingual students continues to increase nationwide, educators and district administrators need smarter ways to ensure better academic outcomes for every learner. This means providing both teachers and Emergent Bilingual learners with the tools they need for success.

Lexia English can help. This state-of-the-art English language learning solution was created to help Emergent Bilingual students reach their academic potential and is designed from an asset-based orientation. The program incorporates culturally responsive pedagogies that support individualized learning paths for each learner. Lexia English creates an environment that includes and values all students and equips educators with simple, actionable data and reports to ensure academic success and better learning outcomes for all.

Engaged Students

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Student motivation is key for an equitable classroom environment. Lexia English celebrates learners' achievements, providing encouragement, confidence, and a sense of belonging. Founded on the leading-edge expertise of Lexia, the program boasts advanced technology in speech recognition, meeting students' needs for interactive academic English speaking and listening practice in a variety of subject areas.

Learn More about Engaged Students

Empowered Educators

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With Lexia English, educators are equipped with the tools necessary to address individual student needs, reduce the impact of time constraints, enhance their preparedness, and access actionable data to better support student achievement. Teacher-led resources and lessons complement the online component of independent, student-driven learning, helping to streamline instruction and ensure teacher effectiveness.

Learn More about Empowered Educators

Improved Outcomes

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Aligned with multiple language proficiency standards, the program's rigorous academic content supports language acquisition for students at all proficiency bands. Providing educational opportunity and closing long-standing accessibility and equity gaps, Lexia English helps schools and districts improve performance, meet district and state standards goals, and increase graduation rates.

Learn More about Improved Outcomes

Request a Demo

Let us show you how Lexia English can help support your students and classroom. Fill out the form below to request a demonstration from one of our experts.

By submitting this form, I agree to receive information and marketing relating to news, updates on Lexia products and services, offers, and invitations to events from Lexia, and I understand and agree that Lexia may process and transfer my information to its affiliates globally and to third-party entities that provide services to Lexia for such purposes, in accordance with Lexia's Privacy Policy. I understand that I may opt-out of such communications at any time by clicking the link provided in the communication or by contacting Lexia at privacy@lexialearning.com

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English Language Development for Emergent Bilingual students in Grades K-6

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Brain Pop ELL provides student access to a placement test to help determine their language level.  Students will be able to access scaffolded lessons that support vocabulary and grammar skills at all levels. Available teacher resources include WIDA correlations, as well as correlations to English language proficiency levels, lesson plans, learning/teaching strategies, images, word lists, and more.

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Teaching for Change builds social justice beginning in the classroom. They provide parents and educators with tools to support students learning to read and write and change the world.  By focusing on real-world connections, they are hoping that students are able to create a more culturally equitable society by becoming global citizens.  Available educator resources include topics such as anti-bias education, recommendations of social justice books, civil rights in teaching and many more topics.

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Teaching for Change and Rethinking Schools collaborate to bring people's history to the classroom.

A dedicated website to encourage and support teaching about Central American history.

The best selection of multicultural and social justice books for children, YA, and educators.

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Building social justice starting in the classroom.

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Strategies for Teaching Culturally Diverse Students

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Strategies for Teaching Culturally Diverse Students

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Teacher Vision provides a downloadable list of strategies to support teachers in the culturally diverse inclusive classroom. It includes factors such as teacher behaviors, addressing school factors, and focusing on building positive rapport between teachers and their students in order to support all learners in a culturally respectful way that builds community.

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Strategies for Teaching Culturally Diverse Students

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A descriptive list of behaviors and strategies for teaching culturally diverse students.

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This website includes sections on strategies and preparation, ice breakers, and introspective readings and articles to provide awareness to educators to facilitate classroom cultural diversity with all students.

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EdChange - Equity, Anti-bias, & Diversity Activities & Exercises

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Multicultural, Anti-bias, & Diversity Activities & Exercises

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The Teacher’s Corner on the Multicultural Pavilion Website provides access to features, resources, and concepts and philosophies that are helpful in educating educators about different cultures and incorporating this knowledge into classroom learning. Links to an Equity Learning Institute and a collection of equity themed books for children are helpful for integration of cultural awareness in the classroom.

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Project Implicit is a resource in which people can take a placement type quiz that will work to identify inherent biases that the individual may have and may not be aware of.  There are categories for different cultures, sexuality, religion, weapons, weight, disability, race, skin tone, and more.  Once individuals become aware of implicit bias, they can educate themselves in the area of the bias and be sure to incorporate the education in the classroom to help prevent bias by others.

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Log in or register to find out your implicit associations about race, gender, sexual orientation, and other topics!

Or, continue as a guest by selecting from our available language/nation demonstration sites:

GO!

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Log in or register to find out your implicit associations about race, gender, sexual orientation, and other topics! Or, continue as a guest by selecting from our available language/nation demonstration sites: GO!

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Digital Resources to Support Instruction

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Digital Resources to Support Instruction

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The following digital resources would be great inclusions to culturally responsive teaching strategies in the classroom to support not only ELL/bilingual students but all learners!

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While there are many different language and second language acquisition theories, I observed and reviewed the following strategies in the ELL/bilingual classroom and general education setting as part of my practicum.

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Utilizing language acquisition theories can provide a starting point when creating a philosophy of education or a philosophy of teaching as it pertains to the field of education in regard to ELL/bilingual students.

Educators should embody the values of trust, belief, and advocacy for all students.  Being a trustworthy individual helps others to believe in the vision that I embody to support my students. I inherently believe that all students can and will learn. Through setting clear expectations and goals, I can help others achieve their goals and build confidence and belief in themselves. Through advocacy I can support others by giving them a voice, helping them to find their voice, and teaching them to use their voice to advocate for themselves and others.

Everyone has something to offer just as everyone has something to learn, including myself.  I am a lifelong learner and am able to help others, as well.  Through experience and learning, I am able to implement strategies that support all learners by providing necessary scaffolds, supports, and differentiation to help learners meet and surpass their goals. Through data and observations, formal and informal, I am able to utilize this information to assess the abilities of my students and create and design instruction to best meet their needs. I strive to support all learners in their academic achievement, in all areas of instruction.

Reflection with transparency and honesty allows me to hone my craft and seek out the necessary supports and skills to best support my learners.  Seeking out constructive criticism and feedback from my peers and those in supervisory roles supports me in honing my craft to be the best educator I can be.

As a lifelong learner, I am constantly seeking professional development opportunities to challenge my thinking and discover pathways to support my students in the most authentic and supportive ways possible.  Through collaboration with my peers, I am able to advocate for my students by sharing my knowledge with other educators in my peer group. Setting an example for my students allows me to demonstrate my dedication to my students, past, present, and future.

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Possible assessment accommodations that can be given include time extension, separate testing location, and bilingual dictionaries and/or glossaries.  Another accommodation given to ELLs who speak Spanish is to allow their SBAC math to be written in both languages or have to enable the text-to-speech features on assessments.  Accommodations are determined by the students' literacy in their native language and their knowledge of English.

Research strategies used to support ELLs across all classroom settings include providing assessment in the home language, when possible, as well as allowing extra time for students to complete assessments. Additionally, students can utilize online applications, such as bilingual dictionaries, to support language instruction and assessment. Also, speech-to-text and text-to-speech technology can support learning and assessment. Presenting information in multiple formats can also be helpful. For example, providing a video clip can help students enable closed captioning and/or subtitles, as well as allow students to choose a slower playback speed and provide opportunities for students to rewatch portions of the video multiple times, as needed.

The administration at my school fully supports the advancement of ELL/bilingual students toward reclassification and exit from the language support programs. Each year, my principal provides assistive instruction to the ELL students for a period of time, usually from the fall until after the WIDA ACCESS assessment in winter (January to February). After the testing window, the ELL strategist at my school site supports the ELL/bilingual students to help support their learning of the English language.