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Standard #5: Professionalism & Leadership
Candidates demonstrate dispositions of professionalism and leadership by collaborating with other educators, knowing policies and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice.
 5a. Candidates demonstrate knowledge of effective collaboration strategies in order to plan ways to serve as a resource for ELL instruction support educators and school staff, and advocate for ELLs.
 5c. Candidates practice self-assessment and reflection, make adjustments for self-improvement, and make plans for continuous professional development in the field of English learning and teaching.
 5d. Candidates demonstrate dispositions of professionalism and leadership through respect, empathy, and flexibility with ELs, their families, and colleagues.

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My name is Svetlana Mikhaylichenko. I am currently employed by the Anglo-American school of Moscow as a Second Grade Student Support Services/English as an Additional Language Teacher. At the moment, not only my country, but my school is going through a tragedy - we are closing after over 70 years of service. Fourteen years ago the school introduced me to, instilled, embraced, and cherished the love of learning and self-improvement. Earning the International EAL Certificate was supposed to become a milestone in my career, and here I am at the crossroads in both my life and my career. I am trying to keep smiling despite the continuing storm that is about to sweep me off my feet.
Anyway, I do believe investing in your education is one of the best investments, so here we go: please read about my work and important take-aways below.
If you would like to know more about my learning and teaching journey, please follow the link: https://www.canva.com/design/DAFOba4xwSg/H1qVJUlMyJRhBKBmff4L5g/edit?analyticsCorrelationId=ad4a40aa-7d38-42e7-9e6b-dcae8d4bc697

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The most revolutionary idea I learned as a result of my studies for the IAMLLs course was the idea of scaffolding assessments. I regularly hear the "we need a baseline" referring to assessing students, and the biggest takeaway for me as an EAL teacher is using assessments to inform my teaching, gain as much information about students as possible by means of assessment to give them what they really need, not just what the test scores provide the information on.
We as a school were just starting to move away from "English only" philosophy, I heard less of "no Russian", but other outdated practices continued to strongly influence our assessments, data collection, and everyday functioning: we discontinued providing accommodations to emergent multilinguals during standardized assessments because again "we needed a baseline"; classroom teachers did not speak Russian to clarify their students' understanding even though the majority of teachers were Russian, because "English was (is) our language of inclusion".

As a "promoter of change", I can do the following to advocate for change:

- familiarize and provide my team with multilingual resources I have access to (books, articles, etc.)

- try to get more information about how my students learn by trying to incorporate the ideas from week three readings (summary in two languages during the reading assessment to see whether the student needs to work on comprehension or vocabulary, analyzing the students' miscues to learn where reading difficulties originate from (pronunciation/vocabulary), etc.

-promote the use of scaffolds not only during instruction but also during assessments.
- train students to take specific tests so they know what to expect and have less "assessment anxiety".

As for the standardized assessments, we need to resume providing accommodations. My first action suggestion is to start questioning ourselves: why are we testing using both norm- (because they are worldwide recognized?) and criterion-based (student-centered) assessments? Second, we need to document accommodations and purposes for parents, teachers and administators. Administrators should be aware of current practices and promote those changes. And the most important actions must be driven by the notion that "education is about collaboration and support, not punishment". (D. Clausen, 2017)

Also, please see my work on scaffolding assessments here: https://docs.google.com/document/d/12ZKc7q4RV9S6qhBtpNxyF0STiDvo-vFIzDXP0IdgOT8/edit

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IAMLLs was my third course through the TTC/PTC, and when I participated in the first one, EAL in the Mainstream classroom, I realized 'translanguaging' was a new term and concept for me. I chose to spend some time learning about it this time from Pedagogical Translanguaging by J. Cenoz and D. Gorter for my book club presentation. Hopefully, you will find my presentation and the ideas I chose to share, useful. The ideas I take away are moving away from the "ideal native speaker" notion and language separation to turning towards acknowledging the social context of learning and activating multilingualism through having students access their whole linguistic repertoires.
The practical implications of these studies for me focus on modifying assessments (mentioned above in #1) by means of creating language passports for each MLL, providing assessment rubrics in two (or more) languages, self-, peer- and family-assessments and the distinction between achievements in language and/or content.

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CLIL is another valuable framework that I am going to adopt for future reference and planning. I really appreciated the checklists that were provided, they help sift through the wealth of ideas and materials in order to provide a blueprint for work. I also link CLIL with the Teaching and Learning cycle, please also see this visual I created to combine the approaches to teaching: https://www.canva.com/design/DAFPHnFDKQo/Mu0PzZ5CBHnQE3gVn6KrDQ/edit?analyticsCorrelationId=39f22e75-f0c9-4d27-8243-d8ee79589358

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WK#2 CLIL Lesson Plan, S. Mikhaylichenko, IAMLLS 2023

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Throughout my career in an international school, I have been hearing about co-teaching and that I was expected to co-teach with homeroom teachers. The problem was - nobody knew what it was supposed to look like. I found Tan Huynh's blog transformational - this is my "go-to" whenever I need a refresher on what we co-teachers should focus on. My favorite article is called Five time-saving co-planning strategies, it can be found here: https://tankhuynh.com/5-co-planning-strategies/

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#5: "Side Effects" of IAMLLs and other courses by Dr. Virginia Rojas 

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#5: "Side Effects" of IAMLLs and other courses by Dr. Virginia Rojas 

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In the ever-evolving nature of technology in every context of our lives, I appreciate the fact the course facilitated my development as a digital learner: as a side effect, I learned to use CANVA, PowToon and collaborated with my colleagues from school by means of technology - very important skills in modern teaching and learning. Please, check out other work I (we) created for the course.
Instructional Playbook
Advocating for ELLs
What If...
Feedback for Multilingual Learners