Coaching Teachers in Bilingual and Dual-Language Classrooms. Alexandra Guilamo
Goal 6: Incorporate Culture
Goal 7: Gather Accurate Evidence During the Observation
Goal 8: Embrace Best Practices
Conclusion
Chapter 2: Action-Planning Template
3 Fair and Effective Feedback to Improve Teacher Practice
Characteristics of Fair and Effective Feedback
Transparency in Feedback
Conclusion
Chapter 3: Action-Planning Template
Part 2: The Observation and Feedback Cycle
4 Mindset Essentials That Frame the Foundation for the Observation and Feedback Cycle
Establish Trust and Confidence
Avoid Hidden Agendas
Lead by Learning
Become an Insider, Not an Outsider
Know the Right Things
Ensure Confidentiality
Know When to Use Spotlights and Supports
Conclusion
Chapter 4: Action-Planning Template
5 The Pre-Observation Conference
Establish Logistical Details
Define the Learning
Foster Communities of Language Risk Taking
Develop a Deep Understanding of Students
Determine Mastery, Structure, and Sequence; Align Meaningful Assessments; and Collect Data About Student Learning
Ensure Program Alignment
Check in With a Specialist
Conclusion
Chapter 5: Action-Planning Template
Four Essential Questions for Guiding Observations
Six Tasks of Notice as Tools for Collecting Evidence
Conclusion
Chapter 6: Action-Planning Template
7 The Post-Observation Conference
Preparation for the Post-Observation Conference
Four Tasks for the Post-Observation Conference
Bilingual- and Dual-Language-Specific Supports
Plan for Success
Conclusion
Chapter 7: Action-Planning Template
Appendix A: Bilingual and Dual-Language Programs
Appendix B: Frequently Asked Questions
About the Author
Alexandra Guilamo is a leading expert in the education and effective leadership of bilingual and dual-language educators and language learners. As a language learner herself, Alexandra has spent more than twenty years serving a wide range of language learners. She is a former teacher, academic coach, elementary school principal, and district-level director in highly diverse urban and suburban school districts. This range of experiences has equipped her with a unique lens that brings together a deep knowledge of second language acquisition, the guidance of evidence-based practices, and an ability to tailor supports to the distinct contexts and needs of each school she serves.
She is the founder and current chief equity and achievement officer at TaJu Educational Solutions, a company dedicated to meeting the needs of language learners while ensuring access and social justice for all students. Alexandra’s skilled, flexible, and evidence-based approach to supporting a range of educators has resulted in dramatic improvement for programs across the country. Because of this, she has now worked with school, district, regional, and state leaders and teachers in more than forty states across the United States to provide a range of professional development, job-embedded coaching, technical assistance, and program evaluation support.
Alexandra is a member of and frequently presents at the National Association for Bilingual Education (NABE), TESOL International Association, Public Policy Professional Council (PPPC), Association for Supervision and Curriculum Development (ASCD), National Council of State Title III Directors, Illinois Association of Multilingual Multicultural Education (IAMME), Learning Forward, and Illinois Reading Council (IRC).
Alexandra received a bachelor’s degree from Drake University, a master’s degree from National Louis University, and is completing her doctorate from Concordia University.
To learn more about Alexandra Guilamo’s work, visit www.tajulearning.com, or follow her @TajuLearning on Twitter.
To book Alexandra Guilamo for professional development, contact [email protected].
Introduction
I have served in many different roles as an educator, but the two roles I loved most were those of academic coach and elementary school principal. They weren’t always easy, but they gave me the opportunity to focus on the most important parts of education—teaching and learning. During those years, I refined