CSMP

Core Programs/Overview:

Description of Foundations of Framework-Aligned Instruction Level Programs :  Introduction to Planning and Implementing Framework-Aligned Instruction  (Level I)

This program is intended for inexperienced teachers and those wishing to refresh their knowledge and teaching practices in framework-aligned, proficiency-based instructional development and implementation.  Program activities introduce participants to the Language Learning Continuum (LLC) and summary projects which include: planning with the end in mind, developing and implementing framework-aligned instructional sequences to develop speaking, listening, reading and writing skills, literacy strategies, assessment types and tools, critical thinking skills, analysis of student work and reflective teaching practices. As a result, participants begin to develop and implement a communicative unit to use in their classrooms.  Ultimately, participants engage in analysis of student work and reflective practice. 

Framework-Based Assessment (Level 2)

This program is designed for individuals who have completed the Level I program or experienced teachers in framework-aligned, proficiency-based instructional design and implementation desiring to learn to implement framework-based authentic assessment in their classrooms.  Responding to information gleaned from past teachers’ needs assessments and interest surveys, EBFLP leaders developed a program to help participants learn to administer the Classroom Oral Proficiency Interview (COCI) and the Classroom Writing Competency Assessment (CWCA) and identify implications for instruction.   More advanced work on instructional sequence planning, in depth analysis of student work and reflective teaching practices were an essential part of the program.

Invitational Leadership Institute

This program is intended for teachers who teach in high priority schools and districts interested in preparing to lead professional learning communities to bring about educational reform in the area of language teaching, and gain presentation skills were invited to apply.  Past participants from high priority schools showing strong leadership potential were personally contacted by the Site Director to be participants in the Leadership Institute. Teachers read, discussed research articles and implemented findings in their work.  They participated in activities that helped them develop and provide leadership programs at their schools and districts in framework-aligned content instruction and teaching practices, assessment, analysis of student work and reflective practice. Teachers prepared a professional portfolio that highlights the knowledge they have gained and showcases their accomplishments made during the year.  The three EBFLP Interns were participants in the Institute and assisted in presentations to the Foundation Level I participants. At the end of the program, participants showing potential to become EBFLP Teacher Leaders will be invited to join the EBFLP Intern program during the coming 2007-2008 academic year.

Partnership Showcase:

The EBFLP has a long established partnership with Oakland Unified School District.   The EBFLP program was approved by the district for its teachers of language and culture and the site has provided numerous professional development programs for the district. These programs include district-wide as well as school-based programs that aim to develop local capacity to strengthen language and culture programs across the district.  Additionally, the EBFLP has in-serviced representatives from each of the district's schools that offer language and culture programs in the Classroom Oral Proficiency Interview assessment processes to assess student performance in the languages that they study.