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Standards-based professional practices are increasingly a distinct focus of both teacher preparation and staff development. Yet, such standards are not always fully translated into rubrics for monitoring and assessment. This is no less the case as teachers build their capacities for English language acquiring (ELA) students. Recent trends indicate the widespread use ofthe CREDE, Standards for Effective Pedagogy and Learning (Doherty, Hillberg, Epaloose, andTharp, 2002) for this purpose. This article describes the history of, and rationales behind the translation of these standards into a more purposive Biography Driven Practices rubric for grade-level teachers of ELA students. AbstractStandards-basedprofessional practices are increasingly a distinct focus ofboth teacher preparation and staffdevelopment. Yet, such standards are not always fully translated into rubrics for monitoring and assessment. This is no less the case as teachers build their capacities for English language acquiring (ELA) students. Recent trends indicate the Widespread use ofthe CREDE, Standardsfor Effective Pedagogy and Learning (Doherty, Hillberg, Epaloose, and Tharp, 2002) for this purpose. This article describes the history of, and rationales behind the translation ofthese standards into a more purposive Biography Driven Practices rubricfor grade-level teachers ofELA students. 50
This chapter explores what happens when teacher-student and student-student interactions reflect a higher level of responsiveness to the human beings involved. It describes biography-driven instruction (BDI), a research-based method of instruction that supports all learners to reach high academic standards, while at the same time ensuring that English learners have the scaffolds and tools needed to engage fully in the curriculum. Teachers who implement BDI develop a holistic understanding of students' sociocultural, linguistic, cognitive, and academic dimensions. They use students' background knowledge as a springboard to new learning. To determine the impact of BDI on the education of English learners in elementary classrooms, this chapter explores the perspectives of 16 teachers (Grades 1-6) who received professional development on BDI and then implemented the method with their own communities of learners. Interview data was collected in Spring 2016, transcribed, and qualitatively analyzed. Findings in the form of themes in participant voice are discussed throughout the chapter.
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