Translating Standards into Practice with ELA Students

Abstract

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

Contextualizing Teacher Education Emphases for Classroom Diversity

“…Progressively, iterative patterns of this critical reflection build teachers' capacities for more inclusive, constructive, effectual, and advocative practices in diverse and complex teaching environments, especially contextualization. For more information on building teachers' capacities for critical reflection on complex practice consider the reference list to follow, especially the following helpful resources (Berghoff, Blackwell, & Wisehart, 2011;Liu, 2010;Murry, Herrera, Kavimandan, & Perez, 2011).…”

“…In fact, standards for teaching efficacy with culturally and linguistically diverse (CLD) students have been developed and tested across a wide variety of nations, school systems, and teaching contexts. In a prior edition of this journal (Murry, Herrera, Kavimandan, & Perez, 2011), we detailed these uniquely, cross-national standards developed by the Center for Research on Education, Diversity & Excellence (CREDE) at Berkeley (Tharp, Estrada, Dalton, & Yamauchi, 2000;Tharp & Dalton, 2007;Yamauchi, Im, & Mark, 2013).…”

Bringing Theory to Life: Strategies that Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms

“…The Biography-Driven Performance (BDP) Rubric (Herrera, Perez, Kavimandan, Holmes, & Miller, 2011;Murry, Herrera, Kavimandan, & Perez, 2011) retains the emphasis on the Standards for Effective Pedagogy and Learning and continues to utilize a scale from 0-4, representing the five levels of enactment: Not Observed, Emerging, Developing, Enacting, and Integrating. However, it has been expanded to 22 indicators that provide elaboration on pedagogical aspects that are essential to effective instruction with CLD students.…”