Give the word out that we would make a change in our ESL class.
Use the profound and practical knowledge about teacher leadership to unite as many teachers as possible.
Many hands make light work!
We can not only get more spiritual support from colleagues, but also more brilliant ideas. Never underestimate the power of a TEAM!
The log we have kept in ECI 508 is a vivid record of our growth in understanding teacher leadership.
The Final Essay in ECI 508 is a synthesis of our development in theoretical knowledge.
Now, it is time to put these theoretical knowledge into practice and make a positive change in our new ESL class in BRS.
Use the profound and practical knowledge about teacher leadership to unite as many teachers as possible.
Many hands make light work!
We can not only get more spiritual support from colleagues, but also more brilliant ideas. Never underestimate the power of a TEAM!
The log we have kept in ECI 508 is a vivid record of our growth in understanding teacher leadership.
The Final Essay in ECI 508 is a synthesis of our development in theoretical knowledge.
Now, it is time to put these theoretical knowledge into practice and make a positive change in our new ESL class in BRS.
When our plan is well discussed, write an advocacy letter to school leaders, letting them know that teachers are ready to make our ESL class better and stronger.
Use skills and strategies we learned in ECI 508 to write an advocacy letter to a real audience about a real important issue.
Remember that we should be evocative, rational and persuasive, but not pushy in our talk with school leaders.
Give them a brief but powerful presentation of our idea in case they have no time to read the detailed letter.
Below is an example of my advocacy letter and presentation to my audience - Chinese parents.
Use skills and strategies we learned in ECI 508 to write an advocacy letter to a real audience about a real important issue.
Remember that we should be evocative, rational and persuasive, but not pushy in our talk with school leaders.
Give them a brief but powerful presentation of our idea in case they have no time to read the detailed letter.
Below is an example of my advocacy letter and presentation to my audience - Chinese parents.
Once the school leaders say YSE to this plan, group all the teachers to write an exemplary lesson plan for the first couple of weeks.
Give everyone a chance to contribute their strength.
Make sure that the lesson plan is discussed and approved by all teachers before it is practiced in ESL Class.
We could learn the Japanese way of education that we learned in ECI 508: "making a proposal on a focal point - discussing & brainstorming as a team – deciding the draft of a lesson plan – practicing the draft by one member – revising the lesson plan according to the feedbacks– implementing the revised lesson plan by more teachers".
By observing the implementation of the lesson plan gives every collaborator a chance to see how their product works from an objective viewpoint.
Everyone is responsible for making the lesson plan, so no one will be blamed solely if the lesson plan does not work.
This faith makes everyone more courageous to view the product with a critical eye.
The lesson plan should be detailed enough that every teacher could practice it without too much effort and it also should give enough space for every teacher to explore.
The skills of writing lesson plans have been taught and practiced in ECI 521 and ECI 524.
Below are examples of the Lesson Plan of teaching Hunger Games, created in ECI 521, and the Lesson Plan of learning global issue in ECI 524.
|
Pictures downloaded from Google Images.