Browsing by Author "Irby, Beverly"

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Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Building Instructional Capacity to Impact Diverse Learners
Educational Adm & Human Resource Develop; TAMU; https://hdl.handle.net/20.500.14641/198; Department of Education
There will be a total of 5400 school leaders who serve on campuses of diverse learners, particularly those that serve English learners, struggling learners, and economically disadvantaged students. These leaders will be served and trained in (a) culturally responsive pedagogy and leadership, (b) instructional leadership, (c) critical dialogues, (d) climate issues, (e) professional, personalized learning communities, (f) data analysis and school improvement interventions, (g) instructional improvement, and (h) strategic planning.
Massive Open Online Professional Informal Individual (MOOPIL) For Bilingual And ESL Teachers, Paraprofessionals, Administrators, And Families
Educational Adm & Human Resource Develop; TAMU; https://hdl.handle.net/20.500.14641/198; Department of Education
MOOPIL is a national professional development (NPD) project that had an overall goal to prepare 2500 in-service teachers for making appropriate pedagogical decisions regarding the education of English Learner (EL) students over the five years of the grant and to offer 100 administrators, 100 paraprofessionals, and 100 family/community members professional development for a better understanding of and implementation of instructional strategies for ELs at school or at home. This Virtual Professional Development (VPD) model was implemented through the creation of replicable MOOPIL modules built in collaboration with the Texas Center for Educator Excellence (TxCEE). This created a VPD curriculum that targeted instructional improvement in high-needs campuses that serve ELs and in the homes of ELs. MOOPILS may be used with professional learning communities or by individual teachers for improving instruction. The goal of MOOPIL was to prepare 2500 in-service teachers for making appropriate pedagogical decisions regarding the education of Emergent Bilingual (EB) students over the five years of the grant and to offer 100 administrators, 100 paraprofessionals, and 100 family/community members professional development for a better understanding of and implementation of instructional strategies for ELs at school or at home. This Virtual Professional Development (VPD) model was implemented through the creation of replicable MOOPIL modules built in collaboration with the Texas Center for Educator Excellence (TxCEE). This created a VPD curriculum that targeted instructional improvement in high-needs campuses that serve ELs and in the homes of ELs. MOOPILS may be used with professional learning communities or by individual teachers for improving instruction.
Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL-
Educational Adm & Human Resource Develop; TAMU; Department of Education
Preparing Academic Leaders: Project PAL is a funded national professional development (NPD, U.S. Department of Education, Office of English Language Acquisition, #T365Z170073) grant for 120 certified in-service teachers (three cohorts of 40 teachers each), who serve on campuses with large numbers of English learners (ELs), with the intent to prepare campus leaders who can improve instruction to increase ELs’ academic achievement and enroll in the Texas A&M Univeristy (TAMU), Department of Educational Administration and Human Resource Development (EAHRD) Principal Preparation Program. These in-service teachers meet high professional standards as they receive dual (two) advanced professional certifications in bilingual or English as second language (ESL) education and leadership. The 800 total hours of PD is divided as follows: 540 hours of professional development (PD) and 260 hours of practicum throughout the year (100 hours) and an intensive summer leadership campus residency or a traditional leadership practicum course (160 hours) on a campus that serves ELs supported via a joint program with Educational Administration and Bilingual Education in the College of Education and Human Development (CEHD). The intent is to train bilingual/ESL teacher leaders to “lead” efforts to increase instructional capacity on such campuses; in this way, the efforts of this project multiplies beyond the 120 participants. Project PAL includes participants from across Texas. Project PAL is supported by EAHRD, the Department of Educational Psychology, the Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA) and the Education Leadership Research Center (ELRC) at TAMU
Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL-
Educational Adm & Human Resource Develop; TAMU; https://hdl.handle.net/20.500.14641/198; Department of Education
PAL is a national professional development (NPD) project that had an overall goal to train 120 certified in-service teachers (three cohorts of 40 teachers each), who serve on campuses with large numbers of English learners (ELs), with the intent to improve instruction in order to improve ELs academic achievement via a fully online campus instructional leadership program. The in-service teachers met high professional standards as they received dual (two) advanced professional certifications in bilingual or English as second language (ESL) education and in educational leadership.