Introduction

The Coaching and Self-Reflection Tool for Competency in Teaching English Learners, aligned to Connecticut’s Common Core of Teaching (CCT) Rubric for Effective Teaching 2017, can be used for professional development and growth as well as guiding observations and the discussions that follow. This tool was developed by the Connecticut EL Strategic Partnership, which is a collaboration of the Connecticut State Department of Education (CSDE) and the regional educational service centers (RESCs).While this tool corresponds to domains from the CCT Rubric, districts that use other systems of evaluation can still use it to guide discussions and self-reflection. This tool is not intended for evaluation purposes. Rather, the intent is to assist principals, coaches, and educators regarding the instructional shifts and rigor inherent in the Connecticut English Language Proficiency (CELP) Standards and best practices in teaching about the diverse cultural and linguistic needs of English learners.

Audience

The Coaching and Self-Reflection Tool for Competency in Teaching English Learners is intended to be used by Connecticut administrators, coaches, TEAM mentors, other leaders, and classroom and support teachers. This tool is not limited to use with bilingual and/or English as a Second Language (ESL) teachers; instead, this tool can be used for a professional discussion for any teacher of English learners.

Use

Practitioners can use this document to reflect on the practices and strategies they use in the classroom to support English learners and to learn about potential strategies they can use to augment their practice. Teachers and coaches can use this tool to determine a targeted area for observations and coaching conversations. Coaches can use the sample questions to guide their conversations with teachers. Sample “might sees” were developed by Connecticut educators. Throughout the document, there are hyperlinks to resources with strategies and practices to support English learners in the classroom.

Might Sees

Each lesson and situation described includes snapshots relevant to diverse teaching roles and English learner populations along with levels of English language proficiency from across the state. The “might-see” described is not rated, and therefore is not meant to be used in evaluating teachers or to represent all situations across the state. Instead, all elements of the document are meant to be used in coaching and self-reflection.

Stakeholder Input

The CSDE and the RESC Alliance solicited input from multiple stakeholder groups in the development and use of this tool. Stakeholder feedback groups, composed of ESL and general education teachers, coaches, and administrators, included RESC English learner councils and Connecticut Administrators of Programs for English Language Learners (CAPELL). 

The Coaching and Self-Reflection Tool for Competency in Teaching English Learners

• IS a tool to be used in a professional coaching conversation.
• CAN BE USED in self-reflection on best-practices for English learners.
• CAN BE USED for reflection and discussion for ANY teacher of English learners (and is not exclusive to bilingual and/or ESL teachers).
• IS NOT to be used as a checklist of “must-sees.”
• DOES NOT serve as a rubric for evaluation.
• IS NOT an exhaustive list of teacher best practices for English learners.

This tool, in addition to a variety of English learner resources, can be accessed on the CSDE English Learners page.