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TLC for Teacher Educators

TLC for Teacher Educators includes two separate professional development curricula, one for university course instructors and field supervisors, and the other for field supervisors and master teachers. The year-long pilot project began in 2006, and was informed by the work done by Antioch’s TLC project with classroom teachers over the preceding two years.

Both curricula provided here seek to facilitate learning and support teacher educators in order to improve their preparation of beginning teachers who teach K-8 English learners.

TLC for Course Instructors is an innovative, co-constructed approach to professional development for course instructors and field supervisors designed to improve beginning teachers’ instruction of English learners. The curriculum describes in detail the workshops held at Antioch University Los Angeles, and includes objectives, activities and resources. Other teacher education programs can adapt the TLC program to fit the particular needs of their teacher preparation faculty.


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Workshop themes include:
  • Community building among teacher educators
  • Applying progressive pedagogy
  • Orientation and program review with al course instructors
  • Reviewing English learner concepts from the Center for Research in Education (CREDE) and using the Sheltered Instruction Observation Protocol (SIOP)
  • Getting to know English learners (myths and realities)
  • Programs, strategies, and assessment for teaching English learners

    • tlc_about_vision_goal_2.jpgThis PowerPoint presentation provides an overview of the TLC for Teacher Educators at Antioch University Los Angeles.

     

    TLC for Student Teacher Mentors brings together K-8 master teachers and fieldwork supervisors who support beginning teachers in the field in order to better prepare them to teach English learners. The curriculum provided here should be facilitated by an experienced fieldwork supervisor and a visiting expert in English language development. Three or more workshops together provide:

  • An orientation to the university philosophy, which emphasizes progressive pedagogy and instruction of English learners
  • Development of a shared understanding of the different roles and perspectives of the fieldwork experience (student teacher, master teacher, fieldwork supervisor)
  • Clarification of university expectations for student teachers
  • Clarification of school district expectations for student teachers
  • Lesson-planning, differentiated instruction, and a study of the myths and realities about English learners

    • TLC for Teacher Educators (PDF)

    Appendices:
    A - CELDT 2007 (PDF)
    B - Grades K to 2 ELD Levels 1-4 (PDF)
    C - Grades 3 to 5 ELD Levels 1-4 (PDF)
    D - Redesignation Dilemma (PDF)

    TLC for Student Teacher Mentors (PDF)

    Appendix:
    A - Novice Teacher 20 Weeks (PDF)