WEBVTT

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>> Julie Norris: My
name is Julie Norris,

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and I am the Excel lead teacher

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with the after-school
program here

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at Marshall Elementary School.

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We are in San Francisco,
California.

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In my position

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as the instructional reform
facilitator during the daytime

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program, I have opportunities
to attend a lot

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of professional development.

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And so since I became the
lead teacher this year,

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I have been able to bring
information that I received

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at the professional
development in my daytime role

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into the after-school [program].

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In a typical month,

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I will provide one
professional development

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to the after-school teachers,
usually lasts about an hour

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and half, and I would always
provide professional research

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to support whatever it
is we are working on

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or implementing at that time.

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And then later I can
go into the classrooms

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and observe the teachers
working with the students;

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I have a formal observation
sheet that I use

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as the Excel lead teacher.

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And I will go and meet with
the teachers after the lesson,

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usually the next day, give them
some feedback, and if they ask

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for follow-up support, then I
am able to provide that also.

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[Students reading aloud
together in classroom.]

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>> Norris: In the
after-school program,

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students do reading together.

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The younger students, the older
students are reading together.

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>> Student 1: Read this.

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>> Student 2: The [name

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of animal] was even
bigger than the...

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>> Student 1: Tyrannosaurus.

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>> Student 2: Tyrannosaurus Rex.

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>> Norris: When I went in
and observed that in one

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of the classrooms it seemed

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like when the students
were having conversations

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about the books, just
bringing in a little bit

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of our English language
development [ELD]

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strategies-giving the
students frames to work with so

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that they could express their
understanding better-it was one

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little thing that the
after-school coordinators could

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do to help the students and
especially because the majority

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of them are English
language learners.

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>> Teacher, to students:
So, reading buddies,

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we would like for you to
focus on one character

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that you are reading
about in these books.

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>> Norris: The students are
reading with each other,

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so if the teacher gives
them a prompt to think

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about that is tied to language
arts learning-it could be,

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for lower grades,
what is the setting,

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who are the main characters, is
there a problem in the story.

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So sometimes if the kids
are reading and then talking

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to each other about it,
the older kids are familiar

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with this and they can help
the little kids discuss it.

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But if the younger students
don't have the language

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to say the problem in the story
is blank, the problem was solved

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by blank or went blank.

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So this is what we
do during ELD time.

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The after-school teachers,
they are able to access some

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of the professional
development that we

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as classroom teachers
are receiving.

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So as a school, the daytime
teachers have participated

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in professional development
around ELD strategies.

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And so I have taken some
pieces and parts of that

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that are valuable
for the coordinators,

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and one of those pieces is
knowing a prompt in a frame

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when working with EL students-so
a prompt is a question

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that you anticipate a
particular response,

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and the frame gives the
students the ability

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to express that response.

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So if I ask, "In the story
The Little Red Riding Hood,

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what happened at the
beginning of the story?"

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A student who doesn't have a
lot of English might not know

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to start the sentence with, "At
the beginning of the story."

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That's the prompt and the frame.

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Ongoing professional development
is a really important part

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of the work that I am able to do
with the after-school teachers,

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and there are several reasons.

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It strengthens our
collaborative relationship.

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And when the coordinators
then go and meet

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with the daytime teachers, they
are able to have discussions

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around the strategies that
the daytime teachers are using

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with particular students,

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what the after-school
teachers are able to implement.

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And again, it becomes a
seamless day for the students;

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they are receiving the same kind
of strategies during the day

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as they are in the
after-school program.