Danielson Framework Tool For Teachers of English Learners

Promoting Success for Teachers
of English Learners
Tool Aligned With the
Danielson Framework
for Teaching
April 2019
Promoting Success for Teachers
of English Learners
Tool Aligned With the
Danielson Framework for Teaching
April 2019
Diane August
American Institutes for Research
Timothy Blackburn
Education Northwest
The authors wish to extend thanks to a number of individuals and organizations who supported the writing
of this report and production of the associated tools. These include Fen Chou, Kenji Hakuta, and Magda
Chia, and state members of the Council of Chief State School Officers’ English Language Learner State
Collaborative on Assessment and Student Standards (ELL SCASS). We especially appreciate the
support of the following ELL SCASS members— Laura Hook, Christina Nava, and Sarah Seamount—and
a district partner, Melissa Kochanowski. We also acknowledge the substantial support we received from
Charlotte Danielson, Shirley Hall, and Cindy Tocci of the Danielson Group. We appreciate the very helpful
feedback we received from Luis-Gustavo Martinez, senior policy analyst at the National Education
Association, and Giselle Lundy-Ponce, special assistant to the vice president at the American Federation
for Teachers (AFT), as well as teacher leaders affiliated with AFT: Areli Schermerhorn, Becky Corr, and
Susan Lafond.
101 SW Main, Ste. 500

1000 Thomas Jefferson Street NW
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202.403.5000 800.547.6339
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Copyright © 2019 American Institutes for Research and Education NW. All rights reserved.
7415_02/19
Contents
Introduction .......................................................................................................................... 1
Overview ........................................................................................................................... 1
Process Used to Develop the EL Tool .............................................................................. 2
Attributes of the EL Tool ................................................................................................... 3
Terminology ...................................................................................................................... 3
EL Tool: Critical Attributes and Exemplars of Effective Practice .......................................... 4

Domain 1. Planning and Preparation ............................................................................... 5
Domain 2. The Classroom Environment .......................................................................... 9
Domain 3. Instruction ................................................................................................... 11
Domain 4. Professional Responsibilities ...................................................................... 17
References ........................................................................................................................ 22
Promoting Success for Teachers of English Learners: Tool Aligned with the Danielson Framework for Teaching
Introduction
Overview
This document presents a tool designed to support classroom teachers of English learners (ELs) who
are using the Danielson Framework for Teaching (Danielson, 2013). This tool also supports other
educators (such as principals, supervisors, coordinators, and coaches) whose job is to support these
teachers. This tool can serve as a valuable addition to teacher and administrator pre-service
preparation programs as well as in-service professional development initiatives for principals,
teachers, and other personnel responsible for educating ELs. This document begins with an overview
that provides context for the tool; describes the process used to develop the tool; presents general
attributes of the tool; and then offers the tool itself.
ELs are in classrooms in every region of the country, and this population of students has dramatically
increased in the past decade. According to the U.S. Department of Education’s National Center for
Education Statistics (2017), the percentage of public school students in the United States who were
ELs was higher in school year 2014–15 (9.4%, or an estimated 4.6 million students) than in 2004–
05 (9.1%, or an estimated 4.3 million students).
Many teachers with ELs in their classrooms, and the other professionals who support them, have
received insufficient training in how to provide designated and integrated support to develop ELs’
language proficiency; scaffold core content so that it is comprehensible for ELs; capitalize on ELs’
home cultures, knowledge, and skills; and create supportive learning environments. As recently
reported (National Academies of Sciences, Engineering, and Medicine, 2017), although all 50 states
plus the District of Columbia offer a certificate in teaching English as a second language, only 21 states
require a specialized certification to teach ELs, and only 20 states require all teachers to have
knowledge specific to the education of ELs. Moreover, ELs are disproportionately taught by less
qualified teachers (Ballantyne, Sanderman, & Levy, 2008; Darling-Hammond, 2010).
The lack of preparation of educators to serve ELs presents a challenge. One way to address this
challenge is to use teaching frameworks, such as the Danielson Framework (Fft), supplemented with
critical attributes and exemplars of best practices for teaching ELs, to support educators whose
responsibility it is to help all students, including ELs, meet high standards.
Among other things, educators need to learn how to do the following:

 Plan instruction that sets high expectations for ELs, concurrently develops their language
proficiency and content area knowledge and skills, takes into consideration their levels of first-
and second-language proficiency, and draws on their home language skills and knowledge.
 Create an environment in which ELs are respected by their classmates and respect their
classmates and in which all students work collaboratively to support each other, including in the
acquisition of second languages.
American Institutes for Research 1

 Employ instructional methods that scaffold core content delivered in a second language so that it
is comprehensible for ELs, strategically develop ELs’ language proficiency in the target language
or languages, and differentiate instruction for a range of language proficiency levels among ELs—
from those ELs who have only recently arrived in the country, to those ELs who have been in the
United States for several years and have succeeded in mastering the basics of communicating in
English, to those ELs who have been in the United States for 5 years or more and have not yet
been reclassified as English proficient.
 Engage in professional responsibilities that include accessing information about ELs’ prior
learning experiences, contributing to school initiatives and projects that support ELs and their
families, and advocating for ELs in their school and district to help ensure they are taught to the
same high standards as English-proficient students and have the same instructional
opportunities, resources, and support as other students.
Process Used to Develop the EL Tool

A working group was convened by the Council of Chief State School Officers’ (CCSSO’s) English
Learners State Collaborative on Assessment and Student Standards (ELL SCASS). The ELL SCASS1 is
the only national, sustained forum among state education agencies (SEAs), researchers, and policy
experts on issues of standards and assessment for ELs. The ELL SCASS also explores state policies
that affect instruction, curriculum, professional supports, and leadership for ELs.
The working group that developed this tool included staff supporting SCASS, staff from the American
Institutes for Research (AIR) and Education Northwest, the Maryland and Idaho State Departments of
Education, and Prince George’s County Public Schools. 2 The working group developed this tool through
multiple in-person meetings during and outside of ELL SCASS meetings and through conference calls
during 2015–18. During the same period, the tool was reviewed multiple times by 36 SCASS SEA
directors with oversight of ELs. Finally, the working group has greatly benefited from the expertise of
Charlotte Danielson and other members of The Danielson Group as well as from staff and reviewers
associated with the National Education Association and the American Federation of Teachers, who
have provided guidance and advice throughout the development process.
The Education Northwest website at https://educationnorthwest.org/resources/promoting-success-
teachers-english-learners-coaching-tool displays a tool that supports educators who are using the
Marzano Framework (Promoting Success for Teachers of English Learners: Tool Aligned With the
Marzano Focused Teacher Evaluation Model). An overview report available on the CSSSO website at
https://ccsso.org/resource-library/promoting-success-teachers-english-learners-through-structured-
observations-0 provides context for the two tools. The two tools and overview report were jointly
developed by CCSSO, AIR, and Education Northwest. All three of these documents are also available at
https://www.air.org/ELTeacherSuccess.
1 ELL SCASS consists of 31 member states plus the Department of Defense Education Activity (DoDEA). EL leads from
these states and DoDEA represent their respective states at these meetings, which take place three times a year.
2 Prince George’s County Public Schools is located in Prince George’s County, Maryland.

Attributes of the EL Tool

The Danielson FfT (Danielson, 2013) describes good teaching in a way that applies to all
instructional contexts: all grade levels (K–12), all subjects, and all settings (urban, rural, and
suburban). The tool displayed in this document does not alter the domains, components, and critical
attributes that constitute the Danielson Framework. However, it adds critical attributes for effective
teaching of ELs and exemplars in the form of examples, resources, and exhibits to guide educators in
supporting ELs. Examples are brief descriptions of what the critical attributes might look like in
practice. Exhibits are tools that can be used to collect and enter data and support ELs’ learning.
Resources provide information to help teachers put into practice the EL critical attributes.
It also should be noted that for Domain 3—Instruction, the EL critical attributes and examples are
intended for second-language learning environments. Students learning core content in their home
languages do not need the supports because their learning experiences are similar to those
experiences of English-proficient students learning in English.
Unlike the Danielson Framework, this tool is not used for evaluative purposes. Rather, it is a
coaching tool for teachers and other educators (such as principals, supervisors, coordinators, and
coaches) whose job is to support these teachers. As such, the tool does not describe critical
attributes and exemplars for the four levels of performance (i.e., unsatisfactory, basic, proficient, and
distinguished). Rather, the tool focuses on expectations for teachers who are at the proficient level.
Terminology
Academic language proficiency. For the purposes of this document, academic language proficiency
is defined as “knowing and being able to use general and content-specific vocabulary, specialized or
complex grammatical structures, and many types of language functions and discourse structures—all
for the purpose of acquiring new knowledge and skills, interacting about a topic, or imparting
information to others” (Bailey, 2007, pp. 10–11).
English learners. ELs are children who come from homes where a language other than English is
spoken and who are acquiring English as an additional language.

EL Tool:
Critical Attributes and Exemplars of
Effective Practice

Domain 1. Planning and Preparation

Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits 3
1a: Teachers must have a deep  Unit and lesson plans reflect teachers’ Resources:
Demonstrating understanding of the knowledge of second-language National Academies of Sciences, Engineering, and Medicine
Knowledge of content they teach and how development and how language report for information about second-language acquisition
Content and to help students learn that development is shaped by social factors.
Content-Specific content. https://www.nap.edu/read/24677/chapter/1#iii
 Unit and lesson plans reflect teachers’
Pedagogy knowledge of how to support ELs at IES Educator’s Practice Guide about research-based
different levels of proficiency in acquiring pedagogies for ELs
language proficiency and grade-level https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/english_le
core content knowledge and skills. arners_pg_040114.pdf
1b: Knowing one’s students  The teacher has collected information Exhibit 1. Assessment Log
Demonstrating permits teachers to plan from the district about each student’s https://www.air.org/sites/default/files/Danielson-Exhibit-1-
Knowledge of instruction and interact with cultural heritage, levels of first- and Assessment-Log.pdf
Students students in appropriate and second- language proficiency and
personalized ways. They are content area knowledge, time in the Exhibit 2. Student Education History, Home Language
sensitive to students’ levels United States, prior schooling history Use, and Home Computer Access
of knowledge and skill in the (e.g., if it was interrupted), and learning https://www.air.org/sites/default/files/Danielson-Exhibit-2-
curriculum, their particular abilities (e.g., disability and gifted and Student-Education-History.pdf
interests, and their family talented status). Resource:
backgrounds and special  Teachers know the indicators that might
needs (where appropriate). The U.S. Department of Education toolkit to help
signal a disability in an EL, intervention
educators identify ELs with disabilities, Tools and
methods to support ELs who are
Resources for Addressing English Learners with
struggling, the individualized education Disabilities
program (IEP) referral process for ELs,
the ELs in their class who are dually https://www2.ed.gov/about/offices/list/oela/english-
identified, and the content of each learner-toolkit/chap6.pdf
student’s IEP. Exhibit 3. Special Education Referral Form
https://www.air.org/sites/default/files/Danielson-Exhibit-3-
Special-Education-Referral-Form.pdf
3 Note the that exhibits have been updated. The most recent versions are not in Google Drive (as referenced in this document) but saved as pdfs until a new host has been
designated.


1c: Selecting Teachers must be able to  Content area outcomes for ELs Resources:
Instructional specify, in a given lesson or represent all levels of cognitive demand, Instructional outcomes related to the development of
Goals unit, not only what the regardless of levels of language English language proficiency and Spanish language arts
students will do but what proficiency. For ELs, there also are
they will learn. Ideally, these outcomes related to language Teaching with Standards: The Role of Standards in
goals should reflect the proficiency. Instruction
state’s or district’s https://www.wida.us/standards/eld.aspx
standards and should Council of Chief State School Officers English Language
represent a range of types Proficiency Standards. (URL must be entered into the
of outcomes, knowledge, browser.)
and skills (reasoning skills,
collaboration skills, and https://www.ccsso.org/resource-library/english-language-
communication skills). proficiency-elp-standards
California Common Core State Standards in Spanish
Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects
https://commoncore-espanol.sdcoe.net/CaCCSS-en-
Espanol/SLA-Literacy
Exhibit 4. Standards and Objectives Scaffolded for
English Learners
Standards-Objectives-Scaffolded-for-ELs.pdf
1d: Teachers must be able to  The teacher locates resources related to Resources:
Demonstrating locate appropriate resources the instruction and assessment of ELs. Newsela, free news articles for five adaptive reading levels
Knowledge of to bring the content to life for  Texts and other classroom resources for https://newsela.com/
Resources their students. Some of these ELs are aligned to outcomes and take
resources may be provided by into consideration ELs’ levels of first- and Resources for English language learners from Colorín
the school or district; second-language proficiency as well as Colorado, organized by grade
teachers locate other content area skills and knowledge. http://www.colorincolorado.org/ell-basics/ell-resources-grade
resources from colleagues or
on the Internet.


1e: Designing In this component, teachers  Resources and lesson plans attend to Examples:
Coherent integrate the different ELs’ speaking, listening, reading, and Instructional tools to support ELs at different levels of
Instruction aspects of planning into a writing proficiency. proficiency include native-language texts on the same
coherent approach to  Resources and lesson plans also engage topics as English texts, English dictionaries and glossaries
engaging their students with students, advance them through the with comprehensible definitions, nonlinguistic
the content of a lesson or core academic content, and develop ELs’ representations of text (e.g., audio recordings and visuals),
unit. language proficiency in the context of graphic organizers tailored to specific content, realia and
content area instruction. manipulatives, and peers who can provide native-language
 The teacher’s lesson plans and support and serve as English models.
resources demonstrate that lesson The teacher’s lesson plan organizes instructional groups
activities provide opportunities for ELs at differently depending on the learning goals of the group. If
different levels of proficiency and the goal of a lesson is English language development, then
background knowledge to participate in ELs have access to instruction that is at their proficiency
classroom activities. level but also are grouped so that they have opportunities
 For ELs, grouping will differ depending to interact with English-proficient peers in English. If the
on the goals of the lesson. goal of the lesson is the acquisition of foundational
reading skills, then the teacher groups ELs by reading level
and assesses them frequently to determine whether
regrouping is necessary.
Exhibit 5. Glossary to Support Text Comprehension
Glossary-to-Support-Text-Comprehension.pdf
Exhibit 6. Prompt and Response Frames for Supporting
Academic Conversations
Prompt-and-Response-Frames.pdf


1f: Designing This component  For ELs, language development as well Example:
Student encompasses the teacher’s as content are assessed. The teacher asks questions related to a source (e.g., text,
Assessments design of both summative  Assessment designs take into visual, multimedia), records students’ responses, and
assessments (to ascertain consideration universal design for uses a speaking and listening rubric to rate ELs’ oral
the extent to which students learning principles. language proficiency.
have mastered the content
 The design of formative and summative Resources:
of the unit or lesson) and
assessments also takes into
formative assessments (for Obtaining Necessary Parity through Academic Rigor
consideration the goals of the lesson,
use during instruction). (ONPAR) is an online assessment system for science and
the nature of the task, and English
mathematics content that is designed to be accessible to
proficiency and content area knowledge
students of all cultures and proficiency levels. It aligns to
of the ELs.
the curriculum, allowing teachers to incorporate it as
 Lesson plans indicate possible needed.
adjustments based on the results of
http://iiassessment.wceruw.org/
formative assessment of EL language
proficiency and content area knowledge. FAME is an online resource that shares tools related to
formative assessment, including professional learning and
sentence starters to use with ELs.
http://msde-fame.blogspot.com/p/visuals.html

Domain 2. The Classroom Environment

Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits
2a: Creating an In order for a classroom to  The teacher’s interactions with students Example:
Environment of promote learning, all reflect an interest in, understanding of, Classroom posters and rules encourage respect for all
Respect and students must feel valued and respect for their home cultures. ELs linguistic, religious, and cultural backgrounds.
Rapport and safe (both physically receive the message that their native
and psychologically). The languages are valued. Resource:
environment must be a safe  In addition, the teacher monitors The My Name, My Identity campaign is a national
place for intellectual risk students’ treatment of each other and campaign that supports pronouncing students’ names
taking, as students learn the creates an environment of respect for correctly and valuing diversity.
skills for treating their students from diverse cultural, religious, https://www.mynamemyidentity.org/
classmates’ views with and linguistic backgrounds through
respect. modeling and teaching students how to
engage in respectful interactions.
2b: Establishing In establishing and  The teacher communicates the message Examples:
a Culture of maintaining a culture for that ELs will acquire high levels of The teacher works with individual ELs to help them set
Learning learning, teachers convey English proficiency and meet grade-level goals for language development and content area learning
the importance of the work; content standards over time and with that are realistic but aspirational.
students accept that hard work.
importance, demonstrate The teacher showcases the work of ELs at all proficiency
 The teacher expects precise language levels who are working hard to master core content
pride in their efforts, and from ELs, but expectations take into
develop increasing delivered in English.
consideration ELs’ levels of language
resilience in accepting new proficiency. The teacher meets on a regular basis with long-term ELs
challenges. and commends them on the positive attributes of their
work and use of precise language.
2c: Managing In this aspect of teaching,  The teacher ensures that ELs Example:
Classroom the classroom procedures understand the language and signals The teacher instructs ELs on transition vocabulary and
Procedures are established to maximize related to transitions. signals and provides opportunities for ELs to practice
the time available for  The teacher intentionally uses language transitioning in response to the transition vocabulary and
important learning. and signals to clearly mark transitions signals.
between classroom activities.


2d: Managing An orderly classroom is a  The teacher presents expectations for Examples:
Student Behavior prerequisite for student student behavior in multiple forms (e.g., The teacher presents classroom expectations orally and in
intellectual engagement. oral, written, and visual) and in students’ writing with visual supports, if necessary. The teacher also
Students must know the native languages if necessary, with reinforces expectations through additional modeling and
teacher’s behavioral ongoing modeling and practice to ensure practice.
expectations and have that ELs understand expectations.
ideally contributed to those When the teacher sees inappropriate classroom behavior,
 The teacher’s responses take into the teacher tries to determine whether it is related to
expectations and know what consideration students’ language
they can expect of their differences in cultural norms or trauma associated with
proficiency, culture, and previous experiences in the student’s native country and/or in the
classmates. A skilled experiences. Different cultures have
teacher masterfully United States. If the inappropriate behavior is related to
different norms related to school and cultural differences, then the teacher helps the student
responds to students’ classroom behavior. In addition, ELs may
infractions and addresses understand what constitutes the appropriate behavior in
have experienced or be experiencing the student’s new setting. If the behavior is related to
many challenges in a trauma because of events in their home
preventive manner. trauma, the teacher seeks professional support (e.g.,
country, the process of immigrating to
counseling) for the student.
the United States, and experiences in
the United States related to immigration
because of the current climate regarding
immigrants.
2e: Organizing The physical environment is  The teacher makes use of visuals and Example:
Physical Space an important part of the scaffolded language to ensure that ELs In science class, the teacher ensures that ELs understand
environment for learning, understand safety rules. safety rules related to using various equipment during lab
with a room arrangement work.
that supports the learning
activities, whether those
involve students in physical
activity, group work, or
discussion.

Domain 3. Instruction
3a: Teachers’ use of language  As necessary, the teacher uses verbal Examples:
Communicating to explain concepts to (use of students’ home language, plain The teacher posts learning goals in writing in a version
With Students students is clear and the English, examples) and visual supports comprehensible to ELs. The teacher uses a variety of
content is accurate. (e.g., graphic organizers, multimedia, supports, including sensory, graphic, and interactive
Furthermore, teachers and pictures) to ensure that ELs supports, and, if necessary, home language supports to
model expressive language understand the concepts presented in clearly communicate the expectations of the lesson.
with their students, thus discourse and text
contributing to their The teacher uses scaffolding, including language that is
 Teacher scaffolding is adjusted for ELs comprehensible to ELs at varying levels of proficiency,
expanding vocabularies and at different levels of language
use of academic language. modeling, and student examples of completed work, to
proficiency and varied levels of
help students understand what they are to do.
background knowledge.
With ELs at beginning levels of proficiency, the teacher
 The teacher makes connections to ELs’
avoids the use of idiomatic expressions if students have
lives beyond school, including
not learned these expressions. The teacher finds
connections to students’ home cultures
alternative ways of saying things if students appear
and funds of knowledge.
confused. The teacher uses visuals and graphic organizers
 The teacher organizes instruction to to support understanding of written and oral language.
ensure that ELs have as many
The teacher defines words and phrases in context that
opportunities as possible to interact with
may be challenging for ELs and elaborates on their
teacher(s) or teacher assistants.
meanings as necessary. Examples and nonexamples are
one way to elaborate on word meanings.
Exhibit 7. Scaffolded Math Learning Goals
Scaffolded-Math-Learning-Goals.pdf


3b: Using Questioning and discussion i  The teacher ensures that questions Example:
Questioning and are the only specific posed to students are comprehensible to The teacher makes use of think-pair-shares and think-
Discussion instructional skills identified ELs; methods include breaking complex write-pair-shares so that all ELs have an opportunity to
Techniques in the FfT, illustrating their questions into less complex questions share and practice with a partner.
importance in teachers’ and avoiding unnecessary challenging
repertoires for engaging words and phrases. Translating For examples of questions that support ELs in
students in learning questions into ELs’ home languages also comprehending complex text, see Exhibit 8.
important content. When supports ELs at the beginning stages of Exhibit 8. Differentiated Dialogic Reading
done skillfully, teachers ask proficiency. https://www.air.org/sites/default/files/Danielson-Exhibit-8-
higher-order and thoughtful  ELs at all levels of proficiency are asked Differentiated-Dialogic-Reading.pdf
questions and engage all questions designed to promote thinking
students in rich discussion and understanding. For ELs, some of
in which the students these questions are “right there”
assume considerable questions to help them understand
responsibility for formulating classroom texts and discourse and
questions and discussing engage in classroom discussion.
issues directly with their
 The teacher provides supports to ensure
classmates.
that ELs at varying levels of proficiency
can respond to questions. Supports for
ELs with lower levels of proficiency might
be sentence frames to help them
respond. Supports for ELs with
intermediate levels of proficiency might
be sentence starters. Word or phrase
banks that include target words can
support ELs at all levels of proficiency.
 The teacher uses techniques to help ELs
engage in classroom discussions.
Techniques include strategic peer-
partnering, allowing ELs who are at the
beginning stages of English acquisition
to converse in their home language, and
use of sufficient wait time.


3c: Engaging Engaging students in  The teacher uses scaffolds that enable ELs Examples:
Students in learning is the “heart” of the at different levels of proficiency to engage If the goal of the lesson is developing foundational reading
Learning FfT because it is the in activities and assignments that require skills, ELs are grouped with students (both ELs and
principal mechanism by deep thinking and encourage students to English-proficient students) who are reading more or less
which students learn new explain their thinking. The scaffolds are at the same levels (e.g., Lexile, Degrees of Reading Power
content. Also, it is essential adjusted to correspond to ELs’ levels of levels). In a middle school science class, ELs are grouped
that although learning language proficiency. Examples of with English-proficient students to enable interaction.
activities might be “hands- scaffolds include providing (1) core
on,” they are always “minds- content in students’ native language as For ELs at beginning levels of proficiency, the teacher
on.” School is not, after all, well as English and opportunities for shortens the assignment length while adhering to grade-
a “spectator sport” for students to discuss core content with a level expectations and maintaining high expectations for
students; skilled teachers partner in their native language; performance.
know this and design (2) supplementary (“right there”) Exhibits 9 and 10 present methods to build background
learning experiences that questions; (3) customized glossaries, word knowledge that is important for understanding the lesson
are interesting and banks, sentence starters, and sentence at hand.
challenging for students and frames to help students respond to Exhibit 9. Enhancing Background Knowledge Through
from which they can learn questions; (4) visuals and graphic Introductory Text
the essential concepts of organizers; (5) background information
required to understand grade-level https://www.air.org/sites/default/files/Danielson-Exhibit-9-
the curriculum.
content; (6) modeling that prepares ELs to Enhancing-Background-Knowledge-Introductory-Text.pdf
engage in activities and assignments; and Exhibit 10. Enhancing Background Knowledge Using Text,
(7) teaching ELs learning strategies to help Visuals, and Multimedia
make them more independent learners. https://www.air.org/sites/default/files/Danielson-Exhibit-10-
 In grouping students, the teacher takes Enhancing-Background-Knowledge-Text-Visuals-
into consideration ELs’ knowledge of Multimedia.pdf
content matter as well as levels of first-
and second-language proficiency. The
teacher intentionally organizes
instructional groups to provide ELs with
opportunities to interact in meaningful
ways with other ELs and English-proficient
students. ELs are grouped in different
ways depending on the task (e.g.,
homogenously for targeted support and
heterogeneously for collaborative group


projects, with designated roles appropriate
for students’ levels of proficiency).
 In addition to the materials used for
general education students, the teacher
provides supplementary materials on
similar topics appropriate for different
levels of proficiency and background
knowledge. The intent of the materials
and resources is to support ELs’
language, literacy, and knowledge
acquisition. Supplementary materials
may include translations that students
can read first or use side by side with the
classroom texts, background material at
ELs’ proficiency levels aligned with
course content, customized glossaries,
and visuals and graphic organizers,
 The teacher provides appropriate pacing
for ELs at different levels of proficiency,
taking into consideration that some ELs
may need more time to learn, process,
reflect, and respond when instruction
takes place in a second language. .
3d: Using It is now recognized that  The teacher provides models of student Examples:
Assessment in assessment does not signal work that meet assessment criteria and The teacher provides a model of student work that meets
Instruction the end of instruction; additional scaffolding, if necessary, to assessment criteria and asks students to paraphrase
rather, it is an integral part ensure that ELs understand the criteria assessment criteria with a partner and then share with the
of instruction. Skillful for assessment. class. The teacher monitors responses for accuracy and
teachers design formative  In monitoring ELs’ content area rephrases assessment criteria as necessary.
assessment strategies that knowledge, the teacher considers ELs’
identify students’ Scaffolds, such as word banks, sentence frames, sentence
levels of proficiency and background
misconceptions so that starters, and graphic organizers, are provided to enable
knowledge and provides tasks and
these can be remedied. formats that enable ELs with limited


proficiency and grade-level knowledge to ELs to demonstrate their knowledge and skills. Scaffolds
demonstrate what they know and can are adjusted for ELs’ levels of proficiency.
do. ELs with lower levels of proficiency For students at beginning and intermediate levels of
may use their home language or English proficiency, the teacher provides feedback on a
response frames to demonstrate their writing assignment during an individual coaching session.
learning. The feedback is presented orally as well as in writing. The
 The teacher provides feedback on ELs’ feedback directly relates to the instructional goals of the
academic language as well as content lesson. The teacher finds ways to correct ELs’ grammar
knowledge. Feedback for ELs is provided and pronunciation that do not embarrass students.
in a form that is comprehensible and in a After ELs learn a new grammatical structure (e.g., past
manner that does not embarrass tense of an irregular verb), they are given opportunities to
students. correct a piece of writing that has used this grammatical
 The teacher directly teaches and structure improperly.
supports ELs in monitoring their
Resource:
language and content knowledge
development. The teacher uses tools such ONPAR, technology-interactive
classroom-embedded modules for measuring challenging
math and science skills of ELs, to monitor student learning.
Go to
http://iiassessment.wceruw.org/projects/index.html#stella
to view dynamic and interactive tasks that reduce the use of
English while still maintaining the content rigor and
cognitive complexity of parallel items on traditional tests.
Exhibit 11. Developing ELs’ Meta-Cognitive Skills
(Note: After students have been supported in
understanding a section of text, they read the section,
underline words they do not know, and write questions for
sections of text they do not understand.)
Developing-ELs-Meta-Cognitive-Skills.pdf

3e: Skilled teachers are alert to  The teacher adjusts instruction for ELs, Examples:
Demonstrating when their lessons are not when necessary, to make core content The teacher incorporates more questions into a lesson for
Flexibility and going according to plan, and comprehensible and develop ELs’ ELs who are at the beginning and intermediate levels of
Responsiveness they make necessary language proficiency. proficiency to help them understand challenging
adjustments, sometimes  The teacher demonstrates high levels of classroom discourse or texts.
“on the fly” and other times flexibility and responsiveness when
at a more measured pace The teacher uses routines and scaffolds that are tailored
working with ELs by applying alternative to the individual needs of ELs. For example, the teacher
(such as by making a approaches to meet their varied needs. uses graphic supports with explanations for students who
change to the next day’s ELs face challenges that English-
plan). are struggling with the lesson’s content.
proficient students do not: (a) ELs are
learning English and content delivered in Exhibit 12. Scaffolded Dialogic Reading
English at the same time; (b) some ELs https://www.air.org/sites/default/files/Danielson-Exhibit-12-
are going through a period of cultural Scaffolded-Dialogic-Reading.pdf
adjustment; and (c) some ELs may be
hesitant to express their confusion
related to course content because of
their English proficiency level and
cultural norms. The teacher seeks
alternative approaches that are
calibrated to the learning difficulties that
ELs face.

Domain 4. Professional Responsibilities

4a: Reflecting on Skilled teachers can learn  The teacher’s reflections on the Example:
Teaching from their experiences, effectiveness of instructional practices The teacher determines that instructional methods in
reflecting on those aspects for ELs are consistent with other several lessons did not sufficiently support ELs at beginning
of a lesson that went well measures of student progress and and intermediate levels of proficiency in mastering
and which could be attainment; the teacher provides academic language associated with the lessons. The
improved. Such reflection, examples to justify reflections and uses teacher notes these reflections in a journal as well as
and self-directed reflections to adjust practices for ELs, additional supports that were implemented and how well
improvement, is the mark of considering their levels of proficiency they worked to support EL learning.
a true professional. and content area knowledge.
4b: Maintaining Teaching, including dealing  To better support ELs, the teacher Resources:
Accurate with many students over the accesses district information about ELs’ To learn more about formative assessment related to
Records course of an academic year, language acquisition and core content language proficiency, go to:
entails careful record learning as well as other information that
keeping of both instructional may impact learning, such as age of A WIDA bulletin on the formative assessment of academic
matters (e.g., how students entry into U.S. schools, home language language for ELs
are progressing in the use, home country schooling histories, https://www.wida.us/get.aspx?id=215
curriculum or which and native language and English A Sonoma County Office of Education resource on using
students have turned in proficiency levels. formative assessment to monitor language proficiency
their homework
assignments) and https://www.scoe.org/files/ah-formative-assess.pdf
noninstructional matters This Education Testing Service English Learner Formative
(e.g., which students have Assessment Project webpage, which has a classroom-
returned their permission based, academic reading comprehension assessment tool
slips for a field trip). Skilled that teachers can use with their ELs for formative
teachers develop systems to purposes
address these challenges. https://www.ets.org/research/topics/ella/elfa


4c: Parents and guardians care  Information for families is provided in a Example:
Communicating deeply about the progress language and form that is accessible for The teacher arranges for conferences and conversations with
With Families their children are making in parents and guardians of ELs. the parents and guardians of ELs to share strengths and
school; thus, an important Interpreters are available to support areas in need of improvement related to language
responsibility for every parents in participating in engagement development and achievement. If the teacher is unable to
teacher is communicating activities. communicate with parents and guardians of ELs in a language
clearly and sensitively with  Information includes the following: and form that is accessible, the teacher finds interpreters or
the other adults in their student progress and how it compares other school personnel who can. Meetings are held bilingually
students’ lives. with school, district, and state and at times when the parents are available.
expectations; the types of language
Resources:
instructional education programs and
curricular and extracurricular programs The U.S. Department of Education published a toolkit to
that are available, including advanced help address the communication needs of parents who
courses and gifted and talented have limited proficiency in English, Tools and Resources
programs; and future educational and for Ensuring Meaningful Communication With Limited
career opportunities. English Proficient Parents.
https://www2.ed.gov/about/offices/list/oela/english-
learner-toolkit/chap10.pdf
Learning Parties are interactive, hands-on, parent/child
“parties” that promote young children’s development of
school readiness skills. Based on the belief that parents
are their child’s first teacher, Learning Parties teach
parents how to make everyday moments learning
moments through playing, singing, talking, reading, and
engaging in fun activities.
http://www.readyatfive.org/programs/learning-
parties.html


4d: Participating Schools are home to many  Content4 and English for speakers of Examples:
in the professional educators; it is other languages (ESOL) teachers The content teacher shares lesson plans with the ESOL
Professional part of their responsibility to collaborate through sharing, planning, teacher and solicits feedback for supporting the language
Community work with colleagues to and working together to meet the development of ELs in content area classrooms.
strengthen the experiences content and language development
of their students. Most needs of ELs. Content and ESOL teachers collaboratively participate in
schools have multiple district training on helping ELs master core content in
 If ELs have special education needs,
opportunities for such dual-language programs.
ESOL, content, and special education
collaboration (e.g., joint teachers collaborate with each other. Content and ESOL teachers participate in family school
planning, coordinating events for ELs, such as migrant family math literacy night,
 Content and ESOL teachers contribute to
curriculum offerings). or clubs for ELs (e.g., Future Hispanic Leaders of America).
school initiatives and projects beyond
the classroom that specifically support A content teacher and an ESOL teacher volunteer to
ELs and their families (e.g., field trips to partner and review the school’s or district’s improvement
build background knowledge of or strategic plan to help ensure that it provides
American culture and history, bilingual appropriate supports for ELs.
family nights focused on helping parents
support ELs in specific content areas).
4 Content teachers include teachers in dual-language programs teaching in ELs’ home language.

4e: Growing and Teaching is highly  Content teachers with ELs in their Examples:
Developing demanding work, and every classrooms and the ESOL teacher remain The ESOL teacher participates in a content area certificate
Professionally teacher knows that it is current by taking courses, reading program to better support ELs in learning core content in
never perfect. Thus, an professional literature, and participating in English or their native language. The content teacher
important responsibility of professional learning communities. Topics participates in a Teaching English to Speakers of Other
every teacher is to be of study include second-language Languages (TESOL) Core Certificate Program that provides
constantly striving to acquire acquisition, teaching core content to ELs, a foundation of theory and approaches in teaching ELs.
new techniques and programmatic efforts to serve ELs with
approaches that will different levels of proficiency and The content teacher invites the ESOL teacher to observe
improve their students’ circumstances (e.g., newcomers, migrant high-quality content area teaching. The content area
experiences and success. ELs, ELs who are gifted and talented, ELs teacher invites the ESOL teacher to provide feedback on
with interrupted schooling), and social- appropriate scaffolding for ELs at different levels of
emotional well-being. They also learn how English proficiency. The teachers collaborate with each
to assess the effectiveness of instructional other to improve their respective lessons or, if they are
programing as required by Every Student coteaching, to identify goals for a lesson, develop
Succeeds Act (ESSA) provisions related to appropriate scaffolding for ELs at different levels of
evidence-based programming. proficiency, and choose assessments that enable ELs to
demonstrate their knowledge and skills.
 Content teachers with ELs in their
classrooms and ESOL teachers identify The content teacher joins a local organization for bilingual
training needs for the district and or ESOL teachers, such as state associations for bilingual
participate in training organized by the education or TESOL. The ESOL teacher providing core
district as well as in an ongoing teacher- content instruction joins a professional organization, such
learning community to provide support and as the National Council of Teachers of English or the
feedback to each other to promote ELs’ National Council of Teachers of Mathematics.
language learning, academic success, and Resources:
well-being. This training and participation For more information about TESOL online and in-person
in teacher learning communities also certification courses, go to
enables teachers to better coordinate
programming for ELs. https://americantesol.com/tesol-register.html
 Teachers access and make use of The Stanford University Graduate School of Education’s
materials, texts, resources, education set of free online professional development courses for
courses, and guest speakers to further educators
their professional knowledge and http://ell.stanford.edu/moocs
pedagogy related to the instruction and
assessment of ELs.


4f: Showing Teachers, like other  Content and ESOL teachers advocate for Examples:
Professionalism professionals, make ELs by working with school The teacher recommends ELs with appropriate
hundreds of decisions each administrators to ensure that ELs have qualifications for district or school special programs, such
day; therefore, it is essential the same instructional opportunities as as gifted and talented programs; AP classes; art, music, and
that these decisions are other students (e.g., access to gifted and college preparatory courses; and so on.
consistent with the highest talented classes and International
ethical standards and serve Baccalaureate programs as well as The teacher works with guidance counselors to ensure
the interests of students. honors and Advanced Placement [AP] that ELs accrue the credits needed to graduate and to
classes) and instructional resources and receive a Seal of Biliteracy, if applicable.
support (e.g., counseling and college and Content and ESOL teachers adhere to the U.S. Department
career preparatory services). of Justice/Civil Rights Division guidance issued on January
 The EL teacher reminds colleagues that 7, 2015, reminding states, districts, and schools of their
ELs’ needs are a priority, including those obligations under federal law to ensure that ELs have
related to English language equal access to a high-quality education and the
development, native language opportunity to achieve their full academic potential.
development in programs where native https://www.justice.gov/crt/guidance-ensure-equal-
language development is a goal, and opportunities-english-learner-students
content area learning. EL needs also
include those related to individual
circumstances, such as interrupted
formal education, stress associated with
immigration, and special education
needs (including the need for gifted and
talented services).
 Content and ESOL teachers with ELs in
their classrooms comply with district
guidelines related to identification,
placement, and reclassification of ELs as
well as federal and state requirements
related to the education of ELs.

References
Bailey, A. (2007). The language demands of school: Putting academic language to the test. New
Haven, CT: Yale University Press.
Ballantyne, K. G., Sanderman, A. R., & Levy, J. (2008). Educating English language learners: Building
teacher capacity roundtable report. Washington, DC: National Clearinghouse for English
Language Acquisition.
Danielson, C. (2013). The Framework. Princeton, NJ: The Danielson Group. Retrieved from
https://www.danielsongroup.org/framework/
Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will
determine our future. Amsterdam, NY: Teachers College Press.
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational
success of children and youth learning English: Promising futures. Washington, DC: The
National Academies Press.
U.S. Department of Education, National Center for Education Statistics. (2017). English language
learners in public schools. The Condition of Education. Washington, DC: Author. Retrieved
from https://nces.ed.gov/programs/coe/indicator_cgf.asp

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Promoting Success for Teachers

101 SW Main, Ste. 500

EL Tool: Critical Attributes and Exemplars of Effective Practice .......................................... 4

Among other things, educators need to learn how to do the following:

American Institutes for Research 1

Process Used to Develop the EL Tool

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Attributes of the EL Tool

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Domain 1. Planning and Preparation

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits 3

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits 3

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits 3

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Domain 2. The Classroom Environment

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

American Institutes for Research 15

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Domain 4. Professional Responsibilities

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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Component FfT Summary EL Critical Attributes Examples, Resources, and Exhibits

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