How does this connect to Effective Teaching Strategies (ETS)?
The link between school improvement and a system of accountability and effective instruction for all students can be seen in the following diagram.
Jane D. Hill & Kathleen M. Flynn who wrote Classroom Instruction That Works with English Language Learners, ASCD, 2006 state:
"English Language Learners (ELLs) may once have been viewed as 'belonging' to English as a second language (ESL) staff, but now due to changing laws and policies, they are in every classroom in the school, making the job of teaching that much more challenging...Using the research from Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001)-itself a summary of findings from over 100 studies-we examine these strategies in depth...and provide mainstream teachers with background knowledge on instructional strategies and practices that have been directly positively linked student achievement and then to show how these strategies can be modified to help ELLs acquire content and language skills."
Marzano, Pickering, and Pollack wrote Classroom Instruction That Works in 2000 as a meta-analysis of research studies proving that there are nine categories of effective teaching strategies. Many classroom teachers have read this book and practiced these strategies. NWRESD decided to be most effective in training teachers we needed to show how these strategies align with effective instruction in SIOP, GLAD and ELD so students may be provided effective instruction. Marzano says of their work, "The results of this study will document that the most important factor affecting student learning is the teacher. Effective teachers appear to be effective with students of all academic achievement levels, regardless of the level of heterogeneity in their classrooms (pg. 3)." There is an urgent need to improve the quantity and quality of effective instruction for all students, particularly for ELLs, both in special programs and in basic classrooms. The alignment of all these approaches will help teachers be more effective in their practice so they know what to do when a student doesn't "get it."
The ELL Best Practices website attempts to show how many of our current initiatives align to school improvement and professional development. Hill and Flynn wrote a book on using Marzano's identified nine categories specifically for ELL students. Many of our teachers are trained in the components of school improvement which include using data to make instructional decisions, collaborating on data teams to analyze data and using common formative assessments to pre/post assessments to determine learning targets. While most mainstream teachers are trained in Marzano's strategies, they don't have the support to use these strategies to benefit ELLs.
For further information, see: ASCD Best Practices for ELLs, Educational Leadership, April 9, 2009. Vol 66