Questions

Note: The following questions were asked at the CAELA meeting February 25-27, 2007 in Mobile, Alabama.

Responses were offered by state team members from Alabama, Arkansas, Colorado, Georgia, Hawaii, Oklahoma, South Dakota, Virginia, and Washington. If you have information or resources you wish to share about these questions, please contact CAELA@cal.org

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1. How  are states compensating the teachers that are being
trained as trainers?

• $ for being trained
• $ for training follow-up
• $ for training to teachers

 

2. How do various programs deal w/brand new zero level ESL learners entering an already-going multi-level class?

3. This request comes from a colleague teaching law professors in Afghanistan:
She is looking for a reading assessment (EFF compatible?) that would screen for
at least 10th grade equivalent reading level?

4. Do/should you promote trainings as being for specific audiences? –i.e., teachers with 1-3 years experience or 4-6 years or 10+ years? Often, even the most experienced teachers can learn something new from a training and benefit, but we’ve all experienced trainings where the experienced teachers say, “We already know this.” What do other states do?  We don’t want to exclude any teachers who could benefit.

5. How can teams get evidence that knowledge and skills practiced in trainings are making it into the classroom? We have teachers say, “I know that. Yes, I do that,” but when you go in the classroom you see no evidence. As a CAELA team, we don’t think we can shoulder aside the program directors in order to observe the teachers. What methods could we use to move skills or knowledge from workshop into practice?

 

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For further information about the CAELA state-capacity building initiative, contact CAELA at caela@cal.org.