Our site is in the process of increasing its capacity to provide professional development for teachers working with English Language Learners. Over the last two years we have launched a capacity building effort focused on increasing expertise in using technology to enhance the literacy skills of students in high need districts who are Spanish speaking English Language Learners (ELLS). Through funding provided by Title II A University School Partnerships we have been collaborating with schools in eight Oregon districts – four of which have high levels of Spanish speaking ELL students. Our ability to do this is directly related to our capacity building efforts in the use of technology-supported writing instruction (supported by an NWP Technology Seed Grant) and the state-wide model that evolved from that effort.

In this model, we first ask directors at each of the OWP sites to nominate TCs with the desired skills and expertise, as well as interest in focusing on ELLs. OWP leadership personnel then establish communication with the nominated TCs to describe our program, list the benefits and expectations, and gauge their interests. Selected participants attend an Advance Institute, the goals of which are to (a) develop expertise in the targeted skills and strategies from experts, (b) develop expertise in the targeted skills and strategies by sharing with each other, (c) see, experience, and learn about effective models for professional development and mentoring of adults, (d) develop a plan for sharing what they have learned with teachers in their school or district in a workshop format, and (e) develop a sense of community with the other participants. Following the intensive weekend workshop, TCs return to their districts. They then prepare and present workshops for teachers in their school or district, demonstrating lessons that share skills and strategies learned in the Advanced Institute. The TCs then submit a report about this to the OWP Project Coordinator. As part of the agreement with the TCs who participate, our site leadership actively seeks opportunities for them to share their expertise with teachers beyond their districts, thus enabling them to develop more experience as professional development leaders. This can be in the form of workshops in other districts, presentations at conference or to UO classes, or inclusion as professional development experts in projects where their expertise is needed.

Our site has capitalized on this capacity building model to provide professional development to districts with high percentages of ELL students. Through Project DRAW, we work with Tech TCs in high needs districts to promote professional development options for teachers, with an emphasis on struggling students, including ELL students. Through these efforts have emerged both a model and specific strategies for enhancing the literacy acquisition of ELLs using technology to support English language reading and writing. One of our major goals for 2009-10 is to provide the leadership and support for the development of an OWP/UO ELL Tech TC Cadre based on the highly successful Technology TC Model described above.

Project DRAW has been funded through two separate grant awards (DRAW 1 and DRAW 2) from monies appropriated for Title II A University/School Partnership Programs and takes advantage of the capacity building we have been able to accomplish through funding from the NWP Technology Seed Grant Initiative. Both represent strong professional development partnerships between OWP, the University of Oregon’s College of Arts and Sciences, and eight school districts, four of which have high percentages of students who are ELLs.

DRAW I (2006-2008) includes four school districts; Portland Public Schools, Nyssa School District, Molalla School District, and McKenzie School District.. In each district we work with two schools, a high need middle and one of its feeder elementary schools (except in very small districts where elementary and middle school students attend the same school). In this way elementary and middle schools are encouraged to have conversations about continuity of reading and writing instruction and how to support that by integrating technology across curricula in both schools. In each district, a Tech TC (trained through our site’s involvement in NWP Technology Seed Grant) is paid to organize and teach a variety of professional development workshops planned in conjunction with the schools’ administrative leaders. Emphasis is on differentiation of instruction and meeting the needs of struggling students, specifically ELLs. The range of professional development activities presented by the Tech TCs is as diverse as the need of the individual schools and as the needs of the individual teacher: Comic Life, Digital Storytelling, Inspiration, Publishing, Research, Motivating Students to Write, Digital Texts with Supports, Pod casting, Google Tools, I Touch Curriculum, Blooms Taxonomy, Lesson Study.

With support from OWP/UO and CATE our Tech TCs provided 33 hours of professional development activities at each site, for a total of more than 528 hours of teacher-to-teacher presentation. Each Tech TC worked with teachers in two schools, defining problems and issues, creating local solutions, and celebrating successes.

In October, 2008 Project DRAW held a three-day institute to build capacity and sustainability in our all of our DRAW schools. Teachers from DRAW 2 were invited to join teachers from DRAW 1 to participate in this institute. In team presentations, teachers, supported by their Tech TC coaches, shared their best practices: Lesson Study, WRITE Night activities, Improving Test Scores Using Technology for Parent Communication and a school-wide integrated lesson study using digital storytelling. We celebrated and honored teachers’ work. One of the DRAW 2 teachers made it a point to let us know this institute was one of the best professional development activities of his career. Another commented on how wonderful it was to be treated like a “professional”.

Participating Tech TCs, teachers and students from the four participating districts with high percentages of ELLs have information and products to share, all of which could be used to develop a resource for promoting this initiative to other schools.