Leadership Considerations for Beginning a Chinese Immersion Program: Lessons Learned Implementing the Utah Method
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Leadership Considerations for Beginning a Chinese Immersion Program: Lessons Learned Implementing the Utah Method
- 2. Checking in… To help us assess the needs and interest of our audience, please share with us… Specific information you came looking for Questions we will want to be sure to have addressed
- 3. Utah’s Immersion Model 50% of Instruction in Target Language Content areas: Math, Science & Social Studies, Literacy 50% of Instruction in English = English Language Arts Target Language used 100% in immersion classroom Recommended Curriculum and Assessment State-sponsored Professional Development
- 4. Leadership Strategies (Hall & Hord, 2006) Create a Context Supportive of Change Develop and Articulate a Shared Vision Plan and Provide Resources Invest in Professional Learning Check on Progress and Provide Continuous Assistance
- 5. Supportive Context (Handout pp. 5-10) Community Interest District Approval School Staff Support Parent Enthusiasm Student Relevance Collaborative Processes
- 6. Shared Vision (Handout pp. 11-12) Why Immersion? Educational and Cognitive Benefits School and Community Renewal (Cloud, Genesse, & Hamayan, 2000) Why Chinese? Economic and Socio-Cultural Benefits Over a Billion Reasons why! Build Collective Understanding
- 7. Resources (Handout pp.13-26) Advertise and Recruit Students Application Forms Registration Process Teaching Material Classroom Supplies Qualified and Quality Teachers
- 8. Professional Learning (Handouts pp. 27-29) Site Visits to Successful Immersion Programs Team Planning of Curriculum and Instruction, Management and Expectations, etc. On-going Professional Development
- 9. Continuous Assistance Implement with Fidelity Embed Collaborative Teams Parent Orientation and Conferences Seek Input on Program’s Progress Manage Expectations/Perceptions of the Program
- 10. References Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principals, and potholes. San Francisco, CA: Pearson Education, Inc. Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle.