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Leicester City Secondary Schools EAL Leadership · PDF file Leicester City Secondary Schools...

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  • Leicester Education Strategic Partnership improving lives | releasing potential | transforming communities

    Working together: L E SP

    Tertiary Federation Leicester

    Leicester City Secondary Schools

    EAL Leadership Handbook

    Support materials for students with English as an additional language including international new arrivals

  • Raising Achievement

    Supporting Students with English as an Additional Language

    Page | 2

    Introduction This handbook has been produced to support EAL leaders and school leadership teams. It is

    recognised that schools use a variety of terms to describe the role of the person who leads EAL

    work (champion, co-ordinator etc.) but, for consistency and clarity, ‘EAL leader’ is used throughout

    this handbook.

    The aim of the handbook is to give leaders the tools to ensure that whole school provision is highly

    effective in meeting the needs of EAL learners. It should be read alongside the EAL toolkit which

    has comprehensive guidance to support teaching and learning for EAL learners and international

    new arrivals, in particular.

    This handbook mirrors the Primary Leadership Handbook produced by Tamara Rolfs. Our thanks

    go to her and to Sharon Mitchell-Halliday who adapted the primary document for use in secondary

    schools. These documents are only for use in Leicester City schools.

    Funding for the production and circulation of this handbook has been provided by Leicester

    Education Strategic Partnership (LESP). Thanks also go to the steering group who have taken a

    leading role in the EAL strand of work.

  • Raising Achievement

    Supporting Students with English as an Additional Language

    Page | 3

    Contents

    Introduction ............................................................................................................. 2

    The Role of an EAL Leader .................................................................................... 4

    EAL Model Policy .................................................................................................... 9

    Aims: ............................................................................................................................................. 9

    Context: ...................................................................................................................................... 10

    Terminology & Proficiency in English: ......................................................................................... 10

    Key Principles: ............................................................................................................................ 11

    Roles and Responsibilities: ......................................................................................................... 11

    Induction: .................................................................................................................................... 12

    Assessment: ............................................................................................................................... 12

    Teaching and Learning: .............................................................................................................. 13

    Continued Professional Development: ........................................................................................ 13

    Monitoring and Review: .............................................................................................................. 14

    EAL Model Policy Tips.......................................................................................... 15

    Top Tips for Great EAL Provision ........................................................................ 16

    Ensuring the attainment of EAL learners – School self-evaluation .................. 17

    Introduction ................................................................................................................................. 17

    School EAL Audit: Key Questions ....................................................................... 17

    School EAL Audit Tool 1 ............................................................................................................. 23

    School EAL Audit Tool 2 ............................................................................................................. 35

    Model Language and Literacy Policy .................................................................. 45

    Sample Language and Literacy Policy (from EAL Nexus) .......................................................... 45

    Lesson observation template – from EAL Nexus, British Council ............................................... 49

    EAL planning tool (from British Council EAL Nexus Project) ........................... 51

    Monitoring Notes: EAL Learning Walk ........................................................................................ 53

    Proficiency in English Codes ...................................................................................................... 56

  • Raising Achievement

    Supporting Students with English as an Additional Language

    Page | 4

    The Role of an EAL Leader

    The responsibilities of an EAL leader will vary in each school depending on the size of the school,

    existing leadership structures and staffing and the school’s EAL context. The EAL leader is crucial

    in helping students who use English as additional language make as much progress in as many

    subjects as possible. This person must be able to make the students feel welcome and secure,

    liaise closely with subject staff and heads of subject across the curriculum, the SEN co-ordinator,

    staff responsible for literacy as well as staff responsible for assessment, monitoring and

    evaluation. They must oversee the admission and induction process, monitor and evaluate the

    progress of EAL students both in English and across all curriculum areas and provide intervention

    support in English where necessary. Finally, but most importantly, the EAL leader should

    champion the cause of the EAL learners, encouraging staff to have high expectations and to

    make their lessons accessible to EAL learners, check they have made sensible and appropriate

    option choices and have been entered for first language GCSEs, if possible. They should also help

    to equip the EAL learners with the skills and self-belief to make the best of the opportunities on

    offer in the school. EAL homework and support clubs may also fall within the remit.

    Adapted from the EAL coordinator’s Manual, Babington College, 2013.

    This document contains the following tools to support the EAL leader in monitoring and evaluating

    provision:

     lesson observation template (pages 49-50)

     EAL planning tool (pages 51-52)

     monitoring notes: EAL learning walk (pages 53-55)

    The list of responsibilities below is a guide to help you and your headteacher structure your role

    within your school. The RAG rating column is to help you self-assess where you feel your

    strengths and areas for development are within the role. Score green (G) for confident and

    competent, amber (A) for some knowledge and ability to fulfil this aspect of the role and red (R)

    where you need a significant focus and some support to succeed in this area. It is recommended

    that you complete this with your line manager and this can be a useful tool as part of the

    performance management process.

  • Raising Achievement

    Supporting Students with English as an Additional Language

    Page | 5

    Responsibilities Self-Evaluation

    /RAG

    Skills and understanding

    Know what constitutes excellent EAL school provision.

    Know what outstanding EAL teaching is (across all key stages and for different

    types of EAL learners) and be able to demonstrate this in your own teaching.

    Keep up to date with developments in EAL pedagogy, practice and research

    and learn from best practice locally and nationally.

    Keep up to date with national guidance and requirements relating to EAL.

    Know and understand the EAL context of your school.

    Collect and present contextual EAL data.

    Vision, development planning and communication

    Work with the EAL link governor to share information and form the strategic

    vision for EAL.

    Promote a positive vision for EAL, celebrating cultural identities and student

    strengths.

    Work with the leadership team to monitor provision for all students for whom

    English is an additional language.

    Communicate the vision for EAL with staff, parents and the wider school

    community.

    Carry out an annual EAL audit and write an action plan which is in line with

    school priorities.

    Write, review and monitor an EAL policy.

    Liaise with other curriculum leaders on areas relating to EAL (especially

    literacy).

    Communicate with and advise the headteacher and senior leadership team on

    issues relating to EAL.

    Maintain effective relationships with any external EAL support services.

    Admiss

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