Choose one professional development (PD) opportunity (i.e., a conference) offered in your state or nationally that pertains to educating English language learners (ELLs).
* Describe the conference and explain why it would be beneficial for you to attend.
*How would attending positively impact student learning and English language development?
Write a persuasive essay (750-1,000 words) to the school principal or the school board president who is reluctant to send you to the conference.
- Describe the purpose of the conference and provide a rationale for attending. Support the rationale with scholarly research. Explain how attending the conference would improve your teaching practice and lead to higher learning outcomes for ELLs.
- Describe the current ELL classroom structures as well as the socioeconomic breakdown of your current district. Address any legislation that has been passed within the last 5 years that has impacted the education of ELLs in your district.
- Explain how the conference supports educating ELLs according to the ELP standards and legislation regarding educating ELLs.
- Describe the steps that you would take to ensure the successful implementation of the resources and teaching strategies that would be obtained from the conference.
Include a link to the conference website on your References page. Any other relevant information regarding the conference should be included in an Appendix.
Include 3-5 sources from your research to support your position.
Prepare this assignment according to the APA guidelines found in the APA Style Guide
Rubic_Print_Format
Course Code | Class Code | Assignment Title | Total Points | |||||||||||||
TSL-532 | TSL-532-O500 | Benchmark – Continual Professional Growth | 300.0 | |||||||||||||
Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||||||||
100.0% | ||||||||||||||||
Description and Rationale COE: 5.4 | 20.0% | Not addressed. | The essay may not present a description of an actual conference or description of its purpose. Reasons for attending may be vague or not associated with improved teaching or higher learning outcomes for ELLs. | The essay presents a description of an actual conference, but may not include a clear description of its purpose. Reasons for attending may not be clearly associated with improved teaching or higher learning outcomes for ELLs. | The essay presents a description of an actual conference that includes a description of its purpose. Valid reasons are provided for how attending the conference would improve teaching. Reasons are provided that correlate to higher learning outcomes for ELLs. | The essay presents a detailed description of an actual conference that includes a clear and concise description of its purpose. The essay provides valid and thoughtful reasons for how attending the conference would improve teaching. Creative and insightful reasons are provided that correlate to higher learning outcomes for ELLs. | ||||||||||
Political, Economic, and Educational Structures COE: 1.1 | The essay provides little information regarding the political, socioeconomic, and educational structures within the district. Other factors, such as immigration within the context of English language learning may not be addressed. | The essay provides information regarding the political, socioeconomic, and educational structures within the district. Other factors, such as immigration within the context of English language learning may be vaguely addressed or not addressed at all. | The essay provides details regarding the political, socioeconomic, and educational structures within the district. Immigration within the context of English language learning is addressed. | The essay provides evidence-based details regarding the political, socioeconomic, and educational structures within the district. Other factors, such as immigration within the context of English language learning are specifically included. | ||||||||||||
ELP Standards and Legislation COE: 5.3 | The essay may not provide examples of legislation, policies, or standards regarding educating ELLs. | The essay provides examples of legislation, policies, and standards regarding educating ELLs, but the examples may not be relevant to their teaching or the conference. | The essay provides examples of relevant legislation, policies, and standards regarding educating ELLs that are related to their teaching or the conference. | The essay provides explicit examples of relevant legislation, policies, and standards regarding educating ELLs that are related to their teaching and the conference. | ||||||||||||
Implementation COE: 5.1 | The plan toward implementation may not be clearly defined or realistic for the district. | The plan toward implementation may not be practical or feasible within the district, or not enough resources or teaching strategies that would lead to higher educational outcomes for ELLs are included. | The essay provides a plan toward implementation, listing resources and teaching strategies that would lead to higher educational outcomes for ELLs. | The essay provides a detailed and practical plan toward implementation, listing resources and innovative teaching strategies that would lead to higher educational outcomes for ELLs. | ||||||||||||
Organization | 5.0% | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. | The content may not be adequately organized even though it provides the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. | |||||||||||
Research Citations (in-text citations, reference page, and type of sources) | Many citations are missing where needed. References page includes numerous errors. Sources may not be credible. | Some citations may be missing or the citations do not support the submission. References page may include errors. Sources may not be appropriate for the submission. | In-text citations and References page have few errors. Sources are credible and appropriate for the submission. | In-text citations and References page are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission. | ||||||||||||
APA Format | APA is attempted, but many aspects are missing or mistaken. A lack of control with formatting is apparent. | APA is attempted, but some aspects are missing or mistaken. | APA is used for the most part, but a few aspects are missing or mistaken. | All aspects of APA format are correct within the submission. | ||||||||||||
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice may be present. Sentence structure may not be varied. | Prose is largely free of mechanical errors, although a few may be present. A variety of effective sentence structures are utilized. | Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized. | ||||||||||||
Total Weightage | 100% |