Part III: Professional Development

Sarah Bruce
Miami University
EDT 636
May 4, 2017
 Grade Level Meeting

I led my grade level in a professional development session regarding the Sheltered

Instruction Observation Protocol (SIOP). The SIOP Model is a research-based instructional

model that address the academic and linguistic needs of English learners through eight

interrelated components including lesson preparation, building background, comprehensible

input, strategies, interaction, practice/application, lesson delivery, and review and assessment

(“SIOP,” n.d.). Sheltered instruction is designed to integrate language and content instruction in

order to provide access to mainstream, grade-level content and to promote the development of

English language proficiency (“English Learners,” n.d.). Data has shown that these teaching

techniques and strategies benefit the entire classroom of learners as well as English language

learners because it helps students to develop academic language that is necessary in order to

understand lesson content (Echevarria, Vogt & Short, 2004). By learning how to utilize the

SIOP Model, teachers will understand how to meet the academic needs of a wide array of

students by giving them the tools they will need to participate in the academic Discourse of the

classroom.

I chose this topic for several reasons. For one, my administration asked me to take part in

a Pearson professional development opportunity through our district to represent Hopewell

Elementary School. Next year, I will be in charge of leading a professional development for our

school about the SIOP model. I thought that this grade level meeting was a good opportunity to

find materials and prepare for this larger presentation. Another reason I chose to teach my

colleagues about the SIOP model is because it is a topic that none of my fellow third grade

teachers have studied in the past. My grade level is filled with veteran teachers who have been
to many training sessions. As a relatively newer teacher, I wanted to be considerate of their time

and not rehash a topic that they are already using in the classroom.

I have to admit that I was nervous about leading this meeting. Our grade level is already

overwhelmed at the moment with third grade testing meetings, lesson preparation, and much

more. However, I was happy with how my lesson was received. My coworkers were respectful

and attentive throughout the presentation. I tried to keep the meeting as informative and efficient

as possible. I believe that keeping this presentation concise was the biggest challenge because

there are 8 components and 30 features in the model, as indicated in Appendix A. I wanted my

team to have a general understanding of the concept of SIOP. I knew that it was unrealistic for

me to expect my team to know all 30 features and be able to apply each feature by the end of our

meeting. However, I did want them to walk away with some new knowledge and resources that

they could reference when needed.

After a brief introduction, I played this video as an overview for the model:

https://www.youtube.com/watch?v=WPfgRk9Hw1s. I also passed out Appendix A and B to

each teacher. After watching the video, I asked if any of the teachers had questions regarding the

video or the model. Melissa, a Language Arts teacher, asked me how this model was different

from what we were already doing in our own classes. Luckily, I was prepared for this question

because it was a question that I asked myself when I was going through the official Pearson

SIOP training. My response to Melissa’s question was that, yes, we are already utilizing many

of the SIOP model components and strategies in our instruction already. However, the SIOP

model is a tool that can be used by teachers to analyze their lessons and determine what else can

be done to reach the English Language Learner (ELL) population.

 The last activity that we did during this grade level meeting was that I encouraged the

teachers to think about a lesson that they did that day. I instructed the teachers to look at

Appendix B and determine if the 30 features of the SIOP model were highly evident, somewhat

evident, or not evident in that lesson. The teachers marked their answers and then we discussed

their results briefly. This portion of the presentation was essential because “active participation

on the part of those attending allows for individuals to think about, reflect, and discuss various

aspects of literacy to enhance learning” (Bean, 2009). Due to time constraints, I had to cut this

portion short because several of the teacher had other meetings and appointments to attend.

Although I would have liked to have gone more in depth with the checklist activity, I believe that

this grade level meeting was a success. The teachers told me that I was clear, concise, and

prepared.

Professional Development

I was originally scheduled to do my professional development prior to Spring Break.

However, our meeting was cancelled due to unforeseen circumstances. Therefore, I led the next

available professional development meeting. Due to the date change, I had to split my time with

my administrators so that they could discuss Linkage, which is where teachers link themselves to

students through the Ohio Department of Education in order to determine Value Added. Linking

is a complicated process, so I was given 15 of the 60 available minutes to discuss the SIOP

model. I knew that it was going to be a challenge to make this a quality learning experience for

the teaching staff in such a short amount of time.

A stapled packet was given to each teacher with a copy of the agenda, Component and

Feature handout (Appendix A), and SIOP Checklist (Appendix B). I made sure that these
resources were all copied and prepared prior to the meeting. The agenda consisted of the

following:

1) SIOP Model Introduction Training (15 min.)

a. What is SIOP?

_______________________________________________________________

_______________________________________________________________

b. SIOP: 8 Components and 30 Features (video clip)

c. Lesson Checklist

2) Value-Added Teacher Linkage (45 min.)

I added lines next to Item A in case teachers wanted to jot down notes about the model as I

spoke. I began Item A by explaining that SIOP means Sheltered Instruction Observation

Protocol. Next, I clarified that sheltered instruction is an approach to teaching English

Language Learners that integrates language and content instruction. One thing that I made sure

to mention is that our teaching staff is already utilizing many of the SIOP model components and

strategies in their instruction already. However, this model will help teachers evaluate their

lessons and modify them in order to accommodate the growing population of English Language

Learners (ELL). Next, I instructed the teachers to turn to Appendix A. I then played a short

video called “SIOP Model” (https://www.youtube.com/watch?v=4C7Rwa8l580) on the

SmartBoard, which summarizes the 8 components of the model.

The last activity on the agenda was to discuss the Lesson Checklist (Appendix B). As we

did at the grade level meeting, I asked the teachers to think of a lesson that they did that day and

complete the SIOP lesson checklist to evaluate how well they prepared their ELL students for

instruction. As the teachers worked, I could see them talking with the other teachers at their table
and discussing their results. Some were surprised by their results, while others were relieved that

they were already using many of the components of the SIOP model. I found that this was a

valuable exercise for some of the teachers at the meeting. However, it was clear that several of

the teachers were anxious to discuss the Value-Added Teacher Linkage portion of the

professional development meeting because I could hear them discussing that topic already. As a

literacy coach, this situation might occur from time to time when leading meetings. Sensing that

some teachers were getting restless, I decided that it was time to wrap up my presentation. I did

this by quickly summarizing the SIOP Model, asking if there were questions, and thanking them

for their time.

Although this session was short, I believe it was efficient. My main objective for this

meeting was to introduce the SIOP model and to have teachers leave with the sense that there are

many simple strategies that can be used to help ELL students and struggling readers, many of

which they are already utilizing. I also wanted them to leave with quality resources that they

could reference later if needed. I received many positive comments about my presentation after

the meeting. Although I was nervous to present before my administrations and veteran teachers, I

was grateful for the opportunity. This experience helped me to gain confidence as a coach. As a

newer teacher, I often get intimidated by the knowledge of veteran teachers. I lack confidence

when in their presence. I believe that this professional development cycle has helped me to

develop my own leadership skills and grow my self-confidence. These presentations have also

helped me to refine my presentation skill for future leadership roles.

 References

Bean, R. M. (2009). The reading specialist: Leadership for the classroom, school, and

community. Guilford Press.

Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English

learners: The SIOP model. Boston: Allyn and Bacon.

English Learners. (n.d.). Retrieved February 27, 2017, from

http://www.csun.edu/science/ref/curriculum/English_learners/

SIOP - Learn about SIOP. (n.d.). Retrieved February 27, 2017, from

http://www.cal.org/siop/about

SIOP Check List. (n.d.). Retrieved May 02, 2017, from

https://sites.google.com/site/delanophysics/siop
 Appendix

Appendix A

(“SIOP Check List,” n.d.).

Appendix B
(Echevarria, J., Vogt, M., & Short, D, 2004)