Equity and Access to the Common Core State Standards: A Biliteracy Approach to Preparing Preservice Teachers

• In Event: Project CORE: Transforming Education for English Language Learners

Abstract

Pre-service teacher participants of Project CORE participated in a series of professional development symposiums aligned with their coursework and student teaching experiences. The purpose of this session is to analyze the effectiveness of these symposiums at promoting the design of linguistically and culturally relevant curriculum and assessments.
Theoretical framework
Pedagogical and ideological clarity is crucial, especially with respect to providing ELLs with access to the Common Core State Standards. Following this framework, the professional development programs provided by Project CORE incorporated the principles of critical pedagogy, multiculturalism, and constructivism (Cochran-Smith, 2010; Cummins, 2000; Darder, 1991; Freire, 1970; Darling-Hammond, 2002; Hinchey, 1998; Hollins, 2011; Macedo, 2006; Nieto, 2002). Participants explored the interconnections between language and culture, focusing upon biculturalism and biliteracy, as well as student and teacher agency within facilitated, collaborative classroom environments
Methods
Participants (N=31) were recruited from a bilingual teacher credential program. The cohort included both multiple subject and single subject teacher candidates who were all bilingual in English and Spanish.
Mixed methods were used: Surveys were used to determine impact and growth. Symposium evaluations were analyzed to decide whether the goals and objectives of the particular symposium were met and to what degree. Participants also filled out questionnaires and participated in interviews and focus groups; this qualitative data was used as a way of verifying the quantitative data.
Data sources
Pre-,mid-, and post survey data were based upon a comprehensive knowledge of the Common Core Language Arts Standards and the application of the CCLAS for culturally and linguistically diverse students—ELLs in particular. Furthermore, symposium evaluation forms were obtained directly from the participants after each symposium. Quantitative data were analyzed by using matched t-tests (for pre/mid/post surveys) and descriptive statistics (for symposium evaluations).
Qualitative data was transcribed and coded for themes by hand; participants and other researchers involved in the project were given access to this data as a way of member-checking. Portions of the qualitative data will be accessed during the session.
Results
Quantitative and descriptive analysis indicated that the symposiums, as a whole, positively impacted the participants’ knowledge of the CCSS in general, as well as the implications for the instruction of the CCSS for ELLs. Qualitative analysis suggested that participants would have liked for the symposiums to be more directly aligned with their credential coursework, as well as had more opportunities for practical application. Single subject teachers indicated that they felt as though the symposiums pertained more directly to the multiple subject teachers given their inexperience in the classroom, they had difficulty generalizing specific strategies, texts, and activities for their own grade levels.
Scholarly significance
This Project contributes to the scholarly literature pertaining to collaboration, specifically in teacher education programs. This work with pre-service teachers represents a novel triangular model of collaboration—pre-service teachers worked with the County Office of Education and faculty members at the University. By describing and analyzing the effectiveness of this type of collaboration, we offer insights for other institutions who may be considering implementing similar programs.

Author

• Rhianna Henry Casesa, San Diego State University