School of Education

Leadership, Policy and Administration

TEGR 634: Methods and Advocacy for ELLs

Course Faculty:
E-mail:
Phone:
Office:
Office Hours:
Class Times:
Location:

Zena Stenvik
stenvikz@colheights.k12.mn.us
612-308-3457 (Cell)
Minneapolis Campus, Room MOH 417Opus Hall
Before and after class, and by appointment
Monday Friday 8:30 am. 4:30 pm.
University of St. Thomas Minneapolis Campus
1000 La Salle Street

Mission of the School of Education

Inspired by Catholic intellectual tradition, the School of Education educates practitioners to be
morally responsible leaders who think critically, act wisely and work skillfully to advance the common
good.

Course Description
This course covers currently recognized best practice in language teaching methodology such as
content-based instruction, co-teaching, communicative approaches, collaborative learning and taskbased learning. Theory and practical dimensions will be included. Students will demonstrate their
knowledge, skills and dispositions related to best practice in English as a Second Language content
and methodology and will complete a field-based integrative project to be implemented in the
students school setting.

Learning Objectives
In light of the course premises, class activities will promote the ability of participants to demonstrate
administrative leadership skills in the following areas:
1. Learning fundamental principles, generalizations, or theories.
To accomplish this objective students will:
Read the assigned readings
Participate in class discussions and activities
Complete written reflection papers

Collaborate with colleagues on projects related to language

acquisition and development.
These activities will assist students in:
Learning about the role of principals in improving language
instruction and student language development.
Understanding the concepts of associated with language
development and advocacy.
Determining the best strategies for professional development for
individuals and for groups.
2. Learning to apply course material (to improve thinking, problem solving, and decision
making)
To accomplish this objective students will:
Learn about historical patterns and how they apply to educational
best practices today.
Observe classroom instruction and identify areas of strength and
growth.
Identify strategies for strengthening teaching behaviors associated
with improved student learning.
These activities will assist students in:
Identifying areas for coaching educational personnel in the area of
language instruction.
Designing professional development plan for language acquisition
and cultural relevance to strengthen the schools academic program.
Assessing their own leadership capacity and ability to apply the
knowledge from the course in an educational setting.
3. Developing skills, competencies, and points of view needed by professionals in the field most
closely related to this course.

To accomplish this objective students will:

Acquire knowledge and gain experience related to the role of the principal in supervising
language instruction.
Acquire theoretical knowledge and gain practical experience related to culturally
relevant competencies.
Demonstrate an understanding of how traditional educational institutions in the United
States have historically perpetuated inequalities based on language, race and other
factors and develop a plan for eliminating achievement predictability based on social
constructs.
These activities will assist students in:
Applying theoretical constructs to real problems.
Understanding the dynamic interaction among leaders/followers.
Applying the concepts of cultural relevance in the supervisory
process.

Course Overview
This course provides future school leaders with a foundation in understanding the complexities of
educating and advocating for English learners in a K-12 setting.
Within this context, the course explores academic and social language learning models. Instructional
approaches include both large and small group instruction, as well as field experiences.
Text and/or Required Reading

The course reading packet will be distributed in advance and will be available in paper form
and electronically.

Course Schedule

Date

Topics to be covered in class on this date:

Session 1:
Mon., July 14

Introductions
Syllabus and course design review
Language Learners in the U.S. and MN

Developmental Model of Intercultural

Sensitivity
Language, Culture and Race- Strategies for
Inclusive Practice
EL: Language Acquisition

Site Visit and Observations

Session 2.
Mon., July 21

Session 3.
Tues., July 22

Session 4.
Wed., July 23

Session 5.
Thurs., July 24

Readings to be
completed by
this date

CCSS ELA

Assignments Due

Reflection #1
IDI Assessment

Articles will be
posted to Black
Board.

Reflection #2

EL: Language Acquisition

Field Experience

Articles will be
posted to Black
Board.

Reflection #3

Individual Conferences
Group Project: In class work time
Technology Integration for Language
Acquisition and Engagement

Articles will be
posted to Black
Board.

N/A

Session 6.
Fri., July 25

Group Presentations of Professional

Development Plan

Group Presentation
Reflection #4

Administrative Licensure Competencies

This course addresses a number of criteria within the State of Minnesota Core Competencies
for school administrators, cited in Minnesota Statutes 3512.0510 Program Requirements for
All Administrative Licenses, including:
Competency F. Communication Skills
2. Demonstrate facilitation skills
4. Facilitate teamwork
Competency H. Curriculum Planning and Development for the Success of all Learners
4. Demonstrate the ability to identify instructional objectives and use valid and
reliable performance indicators and evaluative procedures to measure performance
outcomes
Competency I., Instructional Management for the Success of all Learners
1. Demonstrate an understanding of research of learning and instructional strategies;
2. Describe and apply research and best practices on integrating curriculum and resources to
help all learners achieve at high levels;
3. Demonstrate the ability to utilize data for instructional decision making;
4. Demonstrate the ability to design appropriate assessment strategies for measuring learner
outcomes;
5. Demonstrate the ability to implement alternative instructional designs, curriculum,
behavior management, and assessment accommodations and modifications;
6. Demonstrate the ability to appropriately use technology to support instruction.

Competency J. Human Resource Management

1. Demonstrate an understanding of staff development to improve the performance
of all staff members.
2. Demonstrate knowledge of effective personnel recruitment, selection, and retention;
3. Demonstrate an understanding of staff development to improve the performance of all
staff members;
4. Demonstrate the ability to select and apply appropriate models for supervision and
evaluation;
5. Describe and demonstrate the ability to apply the legal requirements for personnel
selection, development, retention, and dismissal;

Assessment
Grades are symbols that indicate the degree of student mastery of course objectives and do
not necessarily reflect the degree of student effort.
Grades:
Grades are symbols that indicate the degree of student mastery of course objectives and do
not necessarily reflect the degree of student effort.
Grades:
"A" Range: Exemplary graduate-level work; work fully meets/exceeds assignment criteria.
"B" Range: Commendable graduate-level work; work adequately meets 80-90% of
assignment criteria.
C" Range: Work meets minimum graduate-level standards; work meets 70- 80% of
assigned requirements.
"D" Range: Work fails to meet minimum graduate-level standards; work meets less than
70% of assigned requirements.

Grades for this course will be determined in the following manner:

Assignment # 1

10%

Assignment # 2

15%

Assignment # 3

20%

Assignment # 4

25%

Assignment # 5

30%

Course Assignments
Assignment 1: Reflection #1: Common Core English Language Arts Standards
The Common Core English Standards document provided to you has each grade level
rigor step up underlined. As you review the standards, make notes of what stands out
to you; what surprises you, what questions you have, and what you agree with. Write a
reaction to/reflection of the K-12 English Standards paying attention to the content, the
format and the connection from one grade level to the next. Feel free to express your
opinions, make references to specific sections of the document and make sure to write at
a graduate level. Be concise with your writing. This assignment should not be more than
750 words.
Due Date: July 21, 2014 by 3:00 am. Submit this assignment electronically.
5

Assignment #2: Reflection # 3: Language Acquisition, Culture and Race

What factors affect the process of second language development for students? What are
the barriers students face socially and academically? What kinds of supports can
educators put in place to overcome such barriers? What assets do immigrant students
have for language learning? Feel free to express your opinions, make references to the
teacher actions, language, and student engagement. Make sure to write at a graduate
level. Be concise with your writing. This assignment should not be more than 750 words.
Due Date: July 22, 2014 by 3:00 am. Submit this assignment electronically.

Assignment #3: Reflection #3: Site Visit

Write a reaction to/reflection of your observations from your visit to Highland
Elementary School. Feel free to express your opinions, make references to the teacher
actions, language, and student engagement. Make sure to write at a graduate level. Be
concise with your writing. This assignment should not be more than 750 words.
Due Date: July 23, 2014 by 3:00 am. Submit this assignment electronically.

Assignment #4: Reflection #4: Pulling it All Together

This week we have discussed instructional strategies and models for English learners,
language acquisition, educational equity and school leadership. Write a reaction
to/reflection of how you will apply the learning to your practice as an educational leader.
Feel free to express your opinions, make references to the teacher actions, language, and
student engagement. Make sure to write at a graduate level. Be concise with your
writing. This assignment should not be more than 750 words.
Due Date: July 25, 2014 by 3:00 am. Submit this assignment electronically.
Assignment #5 Final Group Presentation
As the principal of your school, how will you train your staff on English Learners,
Language Development and Educational Equity? With your group, create a staff
development plan. Include the following:
National Professional Learning Standards
Intended Audience
Plan for ongoing learning
Plan for tending to adult learning: ex. tech integration, active participation,
practical application
Identify facilitators for delivering the professional learning
6

Content and format of professional learning

Format
Your group will present your plan to the class. The presentation can be in any format you
choose. (For example: Google Drive presentation, Video, Screencast, Prezi, Powerpoint,
Moodle, etc.)
Length
Your group will have up to 20 minutes to present on the last day of class.
In addition to the in class presentation, one copy of your presentation or a handout must
be submitted through email or Google Drive.
Due Date: July 25, 2014
POLICY ON INCOMPLETES
The University of St. Thomas School of Education catalogue states:
A grade of I (Incomplete) may is used if the student has not completed the
coursework, has good reason for delay, and has made prior arrangements with the
instructor. The grade of I should not be used without prior arrangement between
instructor and student. before the date grades are due to be submitted. Ordinarily,
good reason will involve matters not wholly within control of the student, such as
illness. The grade may not be used to allow a student to improve a grade by
additional work over and above that ordinarily expected for the course or by
repetition of work already submitted to the instructor. The grade of I should not be
used without prior arrangement between the instructor and student.
The request for an I must be initiated by a student maintaining an average of B or
better prior to the last scheduled course date; if a student has not made the request,
the instructor will record the grade earned to that point. Additional conditions for
the grade of Incomplete are found in the CELC Handbook, p. 21.

University Policies & Support Services

Credit Hour Policy
You are expected to meet the Higher Learning Commissions definition of the expected amount of
time involved in a two- credit course in this manner: Students will have approximately 24.75 hours of
faculty/instruction time, and should work outside of class for at least 60 hours (on average, 6 hours a
week) for a two-credit course. The out of class work includes reading, writing, researching, field work
or group projects, assessment of student work and reporting the results of the assessment to each
student.

Statement for Students with Disabilities

Qualified students with documented disabilities who may need classroom accommodations should
make an appointment with the Disability Resources office. Appointments can be made by calling 651962-6315. You may also make an appointment in person in Murray Herrick, room 110. For further
information, you can locate the Disability Resources office on the web at
http://www.stthomas.edu/enhancementprog/.
Sexual Harassment Policy
Employees and students are responsible for maintaining a working and learning environment that is
free of sexual harassment. Information on UST sexual harassment policy can be found at the
following two websites:
http://www.stthomas.edu/policies/student_policy_book/document/Sexual%20Violence%20Policy.p
df
http://www.stthomas.edu/policies/student_policy_book/policies_guidelines/Sexual_harassment.asp
Statement on Written Work & Plagiarism (See CELC Handbook, pp. 24-25)
One of the competencies of educational leaders is to be able to convey ideas in a coherent and
cogent manner. Your written assignments should incorporate correct grammar and syntax, and be
free of spelling and typographical errors. All assignments must be handed in on time. Please be
aware that late papers are subject to grade reduction. The use of ideas from others without
appropriate credit is called plagiarism. In any assignment that you submit, you must cite the sources
of your ideas as well as any quotations used. Additionally, using a paper, report or other assignment
in more than one class or field experience without the instructors permission is considered academic
dishonesty on the part of the student.
If you need help with writing, the Graduate Writing Resource Center can help. Please take advantage
of this resource that is specifically offered to help graduate students with their writing. Appointments
can be made by calling (651-962-4460) or e-mailing (gradwriting@stthomas.edu) the Graduate
Writing Center. Walk-in appointments are also accepted, but it is not guaranteed that a writing
consultant will be available. The Manager is Nicole Evans (evan4308@stthomas.edu).
Faculty Biographical Sketch
Zena Stenvik has worked in a variety of roles over the last 20 years to support, educate and advocate for K12 students, families and staff. Some of the roles include: bilingual educational liaison, home-school liaison,
teacher, coach, consultant, district coordinator and district supervisor. Her areas of focus include English
Learners, Academic Language Development, Staff Development and Educational Equity. She has consulted
with school districts and universities across the state of Minnesota, as well as the MN Department of
Education and state-wide educational conferences.
Ms. Stenvikz degrees include:
BA -U of MN, Spanish, minor in Anthropology
Study Abroad at Universidad de las Amricas, Puebla Mexico
MEd- U of MN, ESL and Spanish
EdS- UST, K-12 Principal