id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
gatesol-6	Wlazlinski, Mae	From State Rule to Practice: How ESOL Push-in Looks Like in the Classroom	2014	30	.pdf	application/pdf	9193	483	55	Margo Williams, the EL Coordinator in Dekalb County Schools, states that the induction process begins with the professional development of administrators, which should include training on how best administrators can (1) provide resources/materials/technology, (2) consider suitability of teachers’ personality and disposition, (3) understand ELs’ cultural, linguistic, and academic needs, (4) provide professional development to content teachers on ESOL-related topics, (5) schedule planning time and expect collaboration, (6) ensure inclusion of ESOL teachers in grade-level planning meetings, and (7) secure space for ESOL teacher to meet with other teachers. To summarize, the results (as shown in the chart) indicated that ESOL teachers would like to work with content teachers who treat them as equal partners; accommodate their schedules to better utilize their expertise in planning, delivering, and assessing their lessons; are open to new ideas; like to share responsibility; like to learn ELs’ culture and language; and are willing to “give up” a little of their classroom for the benefit of their EL students. 9 GATESOL in Action, Vol. 1, Spring 2014 Finding 2: When does push-in delivery work?	cache/gatesol-6.pdf	txt/gatesol-6.txt
