Page 10 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
Teachers
Teachers and students have complementary responsibilities. Teachers are responsible for developing appropriate instructional strategies to help students achieve the curriculum expectations for their courses, as well as for developing appropriate methods for assess- ing and evaluating student learning. Teachers bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual student needs and ensuring sound learning opportunities for every student.
Using a variety of instructional, assessment, and evaluation strategies, teachers provide numerous opportunities for students to acquire proficiency in English, as well as subject content knowledge. They provide learners with frequent opportunities to practise and apply new learning and, through regular and varied assessment, give them the specific feedback they need to further develop and refine their skills. By assigning tasks that promote the development of higher-order thinking skills, teachers enable students to become thoughtful and effective communicators in English. In addition, teachers encour- age students to think out loud about their own language processes, and support them
in developing the language and techniques they need to assess their own learning. Opportunities to relate knowledge and skills in English language learning to wider con- texts, both across the curriculum and in the world beyond the school, motivate students to learn and to become lifelong learners.
ESL/ELD teachers, mainstream subject teachers, teacher-librarians, special education teachers, and guidance teachers must all work together, within the provisions outlined in all secondary school curriculum documents, to support English language learners, to help them integrate successfully into the academic and social life of the school, and to help them learn about postsecondary pathways and destinations.
Principals
The principal works in partnership with teachers and parents to ensure that each student has access to the best possible educational experience. To support student learning, prin- cipals ensure that the Ontario curriculum is being properly implemented in all classrooms through the use of a variety of instructional approaches. They also ensure that appropriate resources are made available for teachers and students. To enhance teaching and learning in all subjects, including ESL and ELD, principals promote learning teams and work with teachers to facilitate teacher participation in professional-development activities.
Principals ensure that schools have in place procedures and practices for welcoming English language learners and their families, and that schools present an inclusive and welcoming environment for all students. As well, principals ensure that all subject teachers incorporate appropriate adaptations and strategies into their instruction and assessment to facilitate the success of the English language learners in their classrooms.
Principals are also responsible for ensuring that every student who has an Individual
Education Plan (IEP) is receiving the modifications and/or accommodations described in his or her plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.
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