Their mentoring of principals and novice teachers showed me the need for a unifying framework for instruction in a school district. From induction to the celebration of leaving probationary status these professionals spent evenings and weekends training and nurturing our young teachers.
We tried to bring that same model to the north Oregon coast when I was part of a three-district consortium that worked closely with the Community Foundation of Oregon. Our goal was to define a grant funding formula that would support teacher training using the GLAD structure. One district was able to take the approach we designed and work with the state of Oregon to leverage teacher-training funds.
These experiences along with my work in China using the Sheltered Instruction Observation Protocol (SIOP) have provided a strong background to work at the program design and evaluation level in ESL environments.