End-of-School-Year Evaluation Forms

Dear Colleagues / Estimados Colegas,

We are offering a new incentive: participants are invited each time they submit an ALD4ALL questionnaire response to submit another entry into the ALD4ALL drawing for ten $25 Amazon Gift Cards to be awarded in early June 2015.

We are requesting all ALD4ALL associated teachers and administrators to submit an end-of-school-year response to the online Teacher Self-Assessment Scales (TSAS).  To submit the TSAS questionnaire, please use the online form at ald4all.positivepractices.com/ald4all.html   It only takes a few minutes and we only need one response per individual.
Then submit an entry into the drawing at ald4all.positivepractices.com/drawing.html

Want to Double Down?

We would also be most appreciative if you'd submit an ALD4ALL program-wide end-of-school-year evaluation response.   This one is just a handful of questions to rate your experience with the ALD4ALL project, and takes about two minutes, max.   To submit this response, use the online form at ald4all.positivepractices.com/ald4all-evaluation.html

Then double your odds by submitting another entry into the drawing at ald4all.positivepractices.com/drawing.html

All of your feedback is confidential and very, very helpful to the project.   All of the links provided above are available on the front page of the ALD4ALL website at ald4all.positivepractices.com/ Please let me know if you have any questions.

Thanks so much! Joseph

Joseph P. Martinez, Ph.D.
Director of Research and Evaluation
Center for Positive Practices
Santa Fe, NM 87505

Teacher Efficacy and ALD4ALL

Teacher Efficacy, defined in the ALD4ALL project as teachers' personal assessments of their own personal capabilities to perform designated instructional tasks, has been widely studied in many contexts over many years (e.g. Bandura 1986; Multon, Brown & Lent, 1991; Protheroe, 2008).

The Teacher Self-Assessment Scales (TSAS), an online and optionally paper-based instrument designed to measure teacher efficacy aligned to the four domains and 22 items of the state-mandated teacher evaluation framework (NMTEACH) was created.

In September 2014, 114 ALD4ALL teachers and administrators representing the project schools submitted entries for the TSAS using an online form. Results for each project school were computed and interpreted in school-specific reports. A program-wide version was also created that compared results from ALD4ALL schools with results from teachers in non-ALD4ALL schools.

Results were remarkable. Collectively, ALD4ALL schools consistently assess themselves at markedly higher levels on all domains in the measure than all other aggregate schools and teachers present in the TSAS dataset. A sample chart that represents consistently similar results across all domains and items of NMTEACH is presented in the figure below.


Download a briefing on this finding: Teacher-Efficacy-ALD4ALL-201504

Guskey Evaluation Framework Message

Dear ALD4ALL Facilitators,

As you may recall, we agreed to implement the Guskey professional development evaluation framework. I was hoping to administer this measure orally in interviews with key participants at the various school sites. Therefore, I adapted and constructed a modified Guskey instrument that can be used as a pen-and-paper questionnaire. It can also be used as an structured oral interview protocol (preferably recorded) with key participants. I'll leave it up to each team member how to best administer this assessment, or we can discuss options as needed. You can download a PDF of this new instrument at:

Thanks for everything, Joseph

Effective Practices in Bilingual Multicultural Education Programs


The ALD4ALL Project has several objectives and components for improving bilingual-multicultural education in New Mexico. A major component of the project is to conduct an inquiry into the effective practices for improving the education of Culturally and Linguistically Diverse (CLD) students, including English Learners (ELs). Findings from the inquiry would then inform the design and development of new approaches for professional learning for teachers and administrators. The project team structured the inquiry using a framework of systemic indicators put forth by Cadiero-Kaplan (2004).

Cadiero-Kaplan's indicators of effective practices—Value of Learner, Academic Language Orientation, Expectations for Learners, Instructional Goals, Resources, Assessment and Accountability, and Program Approaches are a source of inquiry that provides a structure for systemic inquiry.

The inquiry team conducted site visits and ongoing data collection at 12 schools identified for their promise and achievement in New Mexico. Using expanded definitions of Cadiero-Kaplan's indicators, the team conducted 98 classroom observations and numerous participant interviews and focus groups at 12 participating schools who were chosen because of their promise and achievement in serving CLD students.

The findings—that we term Effective Instructional Practices—include the following:

  1. Effective Instructional Practices
  2. Child-Centered Value of Learners;
  3. Holistic Academic Language and Literacy Orientation;
  4. Expectations for Active Learners;
  5. School/Program-Wide Instructional Planning;
  6. Resources for Learning in a Bilingual Context;
  7. Performance-Based Assessment and Accountability, and
  8. Bilingual-Multicultural Education Program Models.

The inquiry findings demonstrated that there are varying levels of implementation of these effective practices and that not all schools demonstrated similar levels on all indicators. For instance, some schools easily epitomized one of the indicators, while other schools were more balanced across some or all the indicators.

Child-Centered Value of Learners

Draw on students’ experiential background and skills to meet learning goals.

Students learn best when their home language, learning preferences, and community practices are leveraged to further advance their academic, socio-emotional, and spiritual development. Teachers can improve English learners (ELs) learning outcomes by using culturally and linguistically responsive teaching practices (Tharp et al., 2000; Villegas & Lucas, 2002) that draw upon students’ cultural and linguistic resources by accessing their prior knowledge and relevant experiences and skills. These practices have been found to develop literacy comprehension and decoding/encoding skills among ELs (August & Shanahan, 2006; Escamilla et al., 2013).

Indicators of Student-Centered Value of Learners

The educator:

  1. acknowledges the diversity of the students in their classroom by including the multiple cultural identities that children have acquired from their home/community practices;
  2. offers opportunities for students to use their different learning preferences by engaging them through various forms of learning such as dancing, singing, art, and music participation;
  3. values students’ home language as a resource for learning across different disciplines;
  4. learns about students’ and families’ funds of knowledge (Gonzalez, Moll & Amanti, 2005), cultural and linguistic resources, and experiential practices by engaging students, parents, and community members in the development and application of place-based learning;
  5. practices multiple ways of valuing success in the classroom by including academic, socio-emotional, spiritual, and social justice approaches to learning and assessment;
  6. assures children’s participation in their learning by embracing a stance that ALL children can learn, and
  7. makes the classroom culture inclusive of ALL children.