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Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
 

Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education

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This session will highlight the revised TESOL/NCATE standards and will provide an overview of how the standards are currently used for NCATE accreditation. The presenter will propose future uses of ...

This session will highlight the revised TESOL/NCATE standards and will provide an overview of how the standards are currently used for NCATE accreditation. The presenter will propose future uses of the standards for professional development for content area teachers and as a teacher evaluation tool for teachers of ELLs

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  • New Directions for the TESOL/NCATE Standards for P-12 Teacher Education The TESOL/NCATE Teacher Education committee will briefly review the newly revised TESOL/NCATE standards and current related activities.  New directions and applications of the standards will be presented including future publications, guidelines, adaptations for international programs, potential use for non-NCATE programs, and states with no ESL credential. 
  • review the newly revised TESOL/NCATE standards and current related activities.  New directions and applications of the standards will be presented including future publications, guidelines, adaptations for international programs, potential use for non-NCATE programs, and states with no ESL credential. 
  • What do you notice about these numbers? What’s the general trend here?
  • Mention that it’s a highly competitive process to become a reviewer (1 in 10 chance of being accepted)
  • CATESOL article and our upcoming publication. I’d also like to add how our standards are being used in the AFT i3 grant for teacher evaluation in NY and RI. Also, I’m not sure if I shared this with you yet, but the American Museum of Natural History in NY is interested in using our standards to inform their proposal for the creation of an Earth Science teacher education program that will place candidates in student teaching in NYC public schools. I
  • Note:
  • Bullet point 2: - represent a major resource as to what are the skills and knowledge to be identified among TESOL professionals

Moving Beyond the TESOL/NCATE Standards for P-12 Teacher EducationMoving Beyond the TESOL/NCATE Standards for P-12 Teacher Education Presentation Transcript

  • Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
    March 16, 2011 / TESOL K-12 Dream Day/ New Orleans, LA
    Diane Staehr Fenner, Ph.D.TESOL/NCATE Program Coordinator
  • Overview of Presentation
    Brief history of TESOL/NCATE standards
    Overview of revised standards
    Current uses for the standards
    Future uses and applications of the standards
    Questions
  • TESOL/NCATE Team Members
    Natalie Kuhlman, TESOL/NCATE Committee Chair
    San Diego State University, CA
    Cathy Day
    Eastern Michigan University, MI
    Connie Thibeault,
    Fairfax County Public Schools, VA
    JoaquínVilá
    Salisbury University, MD
    Sara Waring
    edCount, LLC, DC/SD
    Diane StaehrFenner
    • TESOL/NCATE Program Coordinator, VA
  • Brief History of TESOL Standards
    1999: TESOL became a member organization of NCATE
    2001: First edition of TESOL/NCATE Standards for P–12 ESL Teacher Education Programs approved
    2005: Began the process to revise the 2001 standards
    2006: Began revising actual standards; first draft completed in 2007
    2009: TESOL Executive Committee & NCATE approved revised standards
    Fall 2011: All TESOL programs seeking national NCATE recognition must use revised standards
  • Conceptualization and Organization of Revised (2009) Standards
    Aligned with the proposed NCATE principles for standards development
    Accompanied by an explanatory statement and rubric of performance indicators
    Three levels of proficiency: approaches, meets, and exceeds
    Organized around the original five domains (Language, Culture, Instruction, Assessment, and Professionalism)
    More emphasis on the effects on student learning
  • Summary of NCATE Program Reviews
    Number of IHEs seeking recognition from 2005-2011
    Number of IHEs nationally recognized
    Number of program reviewers and auditors
  • TESOL Reports Reviewed 2005-2011
  • NCATE Nationally Recognized Programs
    As of January 31, 2011
    84 nationally recognized TESOL programs in 24 states
    States with largest number of recognized programs
    NY (20 programs)
    NJ (9 programs)
    DC (8 programs)
    MD (5 programs)
    States with only one institute of higher education with a recognized TESOL program
    AZ, DE, GA, HI, MA, MN, OH, OK, RI, SC, UT, VA
    Note: May be multiple programs at the same IHE
  • TESOL Reviewers
    19 lead reviewers
    38 “regular” reviewers
    10 auditors
    10 new reviewers being trained today
  • TESOL’s 5 Domains
  • Domain 1: Language
    Standard 1.a. Language as a System
    Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.
    Standard 1.b. Language Acquisition and Development
    Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.
  • Domain 2: Culture
    Standard 2. Culture as It Affects Student Learning
    Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
  • Domain 3: Instruction
    Standard 3.a. Planning for Standards-Based ESL and Content Instruction
    Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
  • Domain 3: Instruction
    Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction
    Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.
  • Domain 3: Instruction
    Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction
    Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
  • Domain 4: Assessment
    Standard 4.a. Issues of Assessment for English Language Learners
    Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.
  • Domain 4: Assessment
    Standard 4.b. Language Proficiency Assessment
    Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.
    Standard 4.c. Classroom-Based Assessment for ESL
    Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.
  • Domain 5: Professionalism
    Standard 5.a. ESL Research and History
    Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.
  • Domain 5: Professionalism
    Standard 5.b. Professional Development, Partnerships, and Advocacy
    Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.
  • 20
    Domain 2: Culture
    Description of Domain: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs
    Standard 2. Culture as it Affects Student Learning. Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
    Standard Descriptor
  • 21
    Standard 2. Culture as it Affects Student Learning. Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
     
    Candidates recognize that language and culture interact in the formation of students’ cultural identities. Candidates further recognize that students’ identities are tied closely to their’ sense of self-worth, which is correlated to their academic achievement. Candidates know that all students can learn more readily when cultural factors are recognized, respected, and accommodated, and they demonstrate that knowledge in their practice. Candidates further understand that students’ academic achievement can suffer if classroom instruction does not respect students’ cultural identities.
    Supporting Explanation
  • 22
    Rubric for Standard 2: Culture as it Affects English Language Learning
    Approaches Standard
  • NBPTS and TESOL/NCATE Standards Crosswalk
    23
  • NBPTS and TESOL/NCATE Standards Crosswalk
    24
  • New Directions / Applications of TESOL Standards
    Applications in the United States
    Guiding American Federation of Teachers’ Investing in Innovation (i3) grant to include ELLs in teacher evaluations in 5 LEAs in Rhode Island and 5 LEAs in New York
    World-renowned museum grant proposals to infuse TESOL standards in new science teacher education program
    Applications in International settings
    Uruguay
    Albania
    Publications
    CATESOL article
    Possible future publication
  • AFT i3 Grant
    TESOL and National Board for Professional Teaching Standards’ English as a New Language standards guiding stakeholders from five LEAs in RI and five LEAs in NY
    Crosswalks between RI, NY, TESOL, and NBPTS standards developed and used
    Stakeholders adding language to all teacher evaluation systems to ensure teachers’ effective strategies for teaching ELLs are included in observations of all teachers
  • Potential as a Teacher Evaluation Tool
    Performance indicators are behaviors teachers should exhibit while teaching ELLs
    Examples:
    Candidates serve as good models for English for ELLs and as good models for the L1 where possible
    Candidates collaborate with non-ESL classroom teachers to select reading goals for content areas
    Candidates share their knowledge and expertise regarding identification, placement, reclassification, and exiting of ELLs with their colleagues
    Could inform other SEA and LEA teacher evaluation systems
  • Museum Proposal
    Proposal submitted to state to use Race to the Top funds: 3 year grant
    Additional proposal submitted to National Science Foundation: 1 year grant
    TESOL standards to be infused throughout new museum-based science MAT program at the museum
    Teachers to be certified and doing clinical practice in 6 urban schools in improvement with high numbers of ELLs
  • Application of TESOL Standards in International Settings
    Uruguay: 2009-present
    Brought together 30 Uruguayan Educators of English, Portuguese, French and Italian
    Discussed what it means to be a teacher, what standards are and are not, the difference between course-based and standards-based programs
    Used existing teacher standards (TESOL, ACTFL) as basis to adapt to Uruguayan context
    Added language proficiency standard
    Next steps: Create assessment system and curriculum
  • Application of TESOL Standards in International Settings
    Albania: 2006-2007
    All faculty participated in large and small groups
    French, German, Italian and English came together
    All existing courses across languages were examined as to alignment with TESOL standards
    New courses were added; old ones revised
    Implementation pending
    Ecuador: 2011
  • Publications
    CATESOL Special Issue (Spring, 2011)
    Future plans
  • CATESOL Article
    Thiebault, C., Kuhlman, N., Day, E. (Spring, 2011). ESL Teacher-Education Programs: Measuring Up to the TESOL/NCATE Yardstick. The CATESOL Journal.
    How the TESOL/NCATE standards provide a nationally recognized framework for teacher preparation and evaluation, while at the same time providing for flexibility in the way in which certified ESOL teachers are prepared. Graduates of programs that follow these standards are ready to begin meeting the challenges of educating the next generation of ELLs in American classrooms.
  • Possibility of Future Publication: 3 Goals
    1. To make models of TESOL pre-service and in-service program available that are responsive to each of the TESOL professional standards
    2. To provide users with practical applications (e.g., vignettes) that will help program developers, faculty, and accreditation coordinators put the standards into practice and use information gathered for program improvement and teacher training
    3. To provide suggested frameworks and activities for professional development for SEAs and LEAs based on the TESOL teacher standards
  • Possible Publication
    Informed guidance on implementing the TESOL Professional Standards
    How academic programs can use the professional standards to design and implement a curriculum (e.g., instruction and clinical experiences) that best prepares pre-service and in-service teachers to meet the needs of ELLs
  • Rationale for TESOL Publication
    Our standards define a field which is largely undefined
    Professional standards were developed and approved by the membership
    Will provide access to a valid resource on
    How standards are applied & operationalized
    What the focus of their future professional development should be
    What the standards entail for teachers in the P-12 classroom & university faculty in various roles.
  • Rationale for TESOL Publication
    Success publications from other professional organizations [e.g., What Every Special Educator Must Know (CEC), Using the National Gifted Education Standards for University Teacher Preparation Programs (NAGC)]
    IHEs will benefit from guidance on considerations for development and accreditation of standards-based TESOL programs
    Will provide guidance to institutions outside the US
    SEAs and LEAs often in need of a framework for conceptualizing professional development for both ESL and content area teachers in working with ELs
  • Your Input
    Do you envision any other uses for the TESOL teacher education standards?
    What are some areas you would like to see addressed in a publication about the TESOL professional standards?
    Why would you like to see these areas addressed in a publication?
    How would you like to see these areas addressed in a publication?
  • Thank You
    Thank you for your interest in today’s session!
  • Questions?
    For more information:
    Diane StaehrFenner, TESOL/NCATE Program Coordinator
    dstaehrfenner@tesol.org