1. New directions for the tesol/ncate standards for p-12 teacher education March 17, 2011 TESOL Convention New Orleans, LA 1

2. Overview of Presentation Introduction of presenters Brief history of TESOL/NCATE standards Overview of revised standards Current uses for the standards New directions and applications of the standards Survey Questions 2

4. 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 4

5. 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 5

6. Summary of NCATE Program Reviews Number of IHEs seeking recognition from 2005-2011 Number of IHEs nationally recognized Number of program reviewers and auditors 6

7. TESOL Reports Reviewed 2005-2011 7

8. NCATE Nationally Recognized Programs 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 IHE 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 8

9. TESOL Reviewers 19 lead reviewers 38 “regular” reviewers 10 auditors (also are lead reviewers) 10 new reviewers trained on Wednesday 9

10. TESOL’s 5 Domains 10

11. 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. 11

12. 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. 12

13. 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. 13

14. 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. 14

15. 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. 15

16. 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. 16

17. 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. 17

18. 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. 18

19. 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. 19

20. 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 publications 20

21. 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 21

22. 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 22

23. 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 23

25. Publications CATESOL Special Issue (Spring, 2011) Future plans 25

26. CATESOL Article Thiebault, C., Kuhlman, N., Day, E. (Spring, 2011). ESL Teacher-Education Programs: Measuring Up to the TESOL/NCATE Yardstick. The CATESOL Journal. This article discusses how the Teachers of English to Speakers of Other Languages (TESOL)/National Council on the Accreditation of Teacher Education (NCATE) P-12 ESL teacher-preparation 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. 26

27. 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. 27

28. 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 28

29. 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. 29

30. Rationale for TESOL Publication Success of such publications from other professional organization [e.g., What Every Special Educator Must Know (CEC), Using the National Gifted Education Standards for University Teacher Preparation Programs (NAGC)] Institutions of higher education will benefit from having guidance on fundamental considerations for development and accreditation of standards-based TESOL programs Will provide guidance to institutions outside the US SEAs and LEAs are often in need of a framework for conceptualizing professional development for both ESL and content area teachers in working with ELs 30

31. Survey 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? 31

32. Thank You Thank you for your interest in today’s session! 32

33. Questions? For more information: Diane StaehrFenner, TESOL/NCATE Program Coordinator dstaehrfenner@tesol.org 33