What are the skills and expertise teachers need to work with English learners in the era of the Common Core State Standards? Presentation with Diane Staehr-Fenner at the 2013 National Association for Bilingual Education (NABE) Conference in Orlando, FL.

1. 1
DEMANDS OF THE CCSS:
PREPARING EFFECTIVE TEACHERS
OF ENGLISH LEARNERS
Diane Staehr Fenner, Ph.D.
John Segota, CAE
National Association of Bilingual Education
Orlando, FL
February 7, 2013

2. 2
The Issues
• Increasing number of ELs, including US-born ELs and
long-term ELs
• All students, including ELs, face new, demanding
academic requirements with the CCSS
• Licensure requirements for working with ELs vary widely
across states – the patchwork quilt approach
• Focus has been on the “what” of the CCSS, not the “how”

3. 3
Professional Teaching Standards
• Can provide a framework to:
• Define successful teachers of ELs’ knowledge, skills,
and dispositions toward working with ELs
• Begin to support necessary skills teachers will need to
implement the CCSS for ELs
• Provide a starting point to identify gaps in teachers’
expertise and design PD for teachers so that they can
better support ELs in achieving the CCSS

4. 4
Session Outcomes
• Demonstrate understanding of:
• CCSS demands for ELs
• ESL teacher certification requirements
• National Board for Professional Teaching’s English as a New
Language Standards
• TESOL International Association’s P-12 Professional Teaching
Standards
• Identify gaps in teachers’ expertise to better prepare all
teachers in your context to teach ELs during the
implementation of the CCSS

5. Staehr Fenner & Segota, 2012
Implementation of CCSS: A Systems
Approach

6. 6
Guiding Questions
• Consider overall academic strengths and
challenges for
• Duy
• Emilia
• What challenges will their teachers face in
implementing the CCSS with them?
• What kind of skills will their teachers need?

7. 7
Duy Kim
• 8 years old/3rd grade
• Born in US to Vietnamese parents
• Speaks only Vietnamese at home
• Parents read to him in Vietnamese
• Intermediate level of English language
proficiency
• Loves going to the library and using
computers
• Attends Vietnamese school on Saturdays

8. 8
Emilia Perez
• 17 years old/9th grade
• Moved from Mexico at age 13
• Attended school in Mexico until
4th grade
• Lives with aunt and uncle in US
• Works in grocery store after school
• Low literacy skills in Spanish
• Beginning level of ELP
• Worries about graduating

9. Source: Achieve the Core 9
3 Shifts of the ELA/Literacy CCSS

10. Achieve the Core 10
ELA Shift 1 / Expertise
Shift Teacher Expertise Needed
Building
knowledge
• Build
ELs’
background
knowledge
about
the
nonfic3on
texts’
through
content-­‐rich
content
nonfic3on
• Integrate
ELs’
background
knowledge
and
culture
• Teach
ELs
informa3onal
text
vs.
literary
text
structure
• Use
ELs’
L1
reading
literacy
skills
as
a
support
• Adapt/supplement
grade
level
complex
texts
for
ELs
at
lower
levels
of
English
language
proficiency
• Collaborate
to
share
effec3ve
strategies
for
teaching
ELs
using
nonfic3on
• Scaffold
and
support
instruc3on
using
nonfic3on
for
ELs
• Design
appropriate
classroom
assessments
so
that
ELs
can
demonstrate
what
they
know
and
can
do
• Use
English
language
proficiency/development
standards
and
CCSS
to
support
instruc3on

11. Achieve the Core 11
ELA Shift 2 / Expertise
Shift Teacher Expertise Needed
Reading,
• Build
upon
students’
background
and
cultures;
build
background
wri3ng
and
where
necessary
on
using
evidence
speaking
• Create
appropriate
text
dependent
ques3ons
for
students
at
different
levels
of
proficiency
grounded
in
• Teach
ELs
the
academic
language
necessary
so
that
they
can
use
evidence
from
evidence
from
literary
and
informa3onal
text
in
reading,
speaking,
text,
both
listening,
and
wri3ng
literary
and
• Provide
ELs
linguis3c
structures
to
succeed
informa3onal
• Create
and
use
scaffolding
and
supports
so
that
ELs
at
different
levels
of
English
proficiency
can
take
part
in
meaningful
conversa3ons
and
wri3ng
using
a
grade-­‐level
text
• Design
appropriate
classroom
assessments
for
ELs
at
different
levels
of
English
language
proficiency
• Collaborate
to
share
effec3ve
strategies
for
teaching
ELs
to
cite
evidence
when
wri3ng
and
speaking
• Use
ELD
standards
and
CCSS
to
support
instruc3on

12. Achieve the Core 12
ELA Shift 3 / Expertise
Shift Teacher Expertise Needed
Regular
prac3ce
with
• Analyze
complex
texts
and
make
ELs
aware
of
discourse
and
complex
text
and
its
gramma3cal
structures
in
complex
texts
academic
language
• Choose
and
adapt
supplementary
texts
in
English
and/or
the
L1
based
on
ELs’
reading
level,
English
language
proficiency
level,
background,
and
culture
• Teach
strategies
to
guess
unknown
words
(e.g.,
cognates,
prefixes,
roots,
suffixes)
• Recognize
and
teach
the
meaning
of
idioma3c
expressions
and
technical
terms
• Explicitly
teach
the
academic
language
necessary
to
comprehend
complex
texts
so
that
ELs
can
use
academic
language
across
content
areas
• Collaborate
to
share
effec3ve
strategies
for
teaching
ELs
to
read
complex
text
and
use
academic
language
• Use
ELD
and
CCSS
standards
to
support
instruc3on

13. 13
Reflection
• Which CCSS shifts are the most challenging for your
teachers? Why?
• What kinds of professional development or support would
your teachers need to address these CCSS shifts to
effectively instruct your ELs?

14. Ballantyne, Sanderman, & Levy (2008) 14
Certification Requirements Related to ELs for All
Teachers
• Specific EL coursework and/or certification requirements
– 4 states
• Use of National Council for Accreditation of Teacher
Education (NCATE) “unit” standards - 7 states
• Reference to unique challenges of ELs in certification
standards - 17 states
• Reference to “language” as an example of diversity in
certification standards - 8 states
• No requirements - 15 states

15. TESOL, in press 15
ESL Teacher Credentialing Requirements
• Endorsement - 33 states
• Full certification/licensure - 9 states
• Add-on Certificate - 6 states
• No information readily available - 2 states

16. 16
NBPTS and TESOL Standards
• Development
• Content overview
• Similarities

17. 17
NBPTS English as a New Language
Standards
I. Knowledge
of
Students
II. Knowledge
of
Culture
and
Diversity
III. Home,
School,
and
Community
Connec3ons
IV. Knowledge
of
the
English
Language
V. Knowledge
of
English
Language
Acquisi3on
VI. Instruc3onal
Prac3ce
VII. Assessment
VIII. Teacher
as
Learner
IX. Professional
Leadership
and
Advocacy

18. 18
TESOL’s Domains & Standards

19. 19
P-12 Professional Teaching Standards
• Domain
1
–
Language
• 1.a.
Language
as
a
System
• 1.b.
Language
Acquisi3on
and
Development
• Domain
2
–
Culture
• Culture
as
It
Affects
Student
Learning
• Domain
3
–
Planning,
Implemen3ng,
and
Managing
Instruc3on
• 3.a.
Planning
for
Standards-­‐Based
ESL
and
Content
Instruc3on
• 3.b.
Implemen3ng
and
Managing
Standards-­‐Based
ESL
and
Content
Instruc3on
• 3.c.
Using
Resources
and
Technology
Effec3vely
in
ESL
and
Content
Instruc3on

20. 20
P-12 Professional Teaching Standards
• Domain
4
–
Assessment
• 4.a.
Issues
of
Assessment
for
English
Language
Learners
• 4.b.
Language
Proficiency
Assessment
• 4.c.
Classroom-­‐Based
Assessment
for
ESL
• Domain
5
–
Professionalism
• 5.a.
ESL
Research
and
History
• 5.b.
Professional
Development,
Partnerships,
and
Advocacy

21. 21
NBPTS/TESOL Content Crosswalk
NBPTS Standard TESOL Standard
I.
Knowledge
of
Students
3.a.
Planning
for
Standards-­‐
Based
ESL
and
Content
Instruc3on
II.
Knowledge
of
Culture
and
2.
Culture
as
it
Affects
Student
Diversity
Learning
III.
Home,
School,
and
5.b.
Professional
Development,
Community
Connec3ons
Partnerships,
and
Advocacy
IV.
Knowledge
of
the
English
1.a.
Language
as
a
System
Language
V.
Knowledge
of
English
1.b.
Language
Acquisi3on
and
Language
Acquisi3on
Development

22. 22
NBPTS/TESOL Crosswalk
NBPTS Standard TESOL Standard(s)
VI.
Instruc3onal
Prac3ce
3.a.
&
3.b.
Implemen3ng
and
Managing
Standards-­‐Based
ESL
and
Content
Instruc3on
3.c.
Using
Resources
and
Technology
Effec3vely
in
ESL
and
Content
Instruc3on
VII.
Assessment
4.a.
Issues
of
Assessment
for
English
Language
Learners
4.b.
Language
Proficiency
Assessment
4.c.
Classroom-­‐Based
Assessment
for
ELLs
VIII.
Teacher
as
Learner
5.b.
Professional
Development,
Partnerships,
and
Advocacy
IX.
Professional
5.a.
ESL
Research
and
History
Leadership
and
Advocacy
5.b.
Professional
Development,
Partnerships,
and
Advocacy

23. 23
Understanding Language’s Principles for
ELL Instruction
1. Instruction focuses on providing ELLs with opportunities
to engage in discipline- specific practices which are
designed to build conceptual understanding and
language competence in tandem.
2. Instruction leverages ELLs’ home language(s), cultural
assets, and prior knowledge.
3. Standards-aligned instruction for ELLs is rigorous,
grade-level appropriate, and provides deliberate and
appropriate scaffolds.

24. 24
Understanding Language’s Principles for
ELL Instruction
4. Instruction moves ELLs forward by taking into account
their English proficiency level(s) and prior schooling
experiences.
5. Instruction fosters ELLs’ autonomy by equipping them
with the strategies necessary to comprehend and use
language in a variety of academic settings.
6. Diagnostic tools and formative assessment practices
are employed to measure students’ content knowledge,
academic language competence, and participation in
disciplinary practices

25. 25
Discussion
• Which standards and principles are applicable to your
teachers as they work with ELs and the shifts of the
CCSS?
• What should the role of ESL/bilingual teachers be in
implementing the CCSS?

26. 26
“Off Label” Uses of NBPTS & TESOL
Standards for Teachers
• NBPTS and TESOL standards: a starting point to address
the shifts of the ELA/Literacy CCSS, identify gaps, and
plan professional development

27. 27
Know and Integrate ELs’ Culture in CCSS
Instruction
NBPTS
Standard
II. Knowledge of Culture and Diversity: Accomplished teachers of English
language learners model and build respect and appreciation for cultural
diversity, demonstrating to their students and others that students can
succeed academically while maintaining their cultural identities.
TESOL
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.

28. 28
Leverage ELs’ L1, Cultural Assets, Prior
Knowledge to Teach CCSS
NBPTS
Standard
I. Knowledge of Students: Accomplished teachers of English language
learners apply their knowledge of students’ language development,
cultures, abilities, values, interests, and aspirations to facilitate their
students’ linguistic, academic, and social growth.
TESOL
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.

29. 29
Understand Academic Language to Plan
and Implement Effective CCSS Instruction
NBPTS
Standard
IV. Knowledge of the English Language: Accomplished teachers of
English language learners have in-depth knowledge of the English
language and understand their students’ language needs.
TESOL
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.

30. 30
Apply Knowledge of Language Acquisition
in CCSS-Based Instruction
NBPTS
Standard
V. Knowledge of English Language Acquisition: Accomplished
teachers of English language learners critically evaluate the ways in which
students acquire primary and new languages and apply this knowledge to
promote their students’ success in learning English.
TESOL
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.

31. 31
Instruct ELs Effectively by Drawing Upon
CCSS and ELD Standards
NBPTS
Standard
VI. Instructional Practice: Accomplished teachers of English language
learners design supportive learning environments based on careful analysis
of their students’ characteristics and on the linguistic and academic demands
of school. Teachers provide effective language and content instruction that
expands students’ linguistic repertoire in English, allows them to achieve
academic success, and inspires them to acquire skills that will serve them
throughout their lives.
TESOL
Standards
3.a. Planning for Standards-Based ESL and Content Instruction
3.b. Implementing and Managing Standards-Based ESL and Content
Instruction
3.c. Using Resources and Technology Effectively in ESL and Content
Instruction

32. 32
Assess ELs Equitably as Part of CCSS
Instruction
NBPTS
Standard
VII.
Assessment:
Accomplished
teachers
of
English
language
learners
employ
a
variety
of
prac3ces
to
assess
their
students
appropriately.
They
use
assessment
results
to
shape
instruc3on,
to
monitor
student
learning,
to
assist
students
in
reflec3ng
on
their
own
progress,
and
to
report
student
progress.
TESOL
Standards
4.a.
Issues
of
Assessment
for
English
Language
Learners
4.b.
Language
Proficiency
Assessment
4.c.
Classroom-­‐Based
Assessment
for
ELLs

33. 33
Provide Professional Leadership and
Advocacy in CCSS Implementation
NBPTS
Standard
IX.
Professional
Leadership
and
Advocacy:
Accomplished
teachers
of
English
language
learners
contribute
to
the
professional
learning
of
their
colleagues
and
the
advancement
of
knowledge
in
their
field
in
order
to
advocate
for
their
students.
TESOL
Standards
Standard
5.a.
ESL
Research
and
History:
Candidates
demonstrate
knowledge
of
history,
research,
educa3onal
public
policy,
and
current
prac3ce
in
the
field
of
ESL
teaching
and
apply
this
knowledge
to
inform
teaching
and
learning.
Standard
5.b.
Professional
Development,
Partnerships,
and
Advocacy:
Candidates
take
advantage
of
professional
growth
opportuni3es
and
demonstrate
the
ability
to
build
partnerships
with
colleagues
and
students’
families,
serve
as
community
resources,
and
advocate
for
ELLs.

34. 34
Questions

35. 35
References
• Ballantyne, K.G., Sanderman, A.R., Levy, J. (2008).
Educating English language learners: Building teacher
capacity. Washington, DC: National Clearinghouse for
English Language Acquisition. Retrieved from
http://www.ncela.gwu.edu/practice/
mainstream_teachers.htm
• Staehr Fenner, D. & Segota, J. (2012). Standards that
impact English language learners. Washington, DC:
Colorín Colorado. Retrieved from
http://www.colorincolorado.org/article/50848/#authors

36. 36
Thank You
• For more information:
Diane@DSFConsulting.net
www.dsfconsulting.net
JSegota@TESOL.org
www.tesol.org