The document discusses the training of pre-service, in-service, and visiting teachers to ensure they become effective educators in teaching Chinese. It outlines various certification options, educational standards, and professional development opportunities necessary for teaching Chinese in various educational settings. The emphasis is on creating qualified teachers to improve Chinese language programs and support global education.

1. Der-lin Chao Hunter College National Chinese Conference April 23, 2010

2. How to train pre-service teachers to become effective certified teachers How to train in-service teachers to become leaders in the field How to train visiting teachers to adapt to American classrooms How to make quality professional development accessible

3. NY State certification requirements NY State LOTE standards ACTFL teacher education standards CLASS standards for Chinese teachers National Foreign Language Learning standards

4. One certification: teaching Chinese in 7-12 grades Extensions certificate Chinese native language arts Chinese as a foreign language Chinese for heritage speakers Chinese in bilingual education Chinese in immersion programs Chinese in after school programs Chinese in online courses (BOCES)

5. Faculty in School of Arts and Sciences and Faculty in School of Education (Ex. Methods and Chinese pedagogy courses taught by Chinese faculty) DOE State and City, School districts, School administrators, colleges and universities (Ex. STARTALK summer programs) Exchange projects with institutions in China and Taiwan

6. Curriculum (36 credits in education, Chinese pedagogy, methods, and practicum) Community teaching experience in after-school and other programs Summer and year-round college teaching experience Online teaching experience

7. Field observations at local schools Partnerships with local schools Teacher training courses taught by local school teachers Student teaching at local schools Supervisions by retired local school teachers Cooperative teachers at local schools

8. Through the website and course management system: Long-term and systematic digital data collection Evidence-based training (observations, conferences, reflections, teaching videos, documentations, etc.) Performance-based assessment in teaching

9. www.Chineseforall.org

10. Video center for teachers

11. 2010 STARTALK Summer Teacher Training and Online Methods Course Project 6 graduate credits One-week seminar on SLA, lesson planning, and differentiated instruction by Pat Lo and Michael Kastner Three-weeks observations and student-teaching (one-on-one, small groups, and whole class) Three-weeks online instruction using STARTALK teacher training videos One-week workshop led by Dr. Helena Curtain On-going online follow-up discussions

12. Set high standards for preliminary screening Chinese and English proficiency Chinese literature and culture knowledge Commitment to public education Talented and creative Organized and open-minded

13. Course content addresses needs for native and non-native speaker trainees Projects and assignments require native and non-native speaker trainees to work together.

14. Gain a NY State certificate in teaching – certification can be used in 36 states Teach in private and public schools Teach in college/universities Earn a MA degree in Chinese Be ready to pursue a doctoral degree Be a successful teacher

15. Thank you! [email_address] Conclusion: We need more qualified teachers to build more successful Chinese language programs to enhance better global education.