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

transcript

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 Joaquín Vilá

Salisbury University, MD Sara Waring

edCount, LLC, DC/SD Diane Staehr Fenner

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

F 2005 S 2006 F 2006 S 2007 F 2007 S 2008 F 2008 S 2009 F 2009 S 2010 F 2010 S 20110

Report

As of January 31, 2011

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 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.

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 DescriptorStandard Descriptor

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

Suggested Performance Indicators

Approaches Standard

Meets Standard

Exceeds Standard

2.b. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to teaching and learning.

• Candidates are aware that racism and discrimination have effects on teaching and learning.

• Candidates consistently use an anti-bias curriculum and materials that promote an inclusive classroom climate, enhancing students’ skills and knowledge to interact with each other.

• Candidates design and deliver instruction that includes anti-bias materials and develop a classroom climate that purposefully addresses bias, stereotyping and oppression.

Rubric for Standard 2: Culture as it Affects English Language Learning

Approaches Standard

NBPTS and TESOL/NCATE Standards Crosswalk

NBPTS Standard TESOL/NCATE StandardI. Knowledge of Students 3.a. Planning for Standards-

Based ESL and Content Instruction

II. Knowledge of Culture and Diversity

2. Culture as it Affects Student Learning

III. Home, School, and Community Connections

5.b. Professional Development, Partnerships, and Advocacy

IV. Knowledge of the English Language

1.a. Language as a System

V. Knowledge of English Language Acquisition

1.b. Language Acquisition and Development

NBPTS and TESOL/NCATE Standards Crosswalk

NBPTS Standard TESOL/NCATE Standard

VI. Instructional Practice 3.a. & 3.b. Implementing and Managing Standards-Based ESL and Content Instruction3.c. Using Resources and Technology Effectively in ESL and Content Instruction

VII. Assessment 4.a. Issues of Assessment for English Language Learners4.b. Language Proficiency Assessment4.c. Classroom-Based Assessment for ELLs

VIII. Teacher as Learner 5.b. Professional Development, Partnerships, and Advocacy

IX. Professional Leadership and Advocacy

5.a. ESL Research and History5.b. Professional Development, Partnerships, and Advocacy

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 Goals1. 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 Staehr Fenner, TESOL/NCATE Program Coordinator

dstaehrfenner@tesol.org

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

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