med che advanced program standards 3 · Program Report Template—Advanced Programs - Education 6 3. Provisional or Probationary Approval • Typically, provisional approval is awarded

Program Report Template—Advanced Programs 1

CHE Program Report for Advanced Programs in Teacher Education,

and Other Education Unit Programs

Without Specialized Accreditation

SOUTH CAROLINA COMMISSION ON HIGHER EDUCATION Required for reports submitted beginning Fall 2008

C O V E R S H E E T Institution: The College of Charleston Date submitted Name and Institutional Title of Preparer: Robyn A. Holman, Associate Professor of French, Program Director, M.Ed. in Languages and Language Education Phone #: (843)953-5459 Email: [email protected] Program documented in this report: Name of institution’s program: M.Ed. in Languages and Language Education

Levels for which candidates are being prepared:

X P-12

Higher Education

Other (specify)

Degree or award level: Master of Education

Is more than 50% of this program offered off-site using face-to-face or blended

delivery?

□ Yes X No

If yes, list the sites at which the program is offered

Program Report Template—Advanced Programs - Education 2

Is more than 50% of this program offered via distance education? □ Yes X No If yes, please identify the delivery method:

□ satellite transmission □ compressed video □ Internet □ Podcast □CD/DVD/videotape □ Other:


GENERAL DIRECTIONS

The revised Program Report for Advanced Programs will be effective August, 2008 with data collection to begin in Fall 2008. To complete a program report, institutions must provide evidence of meeting applicable standards/outcomes. If there are no identified standards, programmatic outcomes must be provided. Advanced programs for the continued preparation of teachers require 6-8 assessments. Doctoral programs require 5-8 assessments. In their entirety, the assessments and data required for submission in this report must answer the following questions: • Have candidates mastered the necessary knowledge for the subjects they will teach or the

jobs they will perform? • Do candidates understand teaching and learning and can they plan their teaching or fulfill

other professional responsibilities? • Can candidates apply their knowledge in classrooms, schools, or other settings appropriate to

their area? • Do candidates focus on student learning and/or the establishment of positive environments

appropriate to their area of focus? To that end, the program report form includes the following sections: Section I. Context (6-page maximum narrative, plus three attachments not to exceed 5 pages each) Provide general information on the program as specified by the directions for this section. Section II. List of Assessments (completion of chart) Using the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.) Section III. Relationship of Assessments to Standards/outcomes (completion of chart) Using the chart included in this report form, indicate which of the assessments listed in Section II provides evidence of meeting specific program standards/outcomes. Section IV. Evidence for Meeting Standards (attachments of the assessment, scoring guide/criteria, and data tables plus a 2-page maximum narrative for each of the 5-8 assessments) Attach assessment documentation plus a narrative statement for each assessment as specified by the directions for this section.


Section V. Use of Assessment Results to Improve Candidate and Program Performance (3-page maximum narrative) Describe how faculty are using the data from assessments to improve candidate performance and the program, as the data relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning (as appropriate). Format and page limits for narrative sections and attachments: Narrative: Sections I, IV, and V include narrative sections based on specific directions and page limits. Page limits are based on single-spaced text using 12-point type and one-inch margins. Attachments: Sections I and IV include attachments. In general, attachments should be no longer than the equivalent of five text pages. KEY DEFINITIONS Adjunct Faculty. Part-time faculty in the professional education unit or program who are not full-time employees of the institution. Blended Delivery or Learning: blended delivery combines face-to-face and electronic course delivery with the electronic portion of the course going beyond standard course support through sites such as Blackboard or Web CT. Content Knowledge for Advanced Programs for Teacher Education and Other Education Unit Programs: The subject matter or discipline that teachers are being prepared to teach at the elementary, middle level, and/or secondary levels. Content knowledge also refers to the professional field of study (e.g., special education, early childhood, school psychology, reading, or school administration.) In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered “content knowledge” assessments for the purpose of this report. Content Knowledge for Other Programs in the Education Unit: The subject matter or discipline in which candidates are being prepared to work.

Distance Education: Coursework delivered by electronic means, whether satellite transmission, Internet, fiber optics technology, CD ROM, videotape, or other specified technology that occurs at a place other than where the instructor is located or at a time other than when the instructor teaches the class.

Field Experiences: A variety of early and ongoing field-based opportunities in which

candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings. Field experiences for advanced programs for the preparation of teachers my occur in their own classrooms or schools.


Full-time Faculty. Professional education faculty with full-time assignments in the professional education unit as instructors, professors at different ranks, and administrators. See professional education faculty. Off-Site delivery or Off-site: Offering coursework at one or more sites separate from the institution’s main campus, either by distance education or by traditional instruction.

Part-time Faculty. Professional education faculty who have less than a full-time assignment in the professional education unit. Some part-time faculty are full-time employees of the college or university with a portion of their assignments in the professional education unit. Other part-time faculty are not full-time employees of the institution and are commonly considered adjunct faculty. See adjunct faculty and professional education faculty. Professional Education Faculty. Those individuals employed by a college or university, including graduate teaching assistants, who teach one or more courses in education, provide services to candidates (e.g., advising), supervise clinical experiences, or administer some portion of the unit. See adjunct faculty, clinical faculty, full-time faculty, higher education faculty, part-time faculty, and P-12 school personnel. Standards/Outcomes: Written expectations for meeting a specified level of performance.

Specific Instructions for Program Reports to be Submitted to CHE Who Should Submit Program Reports: If the institution offers an advanced program in teacher education or other programs under the direction of education that are not reviewed by a SPA or accrediting agency, it must prepare a program report for CHE using this template. Reports are due to CHE one year in advance of the NCATE Board of Examiners (BOE) site visit.

Any questions about program applicability, eligibility, and/or exemptions must be directed to Dr. Paula Gregg ([email protected]), Program Manager, Academic Affairs at CHE.

CHE State Decision Process: External consultants will review the program reports and make the following recommendations: 1. Commendation of Excellence

• The program substantially meets standards. • No further submission is required; the program will receive full recognition when the unit

receives accreditation from NCATE. 2. Full Approval

• The program meets standards. • No further submission is required; the program will receive full recognition when the unit

receives accreditation from NCATE.


3. Provisional or Probationary Approval • Typically, provisional approval is awarded under four circumstances:

1. the unit does not receive full NCATE accreditation, in which case all programs in the unit are given provisional approval until the next evaluation which usually occurs two years later;

2. the program has not received full approval from the SPA or specialized accrediting/professional body; under State Board of Education policy, a program has two years from the UAB decision to obtain full approval from the SPA;

3. the program does not meet CHE’s program productivity requirements; or 4. the CHE consultant recommends provisional approval given a number of

substantive weaknesses identified in the program

• The program generally meets standards; however, a “Response to Conditions” report must be submitted within 12 months to remove the conditions. Conditions may include one or more of the following:

1. Insufficient data to determine if standards are met. 2. Insufficient alignment among standards or scoring assessments or scoring guides. 3. Lack of quality in some assessments or scoring guides. 4. An insufficient number of standards met.

4. Termination Additional Assessments required by CHE: None Will CHE accept grades as one of the assessments? CHE will accept the use of grades or GPA as an assessment of content knowledge, but CHE staff advises institutions to be very selective about which grades are included. Staff suggests that if GPA is used, programs should not use an overall GPA but should include grades from a few carefully chosen courses that best reflect the program standards. The report should state clearly how the selected courses best represent meeting the program standards. Reviewers will find grades most meaningful as measures of content knowledge. As with other assessments, it is best to disaggregate the data. For example, a data table might present evidence of candidates' knowledge of content in such areas as child development, literacy, mathematics, educational research, and so forth. In general, programs should make a strong case that the combination of selected course grades does indeed represent mastery of content knowledge. For more detailed information on grades, please visit the NCATE website: (http://www.ncate.org/programreview/GuidelinesGrades.asp?ch=90)


SECTION I—CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application of the

program. 2. Description of the field experiences required for the program. 3. Description of the criteria for admission, retention, and exit from the program, including

required GPAs and minimum grade requirements for the content courses accepted by the program.

4. Description of the relationship1 of the program to the unit’s conceptual framework. 5. Indication of whether the program has a unique set of program assessments and the

relationship of the program’s assessments to the unit’s assessment system2. Attach the following contextual information: 1. Program Purpose, Goals, and Objectives/Learner Outcomes. The objectives/learner

outcomes should be measurable and the time frame for achievement should be reasonable. 2. A program of study that outlines the courses and experiences required for candidates to

complete the program. The program of study must include course titles. This information may be provided as an attachment from the college catalog or as a student advisement sheet.

3. A chart showing the number of candidates and graduates (Attachment A at end of form). 4. A chart showing program faculty expertise and experience (Attachment B at end of form). 5. Financial Support of Graduate Students 6. Facilities and Equipment 7. Organizational Chart of Unit and Program, including a brief description of the processes used

by the program in making budgetary, curricular, and faculty selection decisions. For advanced programs for teachers, describe how the preparation of candidates significantly expands beyond preparation at the initial level. NARRATIVE STATEMENT SECTION I – CONTEXT:

The mission of the Master of Education in Languages and Language Education, an interdisciplinary program offered by the School of Education, Health and Human Performance and the School of Languages, Cultures, and World Affairs; is to broaden the candidates’ content area knowledge, to strengthen their language and language teaching skills, and to satisfy the professional development needs of practicing teachers. It may also respond to the interests of other language professionals or qualified individuals desiring to pursue advanced studies in language and linguistics. This program provides a solid background for future doctoral study in language education. The program is made up of two major components: core courses in linguistics, pedagogy, research methods, and technology; and language specific courses in French, Spanish, and the Teaching of English to Speakers of Other Languages. The program’s 1 The response should describe the program’s conceptual framework and indicate how it reflects the unit’s

conceptual framework. 2 This response should clarify how the key assessments used in the program are derived from or informed by the

assessment system that the unit will address under NCATE Standard 2.


standards-based curriculum adheres to the guidelines for the preparation of language teachers put forth by the American Council on the Teaching of Foreign Languages (ACTFL) and the guidelines for Teachers of English to Speakers of Other Languages (TESOL). It conforms to the School of Education’s conceptual framework, Teaching and Learning Standards, and the three Teacher Competencies. Learner outcomes, listed in course syllabi, are keyed into these standards. (see Appendix A, sample syllabi) The M.Ed. in Languages program is in alignment with the institutional mission and the core values of the College of Charleston.

A candidate’s acceptance to the program is based primarily on his/her previous academic performance. The GRE exam is not required for admission. Language teachers holding a valid teaching certificate from any state are admitted as long as they have a bachelor’s degree or its equivalent in the language that they teach with a grade point average of 2.5 or better on a 4.0 scale. Other applicants are considered on a case by case basis. Enrolled, degree-seeking students must maintain a cumulative GPA of 3.0 in their graduate coursework. Students who do not meet the standards for the minimum grade point average are placed on academic probation for the next assessment period. Students receiving three grades below B or one grade of F are withdrawn from the program and from the Graduate School. The degree must be completed within six years of the entrance date. Many M.Ed. participants finance their graduate education by taking advantage of federal and state sponsored financial aid programs which include loans and work/study situations. A number of graduate assistantships are available to full-time degree-seeking students. In addition, a limited number of scholarships and fellowships are accessible.

The M.Ed. in Languages is a part-time program that generally offers the student one or two courses per semester, including summers. During the academic year, campus courses are offered in the evenings in order to accommodate teachers’ schedules. The classes on teaching English to Speakers of Other Languages (ESOL) are available in a blended form, a combination of on-line and face-to-face meetings. In addition to 36 hours of coursework, candidates in the M.Ed. in Languages program are required to complete and document field work amounting to at least 50 hours. Non practicing ESOL track students desiring to obtain the South Carolina State ESOL endorsement use EDFS 704 Practicum, 100 hours, as their field experience. The “capstone” experience for the majority of candidates consists of the submission of a standards-based teaching portfolio. All students pass through an exit interview with three committee members. (see Appendix B, Program of Study)

In regards to the organization of the program, as this is an interdisciplinary degree

program, the director reports to the dean of the School of Education, the dean of Languages, Cultures and World Affairs, and also to the dean of the Graduate School. (see Appendix C, Organizational Chart) The program has no budget other than the funds allotted to it which are used to hire one graduate assistant per year. The program director hires and supervises the graduate assistant. In collaboration with the language department chairs, the program director schedules the Language Education (LALE) core courses and the French and Spanish content courses. Seasoned professors as well as junior faculty are encouraged to become involved in the teaching of their academic specialties. The School of Education schedules the Educational Foundations (EDFS) classes which include the ESOL courses, Technology Education, and Research Methods. Roster faculty and qualified adjunct personnel assure the teaching of the ESOL courses. No faculty members teach full-time in the program. All have undergraduate teaching responsibilities.


Courses taught in the M.Ed. program are first approved at the individual department level, then by the Committee on Graduate Education, the Graduate Council, and the Faculty Senate.

The content of the graduate courses taken by the M.Ed. candidates is significantly different from, but expands upon, courses taken for initial certification. The comparison of a few language course descriptions taken from the undergraduate and graduate catalogs attests to the increased level of difficulty and complexity of the subject matter at the graduate level. (ESOL courses are offered at the graduate level only.) The graduate level course descriptions also reflect the fact that a teaching aspect in present in all language-specific content courses. EXAMPLES: SPAN 314 Spanish Conversation: Emphasis on the improvement of pronunciation and conversation skills, while developing vocabulary and reviewing grammar. Conversation topics will include a wide range of situations, themes, and readings. SPAN 682 Spanish Oral Proficiency: Emphasis is on practical activities designed to increase students’ level of proficiency and their understanding of the ACTFL Proficiency Guidelines. Assignments focus on analyzing oral skills, diagnosing problem areas, and on applying proficiency strategies to personal and professional needs. SPAN 323 Civilization and Culture of Spain II: Course designed to provide a greater understanding of the culture and heritage of Spain from the Napoleonic invasion to the present. This is achieved through a study of the history, geography, arts, attitudes and customs. Readings, films, and documentaries, class discussion and written assignments will relate to chapter themes. SPAN 614 Topics in Spanish Culture and Civilization: An intensive exploration and analysis of the culture of Spain through the study of selected topics in history, science, philosophy, the arts and popular culture. Such topics will be approached through the study of primary and secondary texts, artistic works, and through film. The goal of this course is to prepare teachers to incorporate and adapt a wide variety of cultural aspects of Spain into their lesson plans as well as to provide an understanding of central aspects of post-1700’s Spain. FREN 341 Phonetics and Advanced Language Study: (Emphasis on) Phonetics, corrective drills for the improvement of pronunciation and intonation, as well as the phonological structure of French. FREN 680 French Phonetics and Phonology: The course equips teachers with the knowledge and control of how spoken French is produced and enables them to identify and correct their own and other’s non-French performance. Standard French at a neutral stylistic level is the dialect studied, but some exposure is given to the les formal pronunciation often used by native speakers and to phonetic variation according to demography, social status, or ethnic origin. The course also provides an overview of the historical evolution of sounds. In addition to language specific courses in French, Spanish, or English for Speakers of Other Languages, graduate students in the M.Ed. program study applied linguistics (LALE 601) and Second Language Acquisition, 603). The linguistics courses, along with required courses in


educational research (EDFS 635) and technology (EDFS 687), help prepare graduate students for increased research demands. The graduate methodology course (LALE 602) differs from its undergraduate equivalent in that at the graduate level students are exposed to more theory. Drawing on knowledge gained in the above mentioned classes, as well as instruction given in the methodology class, students in LALE 602 complete a substantial research paper on a second language acquisition topic. Graduate students are expected to prove comprehension of and ability to plan in a wider variety of applications of theory, whereas undergraduates spend less time on theory and more time on its application. Attach the following CHE Curriculum Standards for Advanced Programs in Teacher Education and Other Education Unit Programs without Specialized Accreditation Specialized Comments by Degree Program:

1. For advanced programs for teachers, describe how the program builds upon and extends the prior knowledge and experiences of the candidates. Provide evidence of how the preparation of candidates significantly expands beyond initial preparation.

2. For Ed.S. and Ed.D. programs, describe how the program is focused on the effective

application of knowledge, competencies, and research from a practitioner’s point of need. How does the program assist Ed.S. and Ed.D. candidates in becoming more fully engaged in action research related to problems and challenges confronting schools and communities at the functional level of operation?

3. For Ph.D. programs, describe how the program creates a climate where doctoral

faculty serve as mentors of candidates and candidates are encouraged to be protégées who participate in a culture of research. How does the program assist candidates in developing the related intellectual skills that are not only involved in the dissertation study but extend into ongoing scholarly practice?

(response limited to 10 pages, not including attachments) Number 1 is addressed in the narrative statement above.


SECTION II— LIST OF ASSESSMENTS In this section, list the assessments that are being submitted as evidence for meeting the appropriate content standards/outcomes. All programs must provide a minimum of six assessments. If South Carolina does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. Advanced programs for teachers must complete 6-8 assessments. Doctoral programs that prepare candidates for the professoriate must complete 5-8 assessments.

Name of Assessment Type or Form of Assessment2

When the Assessment Is Administered3

1 Assessment of content knowledge:

language, linguistics, literature

a) Integrated Standards Portfolio: specifically, coursework that meets ACTFL and TESOL standard 1

a) Completion of program

2 [Assessment of content knowledge]2

3 a.) Assessment of candidate ability to plan and implement appropriate teaching and learning experiences – Advanced Preparation of Teachers

OR b.) (Assessment of professional

knowledge – Non-Advanced-Preparation-of-Teachers)

a) Assignments and tasks completed in LALE 602 Advanced Methodology, EDFS Principles and Strategies of TESOL and included in portfolio which meet ACTFL standards 3,4,5, and TESOL standards 3,4. b) Narrative statement of field experience included in portfolio

a) Completion of program b) Completion of program

4 [Assessment of internship or other field-based experiences]

5 a.) Assessment of candidate effect on student learning or on creation of supportive learning environments for student learning

a) Portfolio: ACTFL standard 3a, TESOL standard 3a, narrative statement of Teacher Competencies, M.Ed. dispositions





OR

b.) (Assessment of candidate effect on professional environment – Non-Advanced-Preparation-of-Teachers)

form

6 Assessment of Cultural Competency

a) Specific coursework included in portfolio (exs.LALE 690 Pragmatics, FREN 680 French Colonial Legacy and Francophony, EDFS 672 Linguistic and Cultural Diversity, SPAN 615 Latin American Culture and Civ.) which support ACTFL standard 2, TESOL standard 2.


7 Assessment of the effective use of resources.

a) Specific coursework included in portfolio (exs. EDFS 635 Research Methods, EDFS 687 Technology Education, LALE 602 Advanced Methodology, research papers and projects prepared for other courses) which support ACTFL standard 4c and TESOL standard 4c.





8 Assessment of professional role,

collaboration and partnerships

a) Portfolio: ACTFL standard #6, TESOL standard #5, Teacher Competencies, M.Ed. dispositions form


1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessments. 2 In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional

knowledge may be considered “content knowledge” assessments for purposes of this report. 3 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio, etc.). 4 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course

title and numbers], or completion of the program).


SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS/OUTCOMES

I. All programs complete Chart #1. II. A. Programs for the Advanced Preparation of Teachers complete Chart #2. B. Other Advanced Programs complete Chart #3. Chart #1 - For each standard/outcome on the chart below, identify the assessment(s) in Section II that addresses the standard/outcome. One assessment may apply to multiple standards/outcomes. ESSENTIAL PROFESSIONAL TOOLS FOR ALL CANDIDATES IN ADVANCED PROGRAMS (ALL PROGRAMS)

APPLICABLE ASSESSMENTS FROM SECTION II

1. Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity.

X#1 □#2 □#3 □#4

□#5 X#6 □#7 □#8 2. Knowledge and Application of Ethical Principles. Advanced program candidates demonstrate in-depth knowledge and thoughtful application of the Code of Ethical Conduct and other guidelines relevant to their professional role.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 X#8

3. Communication Skills. Advanced program candidates possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. For programs for the advanced preparation of teachers, candidates meet ISTE standards. For doctoral programs, candidates are prepared to publish and present at conferences.

X#1 □#2 □#3 □#4

□#5 □#6 X#7 □#8

4. Mastery of Relevant Theory and Research. Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program.

X#1 □#2 □#3 □#4

□#5 □#6 X#7 □#8

5. Skills in Identifying and Using Professional Resources. Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base.

X#1 □#2 □#3 □#4

□#5 □#6 X#7 X#8 6. Inquiry Skills and Knowledge of Research Methods. Using systematic and professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.

X#1 □#2 □#3 □#4

□#5 □#6 X#7 □#8


ESSENTIAL PROFESSIONAL TOOLS FOR ALL CANDIDATES IN ADVANCED PROGRAMS (ALL PROGRAMS)


7. Skills in Collaborating, Teaching, and/or Mentoring. Advanced program candidates demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles.

□#1 □#2 X#3 □#4

□#5 □#6 □#7 X#8 8. Advocacy Skills. Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all students.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 X#8 9. Leadership Skills. Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for students, families, and the profession.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 X#8


Chart #2 – (For Programs for the Advanced Preparation of Teachers Only) For each NBPTS standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple NBPTS standards.

NBPTS STANDARDS (Advanced Programs for Continuing Preparation of Teachers)


CORE PROPOSITIONS 1. Teachers are Committed to Students and Learning.

a. Demonstrate an understanding of students’ cognitive development and the influence of context and culture. b. Foster all students’ cognitive, affective, and social/cultural development, adjusting practice to meet individual

needs.

X#1 □#2 X#3 □#4

X#5 X#6 □#7 □#8

2. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. a. Know subject(s) they teach. b. Know students’ typical understanding of subjects and how to teach subject(s). c. Foster problem posing and solving.

□#1 □#2 X#3 □#4

□#5 X#6 □#7 □#8

3. Teachers are Responsible for Managing and Monitoring Student Learning. a. Establish a disciplined learning environment and effectively engage students using a range of appropriate

teaching techniques. b. Enlist expertise of others to complement own teaching. c. Assess individual students and whole class using multiple measures and communicate assessment/data

collection to parents.

□#1 □#2 X#3 □#4

□#5 □#6 □#7 X#8

4. Teachers Think Systematically about Their Practice and Learn from Experience. a. Demonstrate an experimental and problem-solving approach to teaching how to apply theory, research, and

personal experience to making decisions of practice. b. Critically examine practice on an on-going basis.

□#1 □#2 X#3 □#4

□#5 □#6 □#7 X#8

5. Teachers are Members of Learning Communities. a. Work collaboratively with others, including colleagues and parents, to foster school progress and improve

educational experiences in the context of the community/state and through the development of curriculum, instruction, and staff.

b. Use community resources to the benefit of students.

□#1 □#2 □#3 □#4

□#5 □#6 X#7 X#8


Chart #3 – (Required for Other Programs) -- Programs must identify competencies essential to particular focus areas or specializations beyond the essential professional tools. Examples might be knowledge of the legislative process for candidates specializing in public policy and advocacy. Programs should identify competencies in clear performance language and include criteria by which the program assesses these competencies. Insert the standard/outcome on the chart below and identify the assessment(s) in Section II that addresses the standard/outcome. One assessment may apply to multiple standards/outcomes. SPECIALIZED COMPETENCIES (For Programs Other Than Teacher Preparation) APPLICABLE

ASSESSMENTS FROM SECTION II

1.

□#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8 2. □#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8 3. □#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8 4. □#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8 5, □#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8 6, □#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8 7. □#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8


SECTION IV—EVIDENCE FOR MEETING PROGRAM

STANDARDS/OUTCOMES/PROFESSIONAL TOOLS DIRECTIONS: The 5-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards/outcomes. Assessments have been organized into the following three areas that are addressed in NCATE Unit Standard 1:

• Content knowledge3

• Professional knowledge, skills and dispositions

• Focus on student learning (Advanced Programs for the continued preparation of teachers)

For each assessment, the evidence for meeting standards/outcomes should include the following information:

1. A brief description of the assessment and its use in the program (one sentence may be sufficient);

2. A description of how this assessment specifically aligns with the standards/outcomes it is cited for in Section III;

3. A brief analysis of the data findings; 4. An interpretation of how that data provides evidence for meeting standards/outcomes; and 5. Attachment of assessment documentation, including4:

(a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment.

The narrative section for each assessment (1-4 above) is limited to two text pages. It is preferred that each attachment for a specific assessment (5a-c above) be limited to the equivalent of five text pages; however, in some cases assessment instruments or scoring guides may go beyond 5 pages.

3 In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the

case, assessments that combine content and professional knowledge may be considered “content knowledge” assessments for purposes of this report.

4 All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data and (b) for some assessments, data may not yet be available.


#1 (Required for all) CONTENT KNOWLEDGE: Assessment of content knowledge. Emphasis should be on knowledge as related to the advanced program’s identified area(s) of specialization. Examples of assessments include comprehensive examinations, field projects, and portfolio tasks, action research, etc.5 Provide assessment information (items 1-5) as outlined in the directions for Section IV #2 (Required for all) CONTENT KNOWLEDGE: Assessment of content knowledge. Emphasis should be on knowledge as related to the advanced program’s identified area(s) of specialization. Examples of assessments include comprehensive examinations, field projects, and portfolio tasks. Provide assessment information (items 1-5) as outlined in the directions for Section IV #3 (Required for all) PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction or other practices in field of specialization. Standards/outcomes that could be addressed in this assessment include but are not limited to Core Standards; Essential Tools 1, 2, and 5-8; and additional specialized competencies. Assessments might emphasize features such as (a) adaptations to individual, developmental, cultural differences; (b) knowledgeable application of subject matter knowledge to specialized professional roles as emphasized in the advanced program; (c) use of effective and appropriate strategies of communicating; and/or (d) attention to effects on the learning of students. These assessments are often included in a candidate’s portfolio. Provide assessment information as outlined in the directions for Sections III and IV. #4 (Required for all) PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. An assessment instrument used in field experiences should be submitted. Provide assessment information (items 1-5) as outlined in the directions for Section IV #5a. (Required for advanced preparation of teachers) EFFECTS ON STUDENT LEARNING (for programs for teachers): Assessment that demonstrates candidate effects on student learning. Examples of assessments include those based on student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys. #5b. (Required for other programs) ASSESSMENT OF EFFECT ON PROFESSIONAL ENVIRONMENT Provide assessment information (items 1-5) as outlined in the directions for Section IV

5 For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a

portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work—and the artifacts included are discrete items. In this case, some of the artifacts included in the portfolio may be considered individual assessments.


#6 (Required for advanced preparation of teachers): Additional assessment. Standards/outcomes that can be addressed in this assessment include all of the standards/outcomes, essential tools, and additional specialized competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and follow-up studies. If the program has identified additional specialized competencies, this assessment must address those competencies. Provide assessment information (items 1-5) as outlined in the directions for Section IV #7 (Optional): Additional assessment. Standards/outcomes that can be addressed in this assessment include all of the standards/outcomes, essential tools, and additional specialized competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and follow-up studies. If the program has identified additional specialized competencies, this assessment must address those competencies. Provide assessment information (items 1-5) as outlined in the directions for Section IV. #8 (Optional): Additional assessment. Standards/outcomes that can be addressed in this assessment include all of the standards/outcomes, essential tools, and additional specialized competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and follow-up studies. If the program has identified additional specialized competencies, this assessment must address those competencies. Provide assessment information (items 1-5) as outlined in the directions for Section IV NARRATIVE STATEMENT SECTION IV—EVIDENCE FOR MEETING STANDARDS

During their last semester of study students in the M.Ed. in Languages degree program are required to submit a portfolio for evaluation. (A student who entered during the first two years of the program’s existence may instead take and pass a comprehensive examination.) All students complete a field experience requirement of at least 50 hours. In addition to these experiences, and in order to fulfill the final 6 hours of the 36 hour program, students take two elective courses at the graduate level in their own field or in a related field of study, or write a thesis, or conduct an action research project in their own classrooms. (see Appendix B, program of study) The student population includes practicing teachers, those preparing to become teachers, those preparing for a return to teaching, and non-teaching students working in the field of education. PORTFOLIO INFORMATION (Capstone Experience): The portfolio is structured according to program specifications, conforms to the School of Education’s conceptual framework, and is assessed by a committee of three M.Ed. professors using ACTFL/TESOL designed rubrics and a 0 –3 rating scale. The portfolio is submitted to the evaluating committee by the 10th week of the student’s final semester. In the portfolio the


student provides a self assessment of his/her ability to show competency in the standards and in the other required entries (see Appendix D, Data Evidence Chart), but the final decision as to the acceptability is determined by the evaluating committee. A portfolio deemed unsatisfactory by the evaluating committee is returned to the candidate. It must be reworked and resubmitted before the candidate may proceed to the exit interview. Students receive a detailed explanation of how to organize the portfolio in the anchor course for teachers, LALE 602 Advanced Language Teaching Methodology. Information is also available on the website: www.cofc.edu/~medlang. The portfolio is organized around the three elements of teacher competency:

1. Understanding and valuing the learner 2. Knowing what and how to teach and assess and how to create an environment in which

learning occurs 3. Understanding ourselves as professionals

In preparing the most weighty section of the portfolio, section 2, foreign language candidates conform to ACTFL/NCATE standards for the preparation of teachers. ESOL candidates follow the TESOL/NCATE standards for teacher education programs. Evaluators perform their task by using the evaluation rubrics provided by the above-mentioned associations for the portion of the portfolio related directly to the ACTFL/TESOL standards, (see Appendix D, Portfolio Rubrics) and use program designed rubrics for those sections relating to the students’ personal experiences. Specific items included in the portfolio:

1. The candidate’s current résumé 2. Work done in all graduate classes, special projects and achievements 3. Samples of work from classes the candidate is teaching 4. M.Ed. dispositions forms 5. Evidence of fieldwork 6. Self-reflections and narratives

Organization of the portfolio:

section 1. Personal information (résumé, etc.) section 2. ACTFL or TESOL evidence data sheet + supporting evidence. section 3. Teacher competencies-narrative and evidence section 4. Final Reflection section 5. Documentation of field experience and observations. section 6. Other (= student work, honors, materials created, narrative statements.)

Portfolio Scoring Guide: ACTFL Standard 1 22-27 = meets 2 28-33 = exceeds 3 Standard 2 20-25 = meets 2


26-30 = exceeds 3 Standard 3 16-20 = meets 2 21-24 = exceeds 3 Standard 4 22-27 = meets 2 28-33 = exceeds 3 Standard 5 20-25 = meets 2

26-30 = exceeds 3 Standard 6 16-20 = meets 2

21-24 = exceeds 3 Other Entries 10-15 = meets 2 16-20 = exceeds 3 TESOL Standard 1 28-35 = meets 2 36-42 = exceeds 3 Standard 2 18-23 = meets 2 24-27 = exceeds 3 Standard 3 32-40 = meets 2 41-48 = exceeds 3 Standard 4 24-30 = meets 2 31-36 = exceeds 3 Standard 5 18-23 = meets 2 24-27 = exceeds 3 Other Entries 10-15 = meet 2 16-20 = exceeds 3 Overall portfolio scoring ranges: Standards only: ACTFL STANDARDS: 116-142 = 2, 143-174 = 3 TESOL STANDARDS: 120-150, = 2, 151-180= 3 LIST OF GRADUATES (beginning 2007) AND THEIR OVERALL PORTFOLIO SCORES:

1. K. Allen Vance, ACTFL, fall 2007, 135/194 2. Laura Bachman, ACTFL, fall 2007, 144/194 3. Amanda Hoskins, ACTFL, fall, 2007, 140/194 4. Kelly Altman, ACTFL, spring, 2008, 154/194 5. Nicole Clements, ACTFL, spring, 2008, 141/194 6. Rena Kratky, ACTFL, spring 2008, 145/194

Standards + other entries 126-162 = 2, 163-194 = 3 130-160 = 2, 161--200 = 3


7. Caroline Beeland, ACTFL, spring 2008, 131/194 8. Shannon Cruz, TESOL, spring 2008, 150/193 9. Laura Blevins, TESOL, summer 2008, 135/193 10. Tanya Jeffords, TESOL, summer 2008, portfolio data missing 11. Stacy Ataffi, ACTFL, fall 2008, 171/194 12. Marisol Castro, ACTFL, fall 2008, 145/194 13. Laura Childers, TESOL, fall, 2008, comprehensive exam 14. Jennifer Lumb, TESOL, fall, 2008, 138/193 15. Jillian Tarkany, ACTFL, fall 2008, 147/194 16. Kelly Smith, ACTFL, spring, 2009, 144/194 17. Kindra Simon, TESOL, fall 2009, 135/193 18. Glenda Cerezo, TESOL, fall 2009, 133/193 19. Allison Zaubi, ACTFL, fall 2009, 139/194 20. Yasiris Torres, ACTFL, fall 2009, 149/194 21. Amira Potter, ACTFL, fall 2009, 156/194 22. Chad Allan, ACTFL, spring 2010, 160/194 23. April Jenkinson, TESOL, spring 2010, 134/200 24. Becca Stein, ACTFL, spring 2010, 140/194 25. Glorimar Blanco, ACTFL, spring 2010, 159/194 26. Stacy Patrick ACTFL, summer 2010, 134/194

27. Erin Gilreath ACTFL, fall 2010, 161/194 28. Abigail Brower, TESOL, fall 2010, 133/200 29. Hannah Salters, TESOL, fall 2010, 141/200 30. Tiffany Dixon, ACTFL, spring 2011, 133/194 31. Megan Araya, ACTFL, spring 2011, 132/194 32. Diana Hudgens, ACTFL, summer I, 2011 33. Abigail Land, TESOL, summer I, 2011 34. Chrrystal Hepler, summer II, ACTFL SUMMARY OF PORTFOLIO SCORES: All program completers must meet the minimal score assigned to “2” in each category of the ACTFL or TESOL standards. Of the students represented above, most had overall scores that fell into the 2 range, one student’s overall portfolio scores reached the 3 range, no data was available for one student, and one student took a comprehensive exam. DESCRIPTION OF ASSESSMENTS, THEIR USE IN THE PROGRAM, AND THEIR ALIGNMENT TO STANDARDS: Assessment 1: Advanced program candidates possess a high oral and written level of content knowledge in language, linguistics, and literature. Assessment 1 aligns with ACTFL standard #1, Language, Linguistics, Comparisons, and TESOL standard #1, Language. These are also used as the program’s standards. ACTFL/TESOL standard #1 is assessed by portfolio evidence which comes from language classes and required courses in linguistics and second language acquisition. Content knowledge is also assessed throughout the program of study by acceptable grades in content courses and an appropriate GPA.


Assessment 3: Advanced program candidates demonstrate an ability to plan and implement appropriate teaching and learning experiences. Assessment 3 aligns with ACTFL standards #3, Language Acquisition, Theories and Instructional Practices, #4 Integration of Standards into Curriculum and Instruction, and #5, Knowing Assessment Models and Using Them Appropriately; and TESOL standards #3, Planning, Managing, and Implementing Instruction, and #4, Assessment These are also used as the program’s standards. Assessment 3 is supported by portfolio evidence which comes from assignments and tasks completed in courses such as LALE 602 Advanced Methodology, EDFS 670 Principles and Strategies of TESOL, EDFS 673 Assessing Student Performance, by narrative statements written by candidates and included in the portfolio, and by the completion of the ESOL practicum course. Assessment 5: Advanced program candidates are expected to demonstrate a knowledge and thoughtful application of the creation of supportive learning environments for student learning. Assessment 5 aligns with ACTFL standard # 3a, Understanding language acquisition and creating a supportive classroom and TESOL standard 3a, Planning for Standards based ESL and Content Instruction. Assessment 5 is supported by portfolio evidence for standard 3, by the narrative statements of Teacher Competencies, and by the M.Ed. dispositions form. Assessment 6: Advanced program candidates demonstrate a high level of cultural competency in regards to understanding and responding to diverse student populations. Assessment 6 aligns with ACTFL standard #2 Cultures, Literatures, Cross-Disciplinary Concepts, and TESOL standard #2, Culture. It is supported by portfolio evidence which comes from courses such as LALE 690 Pragmatics, FREN 680 French Colonial Legacy and Francophony, EDFS 672 Linguistic and Cultural Diversity in Education, and SPAN 615 Latin American Culture and Civilization. Assessment 7: Advanced program candidates possess a knowledge of modern research methods and demonstrate a spirit of inquiry and an ability to systematically use resources effectively. Assessment 7 aligns with ACTFL standard # 4c, Selecting and Designing Instructional Materials, and TESOL standard 3c, Using Resources Effectively in ESL Learning. It is supported by portfolio evidence coming from classes such as EDFS 635 Research Methods, EDFS 687 Technology Education, LALE 602 Advanced Methodology, research projects and papers. Assessment 8: Advanced program candidates possess a high level of skill in identifying and using human resources to advance their professional role and to keep abreast of the changing knowledge base. Assessment 8 aligns with ACTFL standard #6 and TESOL standard #5, Professionalism. It is supported by portfolio evidence proving competency in the professionalism standard and by the M.Ed. dispositions form and the Teacher Competency statements. DATA CHART BASED ON PORTFOLIO EVIDENCE: Candidate 1 (AV) Candidate 2 (LB) Candidate 3 (AH) Candidate 4 (KA) Assessment 1 fall 07 fall 07 fall 07 spring 08 Content Knowledge ACTFL stand. 1 2 2 2 2 TESOL stand. 1 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,2,2 2,2,2 2,3,2 2,2,2, TESOL stand. 3,4 Narrative of field exp 2 2 2 2 Assessment 5a


Supportive Learning Environment ACTFL stand. 3a 2 2 2 2 TESOL stand 3. Narrative of teacher competency 2 3 3 3 Dispositions form 2 3 3 3 Assessment 6 Culture ACTFL stand.2 2 2 2 3 TESOL stand. 2 Assessment 7 Use of Resources ACTFLstand. 4c 2 2 2 2 TESOL stand. 3. Assessment 8 Prof. role/ collaboration ACTFL stand. 6 2 2 2 3 TESOL stand. 5 Teacher competency 2 3 3 3 Dispositions form 2 3 3 3 ________________________________________________________________________________________________________ Candidate 5 (NC) Candidate 6 (RK) Candidate 7 (CB) Candidate 8 (SC) Assessment 1 spring 08 spring 08 spring 08 spring 08 Content Knowledge ACTFL stand. 1 2 2 2 2 TESOL stand. 1 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,2,2 2,2,2 2,2,2 2,2 TESOL stand. 3,4 Narrative of field exp 2 2 2 2 Assessment 5a Supportive Learning Environment ACTFL stand. 3a 2 2 2 2 TESOL stand 3. Narrative of teacher competency 3 2 3 3 Dispositions form 3 3 3 3 Assessment 6 Culture ACTFL stand.2 2 2 2 2 TESOL stand. 2 Assessment 7 Use of Resources ACTFLstand. 4c 2 2 2 2 TESOL stand. 3. Assessment 8 Prof. role/ collaboration ACTFL stand. 6 2 2 2 3 TESOL stand. 5 Teacher competency 3 2 3 3 Dispositions form 3 3 3 3 _______________________________________________________________________________


Candidate 9 (LB) Candidate 10 (TJ) Candidate 11( SA) Candidate 12 (MC) Assessment 1 summer 08 summer 08 fall 08 fall 08 Content Knowledge ACTFL stand. 1 3 3 TESOL stand. 1 2 no data . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 3,3,2 2,2,2 TESOL stand. 3,4 2,.2 no data Narrative of field exp 2 2 2 Assessment 5a Supportive Learning Environment ACTFL stand. 3a 3,3,3 2 TESOL stand 3. 2 no data Narrative of teacher competency 3 3 Dispositions form 3 3 Assessment 6 Culture ACTFL stand.2 3 2 TESOL stand. 2 2 no data Assessment 7 Use of Resources ACTFLstand. 4c 3 2 TESOL stand. 3. 2 no data Assessment 8 Prof. role/ collaboration ACTFL stand. 6 3 2 TESOL stand. 5 2 no data Teacher competency 3 no data 3 3 Dispositions forms 3 no data 3 3 _____________________________________________________________________________ Candidate 13 (LC) Candidate 14 (JL) Candidate 15 (JT) Candidate 16 (KS) Assessment 1 fall 08 fall 08 fall 08 spring 09 Content Knowledge ACTFL stand. 1 2 2 TESOL stand. 1 exam 2 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,2,2 2,2,2 TESOL stand. 3,4 exam 2.2 Narrative of field exp exam 2 2 2 Assessment 5a Supportive Learning Environment ACTFL stand. 3a 2 1 TESOL stand 3. exam 2 Narrative of teacher competency exam 3 3 2 Dispositions form exam 3 3 3 Assessment 6 Culture ACTFL stand.2 2 2 TESOL stand. 2 exam 2 Assessment 7


Use of Resources ACTFLstand. 4c TESOL stand. 3. 2 2 2 2 Assessment 8 Prof. role/ collaboration ACTFL stand. 6 2 2 TESOL stand. 5 2 2 Teacher competency 3 2 3 2 Dispositions forms 3 3 3 3 _____________________________________________________________________________ Candidate 17 (KS) Candidate 18 (GC) Candidate 19 (AZ) Candidate 20 (YT) Assessment 1 fall 09 fall 09 fall 09 fall 09 Content Knowledge ACTFL stand. 1 2 3 TESOL stand. 1 2 2 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,2,2 2,2,2 TESOL stand. 3,4 2,2 2,2 Narrative of field exp 2 2 2 2 Assessment 5a Supportive Learning Environment ACTFL stand. 3a 2 TESOL stand 3. 2 2 2 Narrative of teacher competency 2 2 2 2 Dispositions form 2 2 2 3 Assessment 6 Culture ACTFL stand.2 2 2 2 TESOL stand. 2 2 Assessment 7 Use of Resources ACTFLstand. 4c 2 2 2 2 TESOL stand. 3. Assessment 8 Prof. role/ collaboration ACTFL stand. 6 2 2 TESOL stand. 5 2 2 Teacher competency 2 2 2 2 Dispositions forms 2 2 2 3 _____________________________________________________________________________ Candidate 21 (AP) Candidate 22 (CA) Candidate 23 (AJ) Candidate 24 (BC) Assessment 1 fall 09 spring 10 spring 10 spring 10 Content Knowledge ACTFL stand. 1 3 2 2 TESOL stand. 1 2 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,3,2 3,3,2 2,2,2 2,2,2 TESOL stand. 3,4 Narrative of field exp 2 3 3 3


Assessment 5a Supportive Learning Environment ACTFL stand. 3a TESOL stand 3. 2 3 2 2 Narrative of teacher competency 3 3 3 3 Dispositions form 3 3 2 3 Assessment 6 Culture ACTFL stand.2 2 2 2 TESOL stand. 2 2 Asessment 7 Use of Resources ACTFLstand. 4c 3 3 2 TESOL stand. 3. 2 Assessment 8 Prof. role/ collaboration ACTFL stand. 6 3 2 2 TESOL stand. 5 2 Teacher competency 3 3 3 3 Dispositions forms 3 3 2 3 _________________________________________________________________________________ Candidate 25 (GB) Candidate 26 (SP) Candidate 27 (EG) Candidate 28 (AB) Assessment 1 spring 10 summer 10 fall 10 fall 10 Content Knowledge ACTFL stand. 1 3 2 2 TESOL stand. 1 2 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,2,3 2,2,2 2, 3, 2 TESOL stand. 3,4 2,2 Narrative of field exp 3 2 3 3 Assessment 5a Supportive Learning Environment ACTFL stand. 3a 2 2 3 TESOL stand 3. 2 Narrative of teacher competency 3 2 3 3 Dispositions form 3 3 3 2 Assessment 6 Culture ACTFL stand.2 3 2 3 TESOL stand. 2 2 Assessment 7 Use of Resources ACTFLstand. 4c 2 2 3 TESOL stand. 3. 2 Assessment 8 Prof. role/ collaboration ACTFL stand. 6 3 2 2 TESOL stand. 5 2 Teacher competency 3 3 3 3 Dispositions form 3 3 3 2 _______________________________________________________________________________


Candidate 29 (HS) Candidate 30 (TD) Candidate 31 (MA) Candidate 32 (DH ) fall 10 spring 11 spring 11 summer 11 Assessment 1 Content Knowledge ACTFL stand. 1 2 2 2 TESOL stand. 1 2 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,2,2 2,2, 2 2,2,2 TESOL stand. 3,4 2,2 Narrative of field exp 3 3 3 2 Assessment 5a Supportive Learning Environment ACTFL stand. 3a 2 2 2 TESOL stand 3. 2 Narrative of teacher competency 3 3 3 3 Dispositions form 1 2 2 2 Assessment 6 Culture ACTFL stand.2 2 2 2 TESOL stand. 2 2 Assessment 7 Use of Resources ACTFLstand. 4c 2 2 2 TESOL stand. 3. 2 Assessment 8 Prof. role/ collaboration ACTFL stand. 6 2 2 2 TESOL stand. 5 3 Teacher competency 3 2 3 3 Dispositions form 1 2 2 2 Candidate 33 (AL) Candidate 34 (CH) Candidate 35 Candidate 36 ) Assessment 1 Content Knowledge ACTFL stand. 1 2 TESOL stand. 1 2 . Assessment 3 Plans/Implements Teaching ACTFL stand. 3,4,5 2,2,2 TESOL stand. 3,4 2,2 Narrative of field exp 3 3 Assessment 5a Supportive Learning Environment ACTFL stand. 3a 2 TESOL stand 3. 2 Narrative of teacher competency 3 3 Dispositions form 2 2 Assessment 6


Culture ACTFL stand.2 2 TESOL stand. 2 2 Assessment 7 Use of Resources ACTFLstand. 4c 2 TESOL stand. 3. 2 Assessment 8 Prof. role/ collaboration ACTFL stand. 6 2 TESOL stand. 5 2 Teacher competency 3 3 Dispositions form 1 2 BRIEF ANALYSIS OF DATA: Portfolio data available shows that, with the exception of candidate 16 who scored a 1 on assessment 5a, and candidate 31 who scored 1 on the dispositions form, all met or exceeded the requirements in all assessment categories and are therefore competent in the three fields of content knowledge, professional knowledge, skills, and dispositions, and student learning.

SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments, but rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should address a number of different areas (e.g., content knowledge; professional knowledge, skills, and dispositions; clinical practice). Include how weaknesses or recommendations from the most recent previous review have been addressed, if applicable.

(response limited to 3 pages) NARRATIVE STATEMENT SECTION V—USE OF ASSESSMENT RESULTS

An important piece of information gleaned from evaluating portfolios according to program standards was learning that we as instructors must know and understand the standards ourselves well enough to provide ample opportunities in our classes for students to be exposed to the learning experiences needed for them to be able to show evidence of meeting the standards when compiling and presenting the portfolio.


Two program weaknesses have now been corrected. In the beginning of the program, as ESOL track students were not required to take the Advanced Methodology course, the course in which students learn how to make the portfolio, they were allowed to substitute a comprehensive exam for the portfolio. When faced with evaluating exams, the committees felt that there was not a firm assessment system in place, as there is with the portfolio assessment. Now all students have the same core courses and capstone requirements. We feel that this change has led to a more cohesive program.


ATTACHMENT A Candidate Information

Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.

ON SITE

Program: M.Ed. in Languages and Language Education

Academic Year

# of Candidates Enrolled in the Program

# of Program Graduates

2010-11 2009-10

30 29

8 5

2008-09 33 6 2007-08 35 10

OFF SITE

Site:

Academic Year



OFF SITE

Site:

Academic Year




ATTACHMENT Faculty Information

I. Professional Education/Full-time Faculty - Complete the following information for

each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member

Name

Highest Degree, Field, &

University6

Assignment: Indicate the role of the

faculty member7

Faculty Rank8

Tenure Track (Yes/ No)

Scholarship,9 Leadership in Professional

Associations, and Service: 10 List up

to 3 major contributions in

the past 3 years 11

Teaching or other

professional experience in

P-12 schools12

José Escobar

Ph.D. U of Kentucky, Medieval and Golden Age Literature

Faculty, Hispanic Studies

Associate Professor

tenured Book review on William Childer’s Transnational Cervantes. Calliope: The Journal of Spanish Baroque Poetry, 2009

No

6 e.g., Ph.D. in Curriculum & Instruction, University of Nebraska 7 e.g., faculty, clinical supervisor, department chair, administrator 8 e.g., professor, associate professor, assistant professor, instructor 9 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 10Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. 11 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program 12 Briefly describe the nature of recent experience in P-12 schools (e.g., clinical supervision, professional development training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.


Norbert Sclippa

Ph.D. City U of New York, French 18th and 19th century literature

Faculty, French and Italian

Professor tenured Book: Pour Sade: L’Harmattan, 2006

No

Joseph Weyers

Ph.D. U of New Mexico, Spanish Linguistics

Department Chair and faculty, Hispanic Studies

Associate Professor

tenured Certified OPI tester in Spanish. “Impending demise of tu in Montevideo, Uruguay”, Hispania 92,45 (2009): 829-839.

No

Robyn Holman

Ph.D. U of Colorado, French linguistics

Faculty, French and Italian. Program Director, M.Ed. in Languages

Associate Professor

tenured Conference paper: “The Representation of Quilts and Coverlets in Old French Texts”, Philological Association of the Carolinas, March 2010.

No

Shawn Morrison

Ph.D. Michigan State U, French 19th century literature

Faculty, French and Italian. Associate Dean of LCWA.

Associate Professor

tenured Recent past President of South Carolina Foreign Language Teachers’ Association. Two textbook reviews: Mais, Oui and Contacts.

Methods Instructor and Intern Supervisor, undergraduate FL teacher certification. Workshops for local high school teachers in second language acquisition. Permanent certification


7-12 in Pennsylvania

Angela Cozart

Ph.D. U of Tennessee

MAT Program Director

Robert Perkins

Ed.D. West Virginia U

Faculty, School of Education.

Associate Professor

tenured Project: Diverse Pathways in Teacher Preparation, 2007-2009. Presentations: “A case Study of Technology Use in a Variety of High School Types” Eastern Educational Research Association conference, 2008 “Is Technology Usse the Same in Better Performing Schools?” Eastern Educational Research Association conference, 2007.

Mutindi ndunda

Ph.D, U of British Columbia

Faculty, School of Education

Professor tenured Book: Woman’s Agency and Educational Policy

Michael Skinner

Ph.D, Ohio State U

Faculty, School of Education

Associate Professor

tenured Presentations: “Dealing with Crisis Situations in the Schools” Center for Partnerships to Improve Education, 2009. :Developing Learning Strategies that Works” SC Council for Exceptional Children, 2009. “Best Practices for Teaching Foreign


Language Students with Learning Disabilities” Council for Learning Disabilities Annual Conference, 2008.

Vivane Bekrou

Ph.D., U of Maryland, Francophone Studies

Faculty, French and Italian

Assistant Professor

Tenure track

Articles in progress: “Le Roman feminin ivoirien,” “Regard feminin sur un cinquantenaire sanglant.”

No

Silvia Rodriguez-Sabater

Ph.D. Indiana U-Bloomington, Spanish Linguistics


Associate Professor

Tenured Basic Language Coordinator, Hispanic Studies. Book chapter in edited volume: (2008) “En una playa de Acapulco…” in Ewald, J. and Edstrom, A.M. pp. 61-70. El espanol a traves de la linguistica. Cascadilla Press.

No

Maria Colomina- Garrigos

Ph.D., Michigan State U, Hispanic Cultural Studies


Associate Professor

Tenured Articles: “El tratamiento metatextual del desamor in La crueldad de la vida de Liliana Heker.” Hipertexto 10 (Summer 2009): 63-73. “(Re)Construyendo historias” Hispanic Journal 29 no 1 (Spring 2008): 107-121. “Autoridad discursive y falocentrismo en La Fiesta del

No


Chivo de Mario Vargas Llosa.” Delaware Review of Latin American Studies Vol. 8 no. 1 (2007).

Samuel Francis

Nadia Avendano

Ph.D. U of Arizona


Assistant Professor

Tenure track

“La hija de la fortuna” International Journal of Humanistic Studies and Literature 7 (2007): 113-127. Review of Chicana Sexuality and Gender, by Debra J. Blake. Arizonza Journal of Hispanic Cultural Studies 13 (2009)

No

Raul Carrillo-Arcinieaga

Abdellatif Attafi


II. Description of Adjunct/Part-time Faculty in the Program

A. Complete the following information for Adjunct/Part-time Faculty members responsible for professional coursework, clinical supervision, or administration in this program.

Adjunct/Part-time Faculty in Professional Education who are responsible for: Professional

Coursework Clinical Supervision

Administration

Number of Adjunct/Part-time faculty 1 1 Total Number of Credit Hours Taught Varies Total Number of Courses Taught Varies

B. Describe the role of Adjunct/Part-time Faculty members responsible for professional

coursework, clinical supervision, or administration in this program. Patricia Majors is a national board certified teacher and recent past president of the Carolina TESOL Association. She teaches some ESOL courses at the College and supervises some ESOL track students in their practicum experiences.


APPENDIX A-SAMPLE SYLLABI (1 of 2)

COLLEGE OF CHARLESTON Department of Hispanic Studies

Fall 2008 Span 655: Power in Spanish American Film and Literature Wednesdays 5-7’45 pm Professor: Dr. Lola Colomina-Garrigós Office: JC Long 140 Office hours: M & W 2’30-4’30 E-mail address: [email protected] Phone#: 953-7128 Course Description: This interdisciplinary course offers an insightful view of the Southern Cone’s recent political history as seen through representative works of contemporary Spanish American literature and film. In particular, we will explore the phenomenon of military dictatorships that took place in Argentina, Chile, and Uruguay during the 70s and 80s, as well as its role in the process of (re)construction of the countries’ national identities. The course will analyze how narrative (novels and short stories will be the main text corpus) and films deal with issues such as Authority, Repression, Memory, Inner and Outer Exile, Writing, etc. Through extensive study and discussion of literary and filmic expressions of these political phenomena, the graduate students will meet the following objectives: Objectives and Corresponding Standards: For successful completion of this course, Students will… TC SOE ACTFL 1. be able to apply the course’s content to elementary and 2 I, II, III, VI 2a,2b,2c,4b secondary education. Students will demonstrate that they are able to translate content information into functional classroom activities by creating, implementing, and assessing activities to a given educational level. 2. develop and demonstrate a knowledge of contemporary Latin 2 II 1a,2a,2b,2c America’s Southern Cone, its historical, sociopolitical, as well as cultural background. Students will demonstrate familiarity with the phenomena of military dictatorships in that geographical area during the 70s and 80s mostly through literary and cinematic representations of this political phenomenon. 3. demonstrate familiarity with issues such as History and Fiction, 2 II 1a, 2c, 4a Power and Discourse; Identity; Female voices; Inner and outer Exile; etc., as seen in the films and literary texts studied in class. 4. incorporate appropriate assessment tools and implement a variety 2 VI 3a, 3b, 5a of teaching techniques in order to reach a diverse group of learners. 5. acquire personal and professional enrichment and growth. 2 II, IV 6a


Key to Standards Listed Above:

1) School of Education: Teacher Competencies: Competency # 1 Understanding and Valuing the Learner

2 Knowing What and How to Teach and Assess 3 Understanding Ourselves as Professionals

2) School of Education: Teaching and Learning Standards (SOE):

Standard I Give evidence of theoretical and practical understanding of the ways learners develop. Standard II Demonstrate understanding and application of the critical attributes and pedagogy of content area. Standard III Give evidence of use of a variety of strategies that optimize student learning. Standard IV Participate in informed personal and shared decision making that has as its focus the enhancement of schooling and the profession. Standard V Communicate effectively with students, parents, colleagues, and the community. Standard VI Demonstrate understanding of the continuous nature of assessment and its role in facilitating learning. Standard VII Show an understanding of the culture and organization of schools and school systems and their connection to the larger society.

3) NCATE/ACTFL Standards for the preparation of foreign language teachers: 1. Language, Linguistics, Comparisons

a. Demonstrating language proficiency; b. Understanding linguistics; c. Identifying language comparisons.

2. Cultures, Literatures, Cross-Disciplinary Concepts a. Demonstrating cultural understandings; b. Demonstrating Understanding of literary and cultural texts and traditions. c. Integrating other disciplines in instruction

3. Language Acquisition Theories and Instructional Practices a. Understanding language acquisition, and creating a supportive classroom. b. Developing instructional practices that reflect language outcomes and learner diversity.

4. Integration of Standards into Curriculum and Instruction a. Understanding and integrating standards in planning; b. Integrating standards in instruction; c. Selecting and designing instructional materials.

5. Assessment of Languages and Cultures a. Knowing assessment models and using them appropriately; b. Reflecting on assessment; c. Reporting assessment results.

6. Professionalism a. Engaging in Professional Development; b. Knowing the Value of Foreign language learning. Prerequisites: Admission to the M.Ed. in Languages Program or permission of the instructor. Required Texts:

- Selection of chapters and short stories from the following works: La novela de Perón, by Tomás Eloy Martínez (Argentina, 1985); “Graffiti” by Julio Cortázar (Argentina, Queremos tanto a


Glenda, 1980); The Little School, by Alicia Partnoy (Argentina, 1985); Las máscaras by Jorge Edwards (Chile, 1967). All these materials are available on E-Reserve.

- Jacobo Timerman: Preso sin nombre, celda sin número (Argentina, 1981) - Luisa Valenzuela: Cambio de armas (Argentina, 1982) - Antonio Skármeta: No pasó nada (Chile, 1997)

Required Films:

- Evita (Alan Parker, 1996) - Machuca (Andrés Wood, 2004) - La historia oficial (Luis Puenzo, 1985) - Kamchatka (Marcelo Piñeyro, 2002)

Critical Reading: Students will have access to the following bibliography through E-Reserve (after accessing the CofC Library Homepage and the E-Reserve page, students will use the following code: “Span630” to enter the website). The following articles will be available both online and on hard copy: Aínsa, Fernando. “Invención literaria y ‘reconstrucción’ histórica en la nueva narrativa Latinoamericana”. La invención del pasado. La novela histórica en el marco de la posmodernidad. Ed. Karl Kohut. Madrid: Iberoamericana, 1997. 111-29. Castillo, Debra A. Talking Back: Toward a Latin American Feminist Literary Criticism. Ithaca: Cornell University Press, 1992. Eloy Martínez, Tomás. “Ficción e historia en La novela de Perón”. Hispámerica 49 (1988): 41-9. Gómez, Jaime P. “La representación de la literatura en la narrativa de Marta Traba, Isabel Allende, Diamela Eltit y Luisa Valenzuela”. Confluencia: Revista Hispánica de

Cultura y Literatura 12.2 (1997): 89-99.

González Echevarría, Roberto. “The Dictatorship of Rhetoric/The Rhetoric of Dictatorship”. The Voice of the Masters. Writing and Authority in Modern Latin American Literature. Austin: U of Texas P, 1985.

Hodges, Donald. Argentina’s “Dirty War:” An Intellectual Biography. Austin:

University of Texas Press, 1991. Hutcheon, Linda. “‘The Pastime of Past Time’: Fiction, History, Historiographic Metafiction”. Genre XX (1987): 285-305. Jara, Rene & Hernán Vidal (eds.). Prólogo. Testimonio y literatura. Minneapolis, Minnesota: Institute for the Study of Ideologies & Literaturas, 1986. 1-6. Jetter, Alexis, Annelise Orleck and Diana Taylor. The Politics of Motherhood: Activist

Voices from Left to Right. Hanover: University Press of New England, 1997). Kaminsky, Amy. Reading the Body Politic: Feminist Criticism and Latin-American


Women Writers. Minneapolis: University of Minneapolis Press, 1993. Lewis, Paul. Guerillas and Generals: The “Dirty War” in Argentina. Westport: Praeger

Publishers, 2002. Rouquié, Alain. “Dictadores, militares y legitimidad en América Latina”. Dictaduras y

dictadores. México, DF: Siglo Veintiuno, 1986. Shaw, Donald. “The Role of Exile in Skármeta’s No pasó nada”. Travellers’ Tales, Real and Imaginary, in the Hispanic World and Its Literature. Melbourne: Voz Hispánica, 1993. 145-49. Skar, Stacey Alba D. “Jacobo Timerman’s Preso sin nombre, celda sin número and the Reconstructing ‘I’”. MACLAS: Latin American Essays 14 (2001): 13-26. Tomlinson, Emily. “Rewriting fictions of power: the texts of Luisa Valenzuela and Marta Traba”. Modern Language Review 93 (1998): 695–709. Treacy, Mary Jane. “Double binds: Latin American Women’s prison memories”. Hypatia 11 (1996): 130-45.

The bibliographical guidelines to follow are those of the Modern Language Association (you can find the MLA style guidelines on ERes):

On Reserve: The following books will be on reserve at the Addlestone Library:

- Balderston,Daniel y otros. Ficción y Política. Buenos Aires: Alianza, 1987. - Evangelista, Liria. Voices of the Survivors. Testimony, Mourning, and Memory in

Post-Dictatorship Argentina (1983-1995). New York & London: Garland Publishing, Inc., 1998.

- Foster, David William. Contemporary Argentine Cinema. Columbia: U of Missouri P, 1992. - López-Calvo, Ignacio. Written in Exile. Chilean Fiction from 1973-Present. New York

& London: Routledge, 2001. - Spiller, Roland (comp.). La novela argentina de los años ’80. Frankfurt am Main:

Vervuert Verlag, 1991. - Viñas, Davis. Literatura argentina y política I y II. Buenos Aires: Sudamericana, 1995.

Evaluation scale: Grading scale:

• Participation...................................................................10% A 92-100 • Critical literary analyses………………........................30% B+ 88-91 • Film Reviews…………………….................................10% B 80-87 • Oral presentation..............................................................5% C+ 77-79 • Teaching Project.............................................................20% C 70-76 (5% of this grade will be its in-class presentation) F below 69 • Midterm Exam..………………………………………..10% • Final Exam……..............................................................15%

Description of the Course Requirements:


• Participation: Class time will be used for critical discussion of the texts and films assigned as well as for presentations by both the professor and the students about different aspects and issues relevant to the course’s content. Therefore, it is required for the student to attend every day of class (students with more than one absence will have their final grade lowered; with the third absence, the student will be dropped from the class), to complete their assignments prior to class, and to come to class ready for discussion.

• Literary analyses: Critical analysis of the texts and films studied is one of the most important

tasks of this course. Students will be required to turn in short -2-3 page-long- analyses of some of the text assigned. These analyses should focus on one specific aspect or topic relevant to the text. Students must follow the following style format: Times New Roman, 12, double spaced. The lowest score will be dropped. No late papers will be accepted except for exceptional cases. See Honor Code and Academic Integrity.

• Film reviews: Students will watch the films outside the class. The films are available either at the

Language Lab (ECTR 225) or at the Addlestone Library. They can also rent out the films from a video store or through netflix. Note: A film review is not a plot summary. It is an analysis or commentary on the significance of the plot as well as on a particular aspect/theme of relevance and the cinematic techniques that help conveying the director’s message. The review should be at least 1 page long, and should be typed in Times New Roman 12, double space.

• Oral presentation: Each student will give an oral presentation on a particular aspect or issue

relevant to the works studied and how it could be taught to a primary or secondary education audience. Each presentation should be 10 minutes long and each presenter must provide the class with a handout. Specifics on content and format of the presentations will be given in class.

• Teaching Project: Students will complete a creative teaching project that will be shared with the

class towards the end of the semester in the shape of an oral presentation. The project will focus on a particular work (one of the narratives and/or films studies in class) and the different issues and historical backgrounds depicted in that particular work, and how to teach it to a Primary or Secondary Education audience. It should include a formal plan lesson. Specifics for the teaching project will be outlined in class.

• Exams: There will be a midterm and a final exam. The content and the format of the exams will

be later on specified. Honor Code and Academic Integrity Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each instance is examined to determine the degree of deception involved. Incidents where the professor believes the student’s actions are clearly related more to ignorance, miscommunication, or uncertainty, can be addressed by consultation with the student. We will craft a written resolution designed to help prevent the student from repeating the error in the future. The resolution, submitted by form and signed by both the professor and the student, is forwarded to the Dean of Students and remains on file. Cases of suspected academic dishonesty will be reported directly to the Dean of Students. A student found responsible for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student’s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary


probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. It is important for students to remember that unauthorized collaboration--working together without permission-- is a form of cheating. Unless a professor specifies that students can work together on an assignment and/or test, no collaboration is permitted. Other forms of cheating include possessing or using an unauthorized study aid (such as a PDA), copying from another’s exam, fabricating data, and giving unauthorized assistance. Remember, research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the professor. Students can find a complete version of the Honor Code and all related processes in the Student Handbook at http://www.cofc.edu/studentaffairs/general_info/studenthandbook.html. -----


FREN 680: FRENCH PHONETICS AND PHONOLOGY COLLEGE OF CHARLESTON Dr. Robyn Holman Office: 415 J.C. Long Office Hours: T 4:30 - 5:00, MWF 3:00 - 4:00 [email protected] 953-5459 PHONETICS - The study of the nature, production, and perception of sounds of speech. PHONOLOGY - The study of the sound systems of individual languages and the nature of such systems generally. (Matthews, Peter, The Concise Oxford Dictionary of Linguistics. l997) REQUIRED TEXT: French Sound Structure, by Douglas Walker, University of Calgary Press, available on-line ( C of C library catalog) and in print form SUGGESTED TEXT: either of the following: Facile à dire! Les Sons du français, Annie Duménil Savoir Dire: Cours de phonétique et de prononciation, Diane Dansereau COURSE DESCRIPTION French phonetics is a course designed especially for teachers, but all serious students are welcome. The purpose is to equip the candidates with the knowledge and control of how spoken French is produced and to enable them to identify and correct their own and others’ non-French performance. Standard French at a neutral stylistic level is the dialect studied, but some exposure is given to the less formal pronunciation often used by native speakers and to phonetic variation according to demography, social status, or ethnic origin. The course also provides the participants with an overview of the historical evolution of sounds. The International Phonetic Alphabet is learned and used throughout the course. In addition to technical written tests, a research paper and presentation, students carry out a practical application project whose objective is to improve the pronunciation of language learners by using techniques studied in the course. The course aims to help teachers and future teachers meet the standards set forth by the School of Education and the American Council on the Teaching of Foreign Languages: SCHOOL OF EDUCATION TEACHING AND LEARNING STANDARDS I. Evidence theoretical and practical understanding of the ways learners develop II. Demonstrate understanding and application of the critical attributes and pedagogy of the major content area III. Evidence a variety of strategies that optimize student learning IV. Participate in informed personal and shared decision making that has as its focus the enhancement of schooling and the profession


V. Communicate effectively with students, parents, colleagues, and the community VI. Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning VII. Show an understanding of the culture and organization of schools and school systems and their connection to the larger society THREE AREAS OF TEACHER COMPETENCY I. Understanding and valuing the learner II. Knowing what and how to teach and assess and how to create an environment in which learning occurs III. Understanding ourselves as professionals ACTFL STANDARDS FOR THE PREPARATION OF FOREIGN LANGUAGE TEACHERS I. Language, linguistics, comparisons II. Cultures, literature, cross-disciplinary concepts III. Language acquisition theories and instructional practices IV. Integration of standards into curriculum and instruction V. Assessment of languages and cultures VI. Professionalism COURSE OBJECTIVES Upon successful completion of this course, the candidates should be able to: _____________________________________________________________________________ SOE Standard Teaching Competency ACTFL ____________________________________________________________________________ 1. Understand and explain the major phonological I, II II Ib features of the target language 2. Know the phonological similarities and differences I, II I, II Ic between the target language and other languages and provide examples to students 3. Diagnose and correct their own and others’ target I, II, IIII, II Ib language pronunciation problems using a variety of strategies 4. Show a familiarity with the varieties of the modern II I, II Ib spoken language and provide examples to students 5. Understand and identify the pragmatic and II, VII I, II Ib sociolinguistic features of the target language, i.e., ways in which discourse can be modified for a particular person, or cultural or social context 6. Recognize the changing nature of language over time II, III I, II, III Ib


and identify discrepancies that may exist between the target language of their instructional materials and contemporary usage 7. Deliver oral presentations in the target language III, V II Ia using connected discourse and vocabulary appropriate to the topic and to the audience without reading notes verbatim COURSE REQUIREMENTS Project (15% of grade) Over a period of several weeks, each candidate will work with a class, small group, or individual who is experiencing pronunciation problems, with the intention of correcting the phonetic difficulties. The candidate will write up the outcomes in report form (English). The report should include such data as the approximate number of contact hours*, the techniques used, the rate or amount of improvement, and any other significant factors. *These hours (5-7) will count toward the overall 50 hour field experience requirement. Research paper (20% of grade) The candidate will research a speech-related topic and write up the findings in a paper of between 7 and 9 printed pages (French). Possible subjects include: The current status of the French language in Quebec / The Carribean / North Africa The language status of recent immigrant groups in France Phonetic variation according to social status or ethnic origin Differences in rural and urban speech patterns in France Slang: How different is it from the norm? How acceptable is it to the majority of speakers? French r: how its pronunciation has changed since the 17th century, modern regional variants Phonological diversity within the Hexagon: three nasal vowels? four? five? Current trends in liaison practices Influence of the media on pronunciation The future of aspirate h Modern French: Is it headed toward diglossia?

Oral Presentation (15% of grade) A 20 minute presentation (French), preferably Power Point, based on the research paper, will be given toward the end of the semester. The presenter should plan to engage the class members in a discussion of the topic. The presentations will be peer evaluated as well as appraised by the professor. Work in class, quizzes, dictées, mini-presentations, etc. (25% of grade) Exams (25% of grade) There will be a mid-term and a final exam. Portfolio Copies (or originals) of all work done in the course must kept on file for purposes of assessment. Attendance Students are expected to arrive on time and to stay until class is finished. It is assumed that graduate students recognize the correlation between steady preparation, regular class attendance and satisfactory progress. One 3 hour session may be missed with no penalty. After that, the final grade may be lowered. GRADING SCALE A = 90-100 B+ = 86-89 B = 80-85 C+ = 76-79 C = 70-75 F = below 70 SAMPLE WEB RESOURCES http://phonetique.free.fr/ http://www.linguistes.com/phonetique/phon.html/ http://fr.wikipedia.org/wiki/Phonologie http://www.ciral.ulaval.ca:8000 http://www.rfi.fr/ http://guadeloupetraditions.free.fr/francoi.htm OTHER RESOURCES Ager, Dennis. Sociolinguistics and contemporary French. Cambridge: Cambridge University Press, l990. Arteaga, Deborah, and Julia Herschensohn. “Diachronic perspectives on the teaching of New French.” The French Review 71.4: 607-20, l998.

Ball, Rodney. The French-speaking world: A Practical Introduction to Sociolinguistic Issues. London: Routledge, l997. Battye, Adrian. The French Language Today. London: Routledge, 2000. Bentolila, A. (l978) “Créole d’Haiti; Nature et fonction,” Etudes créoles I, 65-76. Davenport, Mike, and Stephen Hannahs. Introducing Phonetics and Phonology. London: Edward Arnold, l998. Lodge, R. Anthony. French: from Dialect to Standard. London: Routledge, l993. Monney, Carolyn J. “On Martinique, Elevating the Status of Creole.” The Chronicle of Higher Education, June 9, 2000 v 46 i 40 p B2. Mougeon, Françoise. Quel Francais parler? Initiation au francais parlé au Canada et en France. 2nd ed. Toronto: Editions du Gref (Centre universitaire Glendon), l998. Taulelle, Dominique. Le Robert oral-écrit: L’orthographe par la phonétique. Paris: Dictionnaires Le Robert, l989. Swigart, Leigh. “Cultural creolisation and language use in post-colonial Africa: the case of Senegal.” Africa, spring 1994 v 64 n2 p 175 (15). Shelly, Sharon. “Teaching the sound systems: the case of mid vowels.” The French Review 71.4: 598-606, 1998. Valdman, Albert. “La langue des faubourgs et des banlieues: de l’argot au français populaire.” The French Review 73.6: 1179-92, 2000. Walker, Douglas C. French Sound Structure. Calgary: University of Calgary Press, 2001. Walter, Henriette. Le Français dans tous les sens. Paris: Laffont, l988.

APPENDIX B-PROGRAM OF STUDY FORM

PROGRAM OF STUDY for the M.Ed. in Languages degree NAME _________________________________ __________________________ _______ (last) (first) (middle) MAILING ADDRESS _____________________________________________________

_____________________________________________________ STUDENT ID # _____________________________________________________ DEGREE STATUS regular degree ______ provisional _____ (date removed _______ ) TEACHER CERTIFICATION yes _____ no _____ SEMESTER WORK BEGAN ____________________________

CURRICULUM CATEGORY 1: CORE COURSES (ALL STUDENTS, 15 hour requirement) course # course title semester completed grade hours 1. LALE 601 Applied Linguistics ________________ ______ ______ 2. LALE 602 Advanced Language Teaching Methods ________________ ______ ______ 3. LALE 603 Second Language Acquisition ________________ ______ ______ 4. EDFS 687 Technology Education ________________ ______ ______ 5. EDFS 635 Research Methods ________________ ______ ______

TOTAL: ________ CATEGORY 2A: LANGUAGE SPECIFIC COURSES (language students only, 15 hour requirement) FRENCH: (5 of the following) 602 Approaches to French Literature and Textual Analysis, 603 Stylistics, 614 Colonial Legacy, 630 Seminar in French Language Studies, 680 Phonetics and Phonology, 681 Oral Proficiency, 682 Mass Media, 683 Realism and Naturalism, 590 Special Topics SPANISH: (5 of the following) 614 Spanish Culture and Civilization, 615 Latin American Culture and Civilization, 624 Latinos Literatures and Cultures, 630 Seminar in Hispanic Studies, 682 Oral Proficiency, 655 Tyranny in Spanish American Literature and Film, 671 Youth Literature, 590 Special Topics course # course title semester completed grade hours 1. ________ ______________________________ ________________ ______ ______ 2. ________ ______________________________ ________________ ______ ______

3. ________ ______________________________ ________________ ______ ______ 4. ________ ______________________________ ________________ ______ ______ 5. ________ ______________________________ ________________ ______ ______

TOTAL: ________

CATEGORY 2B: ESOL COURSES (ESOL students only, 15 hour requirement) course # course title semester completed grade hours 1. EDFS 670 Principles and Strategies _____________ ______ ______ 2. EDFS 671 Reading and Writing _____________ ______ ______ 3. EDFS 672 Linguistic/Cultural Diversity ______________ ______ ______ 4. EDFS 673 Assessment ______________ ______ ______ 5. EDFS 680 Teaching English Through Content Areas ______________ ______ ______ ( EDFS 704 Field Experiences in ESOL if needed) ______________ ______ ______ TOTAL: __________ CATEGORY 3: CAPSTONE EXPERIENCES (6 hour requirement, #1 or #2/3 ) 1. Thesis or Action Research project (if applicable) 2. Elective 1 _________ __________________________________ _______ ______ ______ 3. Elective 2 _________ __________________________________ _______ ______ ______ TOTAL: __________ 4. Field Experience - all students-50+ hrs. (ESOL may substitute EDFS Practicum course) 5. Portfolio (or comprehensive exam in special cases) NOTES: 1. No more than 6 hours of graduate course work taken in non-degree admission status may be credited toward a regular degree program. 2. All work credited toward the M.Ed. degree must be completed within 6 years from the date of initial enrollment in graduate courses, regardless of classification at time of initial enrollment. 3. No more than 9 graduate credit hours may be transferred into the M.Ed. program from another institution. 4. Although holding a SC teaching license is not required for admission to the M.Ed. in languages program, neither will a license be granted upon completion. 5. The comprehensive exam may be retaken once or the portfolio resubmitted once. _____________________________________ ____________________________________ Program Director Date Advisor Date ______________________________________ Student Date

APPENDIX C-ORGANIZATIONAL CHARTS

APPENDIX D-DATE EVIDENCE CHARTS

Integrated Standards Portfolio ACTFL Standards M.Ed. in Languages

Name: ________________________________________ Candidate: Please indicate the level you have given to your work for each of the ACTFL/NCATE supporting standards and indicate where the evidence can be located. If necessary, write a brief statement. 1=approaches standard 2=meets standard 3=exceeds standard Itemized Standard Your

RatingEvidence Submitted and location in portfolio

#1 Language, Linguistics, Comparisons 1.a Demonstrating language proficiency Meet 4 1.a.1. Speaking-interpersonal 1.a.2. Listening and reading 1.a.3. Speaking-presentational 1.a.4. Writing 1.a.5. Dispositions 1.b Understanding linguistics Meet 4 1.b.1. Phonology 1.b.2. Morphology 1.b.3. Syntax 1.b.4. Semantics 1.b.5. Word/sentence formation 1.b.6. Discourse, sociolinguistics 1.b.7. Changing nature of language 1.b.8. Dispositions 1.c Identifying language comparisons Meet all 1.c.1. Target/other languages 1.c.2. Sociolinguistic variation 1.c.3. Dispositions #2 Cultures, Literatures, Cross- Disciplinary Concepts 2.a Demonstrating cultural understandings Meet 4 2.a.1. Cultural knowledge 2.a.2. Cultural experience 2.a.3. Analyzing cultures 2.a.4. Integrating culture 2.a.5. Dispositions 2.b Demonstrating understanding of literary and cultural texts and

traditions Meet all 2.b.1. Knowledge of texts 2.b.2. Integrating texts 2.b.3. Dispositions 2.c Integrating other disciplines in instruction Meet all 2.c.1. Other subject matter 2.c.2. Cross-disciplinary instruction 2.c.3. Dispositions #3 Language Acquisition Theories and Instructional Practices 3.a Understanding language acquisition and creating a supportive classroom Meet 4 3.a.1. Language acquisition theories 3.a.2. Target language input 3.a.3. Negotiation of meaning 3.a.4. Meaningful interaction 3.a.5. Dispositions 3.b Developing instructional practices that reflect language outcomes and learner diversity Meet 4 3.b.1. Learner development 3.b.2. Models to outcomes 3.b.3. Adapting instruction-levels 3.b.4. Adapting instruction –ways 3.b.5. Adapting instruction-needs 3.b.6. Critical thinking 3.b.7. Grouping 3.b.8. Questioning and tasks 3.b.9. Dispositions #4 Integration of standards into curriculum and instruction 4.a Understanding and integration standards in planning Meet all 4.a.1. Understanding standards 4.a.2. Integration of standards 4.a.3. Dispositions 4.b Integrating standards into instruction Meet 4 4.b.1. Overall integration

4.b.2. Integration of 3 modes 4.b.3. Integration of 3 p’s 4.b.4. Connections-subject areas 4.b.5. Connections-communities 4.b.6. Dispositions 4.c Selecting and designing instructional materials Meet all 4.c.1. Standards-based materials 4.c.2. Authentic materials 4.c.3. Adaptation of materials 4.c.4. Dispositions #5 Assessment of Languages and Cultures 5.a Knowing assessment models and using them appropriately Meet 4 5.a.1. Assessment models 5.a.2. Interpretive 5.a.3. Interpersonal 5.a.4. Presentational 5.a.5. Cultural 5.a.6. Integrated assessments 5.a.7. Dispositions 5.b Reflecting on assessment Meet all 5.b.1. Reflection 5.b.2. Adjusting instruction 5.b.3. Dispositions 5.c Reporting assessment results Meet all 5.c.1. Reporting progress to students5.c.2. Stakeholders 5.c.3. Dispositions #6 Professionalism 6.a Engaging in professional development Meet all 6.a.1. Awareness 6.a.2. Life-long commitment 6.a.3. Reflection 6.a.4. Dispositions 6.b Knowing the value of foreign language learning Meet all 6.b.1. Rationale 6.b.2. Employing data 6.b.3. Building alliances 6.b.4. Dispositions

Integrated Standards Portfolio--TESOL STANDARDS---M.Ed. in Languages College of Charleston Name _____________________________________ Candidate: Please indicate the value that you have assigned to each supporting standard for which you present evidence. Give a brief description or reference to the evidence submitted. If you do not have evidence, write a brief statement. 1 = approaches standard 2 = meets standard 3 = exceeds standard Itemized standard your rating evidence submitted and location #1 LANGUAGE 1.a Describing language (meet 7)

1.a.l phonology 1.a.2 morphology 1.a.3 syntax 1.a.4 semantics 1.a.5 pragmatics 1.a.6 social, academic skills 1.a.7 discourse structures 1.a.8 dialect variation 1.a.9 linguistic resources 1.a.10 model proficiency 1.b Language Acquisition and Development (meet 7)

1.b.1 English exposure 1.b.2 input, scaffolding 1.b.3 meaningful interaction 1.b.4 positive environment 1.b.5 research theories 1.b.6 stages of development 1.b.7 home languages 1.b.8 cultural variables 1.b.9 learner variables 1.b.10 feedback 1.b.11 communication 1.b.12 language proficiency 1.b.13 learning strategies. #2 CULTURE 2.a Nature and Role of Culture (meet all)

2.a.1 values, beliefs 2.b.2 discrimination 2.b.3 home/school 2.b.4 language/culture

2.b Cultural Groups and Identity (meet all)

2.b.1 resources 2.b.2 cultural identity

2.b.3 conflicts 2.b.4 status, race, gender 2.b.5 immigration history #3 PLANNING, IMPLEMENTING, AND MANAGING INSTRUCTION 3a. Planning for standards based ESL and Content Instruction (meet all)

3.a.1 objectives 3.a.2 supportive classroom 3.a.3 prior knowledge 3.a.4 particular needs 3.b Managing and Implementing Standards-Based ESL and Content Instruction (meet 7)

3.b.1 objectives 3.b.2 authentic language 3.b.3 integrate skills 3.b.4 listening skills 3.b.5 speaking skills 3.b.6 reading, writing 3.b.7 adapt instruction 3.b.8 writing instruction 3.c Using Resources Effectively in ESL Instruction (meet all)

3.c.1 accessible materials 3.c.2 appropriate materials 3.c.3 variety of materials 3.c.4 technology resources 3.c.5 internet resources #4ASSESSMENT 4.a Issues of Assessment for ESL (meet all)

4.a.1 appropriate use 4.a.2 quality instruments 4.a.3 accommodations 4.a.4 distinguish needs

4.b Language Proficiency Assessment (meet all)

4.b.1 implementation 4.b.2 norm-referenced 4.b.3 criterion-referenced 4.c Classroom-Based Assessment for ESL (meet all)

4.c.1 performance based 4.c.2 content area 4.c.3 self and peer #5 PROFESSIONALISM 5a ESL Research and History (meet all)

5.a.1 methods 5.a.2 evolution 5.b Partnerships and Advocacy (meet all)

5.b.1 students, families 5.b.2 educ. Communities 5.b.3 academic resources 5.c Professional Development and Collaboration (meet all)

5.c.1 professional growth 5.c.2 opportunities 5.c.3 collaboration 5.c.4 model proficiency

APPENDIX E-EVALUATION RUBRICS

College of Charleston The Graduate School M.Ed. in Languages

Portfolio Evaluation

Name: ________________________________________________________

ACTFL/NCATE Standards Rubric

1=approaches standard 2= meets standard 3= exceeds standard

STANDARD 1: Language, Linguistics, Comparisons.

Standard 1.a: Demonstrating language proficiency. (meet 4) ____ Standard 1.a.1: Interpersonal communication: speaking. ____ Standard 1.a.2: Interpersonal communication: listening and reading. ____ Standard 1.a.3: Presentational communication: speaking. ____ Standard 1.a.4: Interpersonal and presentational communication: writing. ____ Standard 1.a.5: Dispositions for acquiring proficiency.

Standard 1.b: Understanding linguistics. (meet 4) ____ Standard 1.b.1: Phonology. ____ Standard 1.b.2: Morphology. ____ Standard 1.b.3: Syntax. ____ Standard 1.b.4: Semantics. ____ Standard 1.b.5: Rules for word and sentence formation. ____ Standard 1.b.6: Discourse, sociolinguistic, and pragmatic knowledge. ____ Standard 1.b.7: Changing nature of language. ____ Standard 1.b.8: Dispositions for accommodating for gaps in knowledge of target

language system.

Standard 1.c: Identifying language comparisons. (meet all) ____ Standard 1.c.1: Comparisons between target and other languages. ____ Standard 1.c.2: Sociolinguistic variation. ____ Standard 1.c.3: Dispositions for learning about target language varieties. ____ (Passing range: 22-33) STANDARD 2: Cultures, Literatures, Cross-Disciplinary Concepts.

Standard 2.a: Demonstrating cultural understandings. (meet 4)

____ Standard 2.a.1: Cultural knowledge. ____ Standard 2.a.2: Cultural experience. ____ Standard 2.a.3: Process of analyzing cultures. ____ Standard 2.a.4: Integrating culture into instruction. ____ Standard 2.a.5: Dispositions for cultural learning.

Standard 2.b: Demonstrating understanding of literary and cultural texts and traditions.

(meet all) ____ Standard 2.b.1: Knowledge of literary and cultural texts. ____ Standard 2.b.2: Integrating texts from literature and other media in instruction. ____ Standard 2.b.3: Dispositions towards exploring literatures and other texts and media.

Standard 2.c: Integrating other disciplines in instruction. (meet all) ____ Standard 2.c.1: Integration of other subject areas into language instruction. ____ Standard 2.c.2: Planning for cross-disciplinary instruction. ____ Standard 2.c.3: Dispositions for integrating other subject areas into language instruction. ____ (Passing range: 20-30) STANDARD 3: Language Acquisition Theories and Instructional Practices

Standard 3.a: Understanding language acquisition and creating a supportive classroom. (meet 4)

____ Standard 3.a.1: Language acquisition theories. ____ Standard 3.a.2: Target language input. ____ Standard 3.a.3: Negotiation of meaning. ____ Standard 3.a.4: Meaningful classroom interaction. ____ Standard 3.a.5: Dispositions for creating a supportive classroom environment.

Standard 3.b: Developing instructional practices that reflect language outcomes and learner diversity. (meet 4)

____ Standard 3.b.1: Theories of learner development. ____ Standard 3.b.2: Understanding the relationship of articulated program models to

language outcomes. ____ Standard 3.b.3: Adapting instruction to address students’ language levels, language

backgrounds, learning styles. ____ Standard 3.b.4: Adapting instruction to address students’ multiple ways of learning. ____ Standard 3.b.5: Adapting instruction to meet students’ special needs. ____ Standard 3.b.6: Critical thinking and problem solving. ____ Standard 3.b.7: Grouping. ____ Standard 3.b.8: Use of questioning and tasks. ____ Standard 3.b.9: Dispositions about student diversity. ____ (Passing range: 16-24)

STANDARD 4: Integration of standards into curriculum and instruction.

Standard 4.a: Understanding and integrating standards in planning. (meet all)

____ Standard 4.a.1: Understanding of goal areas and standards. ____ Standard 4.a.2: Integration of standards into planning. ____ Standard 4.a.3: Dispositions for integrating standards into planning.

Standard 4.b: Integrating standards into instruction. (meet 4) ____ Standard 4.b.1: Overall integration of standards into instruction. ____ Standard 4.b.2: Integration of three modes of communication. ____ Standard 4.b.3: Integration of cultural products, practices, perspectives. ____ Standard 4.b.4: Connections to other subject areas. ____ Standard 4.b.5: Connections to target language communities. ____ Standard 4.b.6: Dispositions for integrating standards into instruction.

Standard 4.c: Selecting and designing instructional materials. (meet all) ____ Standard 4.c.1: Evaluation, selection, creation of standards-based materials. ____ Standard 4.c.2: Use of authentic materials. ____ Standard 4.c.3: Adaptation of materials. ____ Standard 4.c.4: Dispositions for locating resources and creating materials. ____ (Passing range: 22-33) STANDARD 5: Assessment of Languages and Cultures.

Standard 5.a: Knowing assessment models and using them appropriately. (meet 4)

____ Standard 5.a.1: Formative and summative assessment models. ____ Standard 5.a.2: Interpretive communication. ____ Standard 5.a.3: Interpersonal communication. ____ Standard 5.a.4: Presentational communication. ____ Standard 5.a.5: Cultural perspectives. ____ Standard 5.a.6: Integrated communication assessments. ____ Standard 5.a.7: Dispositions toward global assessments.

Standard 5.b: Reflecting on assessment. (meet all) ____ Standard 5.b.1: Reflection. ____ Standard 5.b.2: Adjusting instruction. ____ Standard 5.b.3: Dispositions for incorporating and reflecting on assessment.

Standard 5.c: Reporting assessment results. (meet all) ____ Standard 5.c.1: Interpreting and reporting progress to students. ____ Standard 5.c.2: Communicating with stakeholders.

____ Standard 5.c.3: Dispositions for reporting assessment results. ____ (Passing range: 20–30) STANDARD 6: Professionalism

Standard 6.a: Engaging in professional development. (meet all)

____ Standard 6.a.1: Awareness of professional community. ____ Standard 6.a.2: Life-long commitment to professional growth. ____ Standard 6.a.3: Reflection as a critical tool for growth. ____ Standard 6.a.4: Dispositions for seeking professional growth.

Standard 6.b: Knowing the value of foreign language learning. (meet all) ____ Standard 6.b.1: Development of a rationale for foreign language learning. ____ Standard 6.b.2: Accessing and employing data to support foreign language learning. ____ Standard 6.b.3: The importance of building alliances for advocacy. ____ Standard 6.b.4: Dispositions regarding the value of K-12 language study. ____ (Passing range: 16-24) OTHER:

1= vague 2= some detail 3= very detailed ____ Curriculum Vitae ____ Final Reflection ____ Documented field experience ____ Narrative of implementation (Teacher Competencies) ____ Dispositions ____ Other (optional) _____ (Passing range: 10-20+) Evaluation Panel: _________________________ _____________________________ _________________________ Date: _________________________

College of Charleston M.Ed. in Languages TESOL Standards Rubric---Portfolio Evaluation NAME __________________________________________ 1=approaches standard 2=meets standard 3=exceeds standard Standard 1: LANGUAGE Standard 1.a Describing Language (meet 7) _____ 1.a.1: Apply knowledge of phonology (the sound system) to help ESOL students develop oral, reading and writing skills (including spelling) in English. _____1.a.2: Apply knowledge of morphology (the structure of words) to assist ESOL students’ development of oral and literacy skills in English. _____ 1.a.3: Apply knowledge of syntax (phrase and sentence structure) to assist ESOL students in developing written and spoken English. _____ 1.a.4: Apply understanding of semantics (word/sentence meaning) to assist ESOL students in acquiring and productively using a wide range of vocabulary in English. _____ 1.a.5: Apply knowledge of pragmatics (the effect of context on language) to help ESOL students communicate effectively and use English appropriately for a variety of purposes in spoken and written language, and in formal and informal settings. _____ 1.a.6: Demonstrate ability to help ESOL students develop social and academic language skills in English. _____ 1.a.7: Demonstrate the ability to help ESOL students acquire a range of genres, rhetorical and discourse structures, and writing conventions in English. _____ 1.a.8: Demonstrate understanding of the nature and value of World Englishes and dialect variation, and build on the language that ESOL students bring in order to extend their linguistic repertoire. _____ 1.a.9: Locate and use linguistic resources to learn about the structure of English and of students’ home languages. _____1.a.10: Demonstrate proficiency in English and serve as a good language model of ESOL students. Standard 1 b. Language Acquisition and Development (meet 7) _____ 1.b.1: Provide Rich exposure to English. _____ 1.b.2: Provide comprehensive input and scaffolding. _____ 1.b.3: Provide opportunities for meaningful interaction. _____ 1.b.4: Create a secure, positive and motivation learning environment. _____ 1.b.5: Understand and apply current theories and research in language and literacy development. _____ 1.b.6: Recognize and build on the processes and stages of English language and literacy development. _____ 1.b.7: Recognize the importance of ESOL students’ home languages and language varieties and build on these skills as a foundation of learning English.

_____ 1.b.8: Understand and apply knowledge of socio-cultural and political variable to facilitate the process of learning English. _____ 1.b.9: Understand and apply knowledge of the role of the individual learners variables in the process of learning English. _____ 1.b.10: Provide appropriate feedback. _____ 1.b.11: Help ESOL students communicate in socially and culturally appropriate ways. _____ 1.b.12: Help ESOL Students develop academic language proficiency. _____ 1.b.13: Help ESOL Students develop effective language learning strategies. _____ Passing Score this standard 28 - 42 STANDARD 2: CULTURE Standard 2.a. Nature and Role of Culture (meet all) _____ 2.a.1: Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning ESL. _____ 2.a.2: Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to ESL teaching and learning. _____ 2.a.3: Understand and apply knowledge about home/school communication to enhance ESL teaching and build partnerships with ESOL families. _____ 2.a.4: Understand and apply concepts about the interrelationship between languages and culture. Standard 2.b. Cultural Groups and Identity (meet all) _____ 2.b.1: Use a range of resources, including the Internet, to learn about world cultures and cultures of students in their classrooms and apply that learning to instruction. _____ 2.b.2: Understand and apply knowledge about how an individual’s cultural identity affects their ESL learning and how levels of cultural identity will vary widely among students. _____ 2.b.3: Understand and apply knowledge about cultural conflicts and home-area events that can have an impact on ESOL students’ learning. _____ 2.b.4: Understand and apply knowledge about the impact of students’ socioeconomic status, race, religion, class, national origin, disability and gender have on learning and teaching ESL. _____ 2.b.5: Understand and apply knowledge of U.S. Immigration history and patterns in teaching ESL. _____ Passing Score this standard 18 - 27 STANDARD 3: PLANNING, IMPLEMENTING, AND MANAGING INSTRUCTION Standard 3.a. Planning for Standards-Based ESL and Content Instruction (meet all) _____ 3.a.1: Organize learning around standards based subject matter and language learning objectives.

_____ 3.a.2: Create environments that promote standards-based language learning in supportive, accepting classrooms and schools. _____ 3.a.3: Plan students’ learning experiences based on assessment of language proficiency and prior knowledge. _____ 3.a.4: Provide for particular needs of students with limited formal schooling (LFS) in their L1. Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction (meet 7) _____ 3.b.1: Organize learning around standards-based subject matter and language learning objectives. _____ 3.b.2: Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn about content-area material. _____ 3.b.3: Provide activities and materials that integrate listening, speaking, reading and writing. _____ 3.b.4: Develop students’ listening skills for a variety of academic and social purposes. _____ 3.b.5: Develop students’ speaking skills for a variety of academic and social purposes. _____ 3.b.6: Provide standards-based instruction that builds upon students’ oral English to support learning to read and write. _____ 3.b.7: Provide standards-based reading instruction that builds upon instruction adapted to ESOL learners. _____ 3.b.8: Provide standards-based writing instruction adapted to ESOL learners. Develop students’ writing through a range of activities, from sentence formation to expository writing. Standard 3.c. Using Resources Effectively in ESL Instruction (meet all) _____ 3.c.1: Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials. _____ 3.c.2: Select materials and other resources that are appropriate to students’ developing language and content-area abilities, including appropriate use of L1. _____ 3.c.3: Employ an appropriate variety of materials for language learning, including books, visual aids, props and realia. _____ 3.c.4: Use appropriate technological resources to enhance language and content area instruction for ESOL students (e.g. Web, software, computers, and related devices.) _____ 3.c.5: Use software and Internet resources effectively in ESL and content instruction. _____ Passing Score this standard 32 - 48 STANDARD 4: ASSESSMENT Standards 4.a. Issues of Assessment for ESL (meet all) _____ 4.a.1: Demonstrate an understanding of the purposes of assessment as they relate to ESOL learners and use results appropriately. _____ 4.a.2: Demonstrate an understanding of the quality indicators of assessment instruments.

_____ 4.a.3: Demonstrate understanding of the limitations of assessment situations and make accommodations for ESOL students. _____ 4.a.4: Distinguish between a language difference, gifted and talented, and special education needs for ESOL students. Standards 4.b. Language Proficiency Assessment (meet all) _____ 4.b.1: Understand and implement national and state requirements for identification, reclassification, and exit of ESOL students from language support programs. _____ 4.b.2: Understand, develop, and use norm-referenced assessments appropriately with ESOL learners. _____ 4.b.3: Understand, develop, and use criterion-referenced assessments appropriately with ESOL learners. _____ 4.b.4 Understand, construct, and use assessment measures for a variety of purposes _____ 4.b.5. Assess ESOL learners language skills and communicative competence using multiple sources of information. Standard 4.c. Classroom-Based Assessment for ESL (meet all) _____ 4.c.1: Use performance based assessment tools and tasks that measure ESOL learners’ progress toward state and national standards. _____ 4.c.2: Use various instruments and techniques to assess content-area learning (e.g. math, science, social studies) for ESOL learners at varying levels of language and literacy development. _____ 4.c.3: Prepare ESOL students to use self- and peer- assessment techniques when appropriate. _____ Passing Score this standard 24 - 36 STANDARD 5: PROFESSIONALISM Standard 5.a. ESL Research and History (meet all) _____ 5.a.1: Demonstrate knowledge of language teaching methods in their historical contexts. _____ 5.a.2: Demonstrate knowledge of the evolution of laws and policy in the ESL profession. Standard 5.b. Partnerships and Advocacy (meet all) _____ 5.b.1: Advocate and serve as language and education resources for students and families in their schools and communities. _____ 5.b.2: Serve as professional resource personnel in their educational communities. _____ 5.b.3: Advocate for ESOL students’ access to all available academic resources, including instructional technology. Standard 5.c. Professional Development and Collaboration (meet all)

_____ 5.c.1: Establish professional goals and pursue opportunities to grow in the field of ESL. _____ 5.c.2: Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ESOL students in the school. _____ 5.c.3: Engage in collaborative teaching in general education and content-area classrooms. _____ 5.c.4: Model academic proficiency in the English language. _____ Passing Score this standard 18 – 27 OTHER SECTIONS

1= vague 2= some detail 3= very detailed ____ Curriculum Vitae ____ Final Reflection ____ Documented field experience ____ Narrative of implementation (Teacher Competencies) ____ Dispositions form ____ Other-student works, materials created, etc. (optional) _____ Passing range: 10-20+ Date: Committee members: _____________________________________ _____________________________________ _____________________________________

Documents

med che advanced program standards 3 · Program Report Template—Advanced Programs - Education 6 3. Provisional or Probationary Approval • Typically, provisional approval is awarded