Tesol ncate standards 2011 final

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NEW DIRECTIONS FOR THE TESOL/NCATE STANDARDS FOR P-12 TEACHER EDUCATION

March 17, 2011 TESOL Convention New Orleans, LA

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Overview of Presentation

Introduction of presenters Brief history of TESOL/NCATE standards Overview of revised standards Current uses for the standards New directions and applications of the

standards Survey Questions

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TESOL/NCATE Team Members Natalie Kuhlman, TESOL/NCATE Committee Chair

San Diego State University, CA Cathy Day

Eastern Michigan University, MI Connie Thibeault,

Fairfax County Public Schools, VA Joaquín Vilá

Salisbury University, MD Sara Waring

edCount, LLC, DC/SD Diane Staehr Fenner

TESOL/NCATE Program Coordinator, VA

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Brief History of TESOL Standards 1999: TESOL became a member organization of

NCATE 2001: First edition of TESOL/NCATE Standards for P–

12 ESL Teacher Education Programs approved 2005: Began the process to revise the 2001

standards 2006: Began revising actual standards; first draft

completed in 2007 2009: TESOL Executive Committee & NCATE

approved revised standards Fall 2011: All TESOL programs seeking national

NCATE recognition must use revised standards

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Conceptualization and Organization of Revised (2009) Standards

Aligned with the proposed NCATE principles for standards development

Accompanied by an explanatory statement and rubric of performance indicators

Three levels of proficiency: approaches, meets, and exceeds

Organized around the original five domains (Language, Culture, Instruction, Assessment, and Professionalism)

More emphasis on the effects on student learning

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Summary of NCATE Program Reviews

Number of IHEs seeking recognition from 2005-2011

Number of IHEs nationally recognized Number of program reviewers and

auditors

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TESOL Reports Reviewed 2005-2011

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

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Num

ber

of

Report

s R

evie

wed

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NCATE Nationally Recognized Programs

84 nationally recognized TESOL programs in 24 states States with largest number of recognized programs

NY (20 programs) NJ (9 programs) DC (8 programs) MD (5 programs)

States with only one IHE with a recognized TESOL program

AZ, DE, GA, HI, MA, MN, OH, OK, RI, SC, UT, VA

Note: May be multiple programs at the same IHE

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TESOL Reviewers

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

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TESOL’s 5 Domains

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Domain 1: Language

Standard 1.a. Language as a System Candidates demonstrate understanding of language

as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.

Standard 1.b. Language Acquisition and Development Candidates understand and apply theories and

research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.

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Domain 2: Culture

Standard 2. Culture as It Affects Student Learning Candidates know, understand, and use

major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.

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Domain 3: Instruction

Standard 3.a. Planning for Standards-Based ESL and Content Instruction Candidates know, understand, and apply

concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

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Domain 3: Instruction

Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction Candidates know, manage, and implement

a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

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Domain 3: Instruction

Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction Candidates are familiar with a wide range

of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

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Domain 4: Assessment

Standard 4.a. Issues of Assessment for English Language Learners Candidates demonstrate understanding of

various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.

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Domain 4: Assessment

Standard 4.b. Language Proficiency Assessment Candidates know and can use a variety of standards-

based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.

Standard 4.c. Classroom-Based Assessment for ESL Candidates know and can use a variety of

performance-based assessment tools and techniques to inform instruction in the classroom.

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Domain 5: Professionalism

Standard 5.a. ESL Research and History Candidates demonstrate knowledge of

history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.

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Domain 5: Professionalism

Standard 5.b. Professional Development, Partnerships, and Advocacy Candidates take advantage of professional

growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.

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New Directions / Applications of TESOL Standards

Applications in the United States Guiding American Federation of Teachers’ Investing in

Innovation (i3) grant to include ELLs in teacher evaluations in 5 LEAs in Rhode Island and 5 LEAs in New York

World-renowned museum grant proposals to infuse TESOL standards in new science teacher education program

Applications in International settings Uruguay Albania

Publications CATESOL article Possible future publications

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AFT i3 Grant

TESOL and National Board for Professional Teaching Standards’ English as a New Language standards guiding stakeholders from five LEAs in RI and five LEAs in NY

Crosswalks between RI, NY, TESOL, and NBPTS standards developed and used

Stakeholders adding language to all teacher evaluation systems to ensure teachers’ effective strategies for teaching ELLs are included in observations of all teachers

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Museum Proposal

Proposal submitted to state to use Race to the Top Funds: 3 year grant

Additional proposal submitted to National Science Foundation: 1 year grant

TESOL standards to be infused throughout new museum-based science MAT program at the museum

Teachers to be certified and doing clinical practice in 6 urban schools in improvement with high numbers of ELLs

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Application of TESOL Standards in International Settings

Albania: 2006-2007 All faculty participated in large and small

groups French, German, Italian and English came

together All existing courses across languages were

examined as to alignment with TESOL standards

New courses were added; old ones revised Implementation pending

Ecuador: 2011

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Application of TESOL Standards in International Settings

Uruguay: 2009-present Brought together 30 Uruguayan Educators of English,

Portuguese, French and Italian under the direction of Gabriel Diaz (Director of Foreign Language Teacher Education)

Discussed what it means to be a teacher, what standards are and are not, the difference between course-based and standards-based programs

Used existing teacher standards (TESOL, ACTFL) as basis to adapt to Uruguayan context

Added language proficiency standard Next steps: Create assessment system and curriculum Publication: Kuhlman, N. (2010). Developing Foreign

Language Teacher Standards in Uruguay. GIST Education and Learning Research Journal

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Publications

CATESOL Special Issue (Spring, 2011) Future plans

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CATESOL Article

Thiebault, C., Kuhlman, N., Day, E. (Spring, 2011). ESL Teacher-Education Programs: Measuring Up to the TESOL/NCATE Yardstick. The CATESOL Journal.

This article discusses how the Teachers of English to Speakers of Other Languages (TESOL)/National Council on the Accreditation of Teacher Education (NCATE) P-12 ESL teacher-preparation standards provide a nationally recognized framework for teacher preparation and evaluation, while at the same time providing for flexibility in the way in which certified ESOL teachers are prepared. Graduates of programs that follow these standards are ready to begin meeting the challenges of educating the next generation of ELLs in American classrooms.

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Possibility of Future Publication: 3 Goals

1. To make models of TESOL pre-service and in-service program available that are responsive to each of the TESOL professional standards

2. To provide users with practical applications (e.g., vignettes) that will help program developers, faculty, and accreditation coordinators put the standards into practice and use information gathered for program improvement and teacher training.

3. To provide suggested frameworks and activities for professional development for SEAs and LEAs based on the TESOL teacher standards.

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Possible Publication

Informed guidance on implementing the TESOL Professional Standards

How academic programs can use the professional standards to design and implement a curriculum (e.g., instruction and clinical experiences) that best prepares pre-service and in-service teachers to meet the needs of ELLs

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Rationale for TESOL Publication Our standards define a field which is largely

undefined Professional standards were developed and

approved by the membership Will provide access to a valid resource on

how standards are applied & operationalized what the focus of their future professional

development should be what the standards entail for teachers in the P-

12 classroom & university faculty in various roles.

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Rationale for TESOL Publication Success of such publications from other professional

organization [e.g., What Every Special Educator Must Know (CEC), Using the National Gifted Education Standards for University Teacher Preparation Programs (NAGC)]

Institutions of higher education will benefit from having guidance on fundamental considerations for development and accreditation of standards-based TESOL programs

Will provide guidance to institutions outside the US SEAs and LEAs are often in need of a framework for

conceptualizing professional development for both ESL and content area teachers in working with ELs

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Survey

What are some areas you would like to see addressed in a publication about the TESOL professional standards?

Why would you like to see these areas addressed in a publication?

How would you like to see these areas addressed in a publication?

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Thank You

Thank you for your interest in today’s session!

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Questions?

For more information: Diane Staehr Fenner, TESOL/NCATE

Program Coordinator [email protected]