Endorsement for Teachers of English as a Second Language P-12 (ESL)

Transcription

1 Endorsement for Teachers of English as a Second Language P-12 (ESL) Brescia University Catalog: F e b r u a r y

2 Table of Contents ESL Program Update... 2 Executive Summary... 3 Program Experiences... 5 Conceptual Framework... 5 Continuous Assessment Plan Program Experiences SPAs Syllabi Required ESL Education Courses EPSB Themes Program Faculty Curriculum Contract(s)/Guide Sheet(s)

3 ESL Program Update The ESL Endorsement Program began in the Fall semester of the academic year. One course Edu 402 ESL: Acquisition and Skill Set for Teaching ESL Students was introduced. During Spring semester of the academic year Eng 306 Linguistics was offered through the English department. Edu 401 ESL: Language and Culture was taught for the first time during the Fall semester of the academic year. Currently, during Spring semester of the academic year, Edu 403 ESL: Methods and Materials for Teaching P-12 Students is being offered. Plans are for Edu 404 ESL Practicum to be offered in Mod 4 of the Spring 2015 semester during the last seven weeks of the term. The mode of delivery for this program is face-to-face on-ground. Faculty: Edu 410 Tom Pope Eng 306 Craig Barrette Edu 402 Michael Meece Edu 403 Michael Meece Edu 404 Susan Spiller 2

4 Executive Summary Endorsement for Teachers of English as a Second Language (ESL) Theme of the Unit The Endorsement for Teachers of English as a Second Language (ESL) program leads to an endorsement for Brescia University education candidates to teach English Language Learners in grades P-12. The ESL endorsement is considered by EPSB as an Advanced program because it can only be attached to an existing teaching certificate. Candidates in the program do include individuals who hold EPSB certification already and candidates who are simultaneously enrolled in one of the initial teacher education programs at Brescia University. Coursework is offered at the level. This program is structured similar to the initial programs in the School of Education and operates within that assessment system framework. The ESL program joins the other initial and advanced level education programs under the combined School of Education conceptual framework model which states: Brescia University School of Education candidates are challenged to become professional educators committed to ethics, advocacy, service and lifelong learning. This framework derives from Brescia University s mission of Catholic service, liberal arts, and professional growth. The School of Education s professional education courses assume the candidates have a firm grounding in the University s educational outcomes and extend these outcomes through research development, critical analyses, creative extensions, and direct application and evaluation in a variety of educational settings. The ESL program emphasis on the English Language Learner extends the Ursuline, founders of Brescia University, focus of extending a helping hand to those with great need. Brief Description of the Assessment Plan (including admission and exit requirements) In October of 2015, The School of Education s continuous assessment plan was significantly changed due to the adoption of new Brescia University and School of Education Educational Outcomes. The School of Education faculty have also adopted the utilization of Signature Assignments and TaskStream, the Units new Learning Management System as the structure for the revised assessment system. The four levels of the system remain consistent. Level 1 is the Application and Admission to the School of Education. Candidates seeking entrance in the ESL program must meet all criteria required for admission by the School of Education plus they must have completed six hours of a modern language with at least a 2.75 GPA out of a 4.0 scale. Level 2 is the Successful Completion of Course Work and Field/Clinical Placements. All candidates completing the ESL endorsement must complete all four required classes and complete 30 field hours working with P-12 ESL students. Level 3 is the Application/ Acceptance into Practicum 3

5 A 30 hour Practicum is required for candidates seeking an ESL endorsement. A portfolio must be completed during practicum. Candidates must also take (passing scores are not required by Brescia University prior to practicum) the ESL Praxis Test. Exit requirement for an ESL endorsement is successful completion of level three. Level 4 is Program Completion candidates must have made satisfactory scores on Praxis II ESL Test. Rationale for the Implementation of the Program The rationale for the implementation of this program is that teachers must be prepared to teach in a global environment. Every year the population of the United States, Kentucky, and Owensboro is becoming more diverse. Our teachers need training to help diverse populations of P-12 students to close the achievement gap caused by not speaking the dominant language used in the classroom. Another rationale for offering this program is to help Brescia candidates become more marketable as educators. The much needed expertise in working with the P-12 ESL student population gives our SOE teacher candidates an additional advantage in seeking positions in teaching. Current Status: The ESL P-12 Endorsement Program is part way through its first delivery cycle. With the significant changes in the Brescia University and the School of Education (Unit) Educational Learning Outcomes and Goals adopted during Fall semester , ESL P-12 faculty are currently revising the program to include the new assessment system with Signature Assignments and the subsequent alignments with KTS, KYECS/KCAS, TESOL, SOE Conceptual Framework and EPSB Themes. The information that follows is a blend of this program being implemented as it was originally proposed for Program Approval by EPSB and the implementation of three courses, Edu 402, 401 and Eng 306, under the old Brescia University and School of Education assessment system and the initial delivery of Edu 403 and 404 Spring 2015 under the new Brescia University and School of Education assessment system. An attempt has been made to reflect that chronology in the following document. 4

6 Program Experiences Conceptual Framework The model of the atom as the visual display for the School of Education (SOE) existed through Spring semester During the annual retreat in August of 2012, SOE faculty engaged in program self-study, a discussion lead to the development of a proposed new conceptual framework and visual representation of the model. Early in the Fall semester 2012, SOE faculty through examination of current practice and philosophy decided existing Conceptual Framework (CF) was no longer applicable. The mission statement was revised and a new visual model for CF was developed. Input on the proposed changes came from faculty and a special focus group comprised of teacher education candidates and University administration obtained to provide visual clarity. Based on recommendation a revised version was presented to Teacher Advisory Council (TEAC). With TEAC s input, further revisions were made to the visual model which was subsequently approved by TEAC. The new mission statement is Brescia University School of Education candidates are challenged to become Professional Educators committed to Ethics, Advocacy, Service and Lifelong learning. The visual model is that of a teacher candidate as a home- a professional educator- equipped with knowledge and skills supported by the pillars of ethics, advocacy, service, and lifelong learning. This home of the professional educator rises from the soil of Brescia University s mission and its Educational Outcomes. The cross placed above the door symbolizes the Catholic liberal arts institution founded in the Ursuline tradition of personal and social transformation through education. The teacher candidate enters the Professional Educator home by means of the four steps of the Brescia Difference: Respect for the Sacred, Devotion to Learning, Commitment to Growth in Virtue, and Promotion of Servant Leadership. Kentucky Teacher Standards and the Specialty Professional Associations (SPA) standards provide the floor which is the professional foundation. Upon completion of the degree, symbolized by the arched window at the top of the model, Brescia s teacher education graduates leave Brescia and enter their professional careers through the archway. However, the graphic clearly illustrates the SOE belief that the entire structure would not exist without the four entryway steps, the foundational floor, and the soil that either supports it or provides access to it. While not depicted, the image of the home carries implicit connections to its partners in terms of families, colleagues, and the larger society. The elements of ethics, advocacy, service, and lifelong learning continuously transform the level of knowledge and skills of the professional educator. Both the collaboration required in a neighborhood community and the diversity of residents and workers within modern neighborhoods give additional depth to the image. Through the doors are the living workings of the house. 5

7 Conceptual Framework Model Brescia University School of Education Program Brescia University School of Education candidates are challenged to become Professional Educators committed to Ethics, Advocacy, Service, and Lifelong Learning. 6

8 Course Relationship to Conceptual Framework The ESL P-12 is a post-graduate Endorsement. This 13 hour Endorsement shall accompany certification or statement of eligibility for any EPSB teacher certification in IECE Birth -5, Elementary P-5, Middle Grades 5-9, Special Education, or Secondary 8-12 The SOE ESL: P-12 post graduate candidates are provided with a strong rational and ethical foundation which guides their preparation as future educators. The Brescia mission that constitutes the Brescia Difference : Respect for the Sacred, Devotion to Learning, Commitment to Growth in Virtue, and Promotion of Servant Leadership blends with the School of Education Conceptual Framework. This commitment to excellence is based on the Brescia University Teacher Education Conceptual Model Framework for teacher preparation. This model framework challenges ESL post graduate candidates to become professional educators committed to ethics, advocacy of their students, to instilling in their students a service commitment for others, and to challenge them to become lifelong learners. The goals, course content, programmatic emphasis, conceptual framework, Kentucky Teacher Standards, Specialty Professional Associations, and diversity proficiencies have been developed in collaboration. SOE ESL post graduate candidates learn to develop programs to further all student success in mastery of the Kentucky Core Academic Standards. The ESL P-12 program also provides many opportunities for its post graduate candidates to actively participate in community service. The unit employs a face-to-face (on ground) delivery model that equips post graduate candidates with the training and skills necessary to help them to develop scholarly curiosity and collaborate in the delivery of innovative instructional techniques. The ESL (course work, field experiences, and clinical practice) also helps post graduate candidates to understand and practice tenets of the conceptual framework and the following School of Education professional dispositions: ethics, advocacy, service, and lifelong learning. ESL post graduate candidates learn to design and plan instruction, create and maintain positive learning environments, implement and manage instruction, assess and communicate learning results, and reflect on teaching and learning in ways to help them develop experiences that positively impact on student learning and mastery of the Kentucky Core Academic Standards. The ESL program also provides opportunities for its post graduate candidates to actively participate in course-related field experiences and community service. Close alignments exists among the ESL P-12 Program and 1) the Conceptual Framework, 2) Kentucky Teacher Standards, 3) Specialty Professional Associations standards, and 4) Education Professional Standards Board Themes. Alignments also exist among the ESL P-12 Education Program and the mission, goals, values, and the vision of the institution. DIVERSITY and CLOSING THE ACHIEVEMENT GAP: The University as a whole and the SOE in particular consider diversity an important value as evidenced in one of its Educational Outcomes, the Human Welfare Value. It is expected that all Brescia graduates, respect individual differences and appreciate diversity of culture. ESL P-12 post graduate candidates are provided many opportunities to experience cultural diversity through field experiences (See Field Handbook) and academic courses such as Geography, Philosophy, and History. A solid background in the liberal arts along with a strong 7

9 commitment to service and advocacy ensures that post graduate candidates will actively participate in many culturally diverse activities; many of which are on campus and co-curricular. Within the context of diversity and closing the achievement gap, the ESL P-12 post graduate candidates are acutely aware of the relationship between regular education and needs of special populations. Diversity and closing the achievement gap are addressed formally in Teaching Diverse Populations of Children and Youth (Edu 255), a required course. It is in this course that ESL P-12 post-graduate candidates become cognizant of their role and responsibilities in serving all students. Course related field experience placements ensure that post graduate candidates actively participate in culturally diverse activities in schools, in other settings where academic experiences exist, and in co-curricular activities on campus. For ESL P-12 candidates concurrently enrolled in an initial teacher certification program, the needs of diverse student populations and effective ways to close the learning gap for those students are further addressed in Edu 255 Teaching Diverse Populations of Children and Youth and in the specialized methods courses for the type and level of certification being pursued. The experiences of these candidates in their assigned Practicum and Clinical Practice placements expand and enhance candidates knowledge, skills and dispositions via micro teaching which encompasses the use of KTIP forms Task A-1, Task A-2, and Task C, in which all lesson plans created must consider students learning characteristics in their lesson delivery and assessment. In Edu 301 as well as the methods courses, post graduate candidates are provided with specific case studies requiring diversified instruction. The SOE Clinical Practice evaluation form (Edu #12 & Edu #13) includes the assessment of the level at which a post graduate candidate plans for learning and cultural diversity, guides student understanding from various perspectives, and uses multiple assessments that would respect different learning styles. ESL P-12 post graduate candidates actively reflect on diversity and closing the achievement gap in their quest to be professional educators. The teaching of writing is addressed in Edu 310,311 and 431 in IECE methods courses, Edu 325 Teaching Language Arts in the Elementary School, and Edu 326 Teaching Language in the Content Area. Catalogue course descriptions for these course imply writing as an element of language arts. Syllabi for Edu 325 and 326 indicate post graduate candidates are: 1) to gain depth of understanding of the relationship between successful reading and writing and 2) to focus on the importance of writing, rubrics, conferencing, prewriting, and writing development. Working with culturally diverse populations is a component of the ESL P-12 post-graduate endorsement. Through their course of studies, Brescia University School of Education candidates expand their competencies with and commitment to enhancing educational opportunities for P-12 students from radically diverse cultures. Throughout the coursework, as well as fieldwork, candidates will be 8

10 encouraged to look for opportunities to become advocates for the ESL students and their families. A planned leadership project will be developed during the last ESL course, EDU 403. DISPOSITIONS: Ethics, advocacy, service, and lifelong learning are the professional disposition that post graduate candidates and program completers are expected to know and demonstrate. The key components of the SOE s professional educator is defined by a commitment to ethics, advocacy, service, and lifelong learning, and depend on their appropriate expression upon the teacher post graduate candidates internal dispositions for teaching. Rooted in the works of Angela Merici, and contemporary authors such as Revell and Arthor, 2007, Johnson, 2008, and Manos, 2007, awareness of dispositions is necessary for one to become an effective educator. All SOE Education Programs at Brescia including the ESL P-12 post-graduate endorsement emerge from the founding by Ursuline Sisters who are committed to the Ursuline approach to education which focuses on the commitment to the whole person and the power of education to transform each person and thus society. SOE teacher post graduate candidates are immersed in a setting permeated with strong, positive teacher dispositions and are expected to explore their own dispositions through individual and group reflection activities through reflective journaling following field experiences with children and professionals in educational settings, and through developing and evaluating their own philosophies of education. The SOE in collaboration with the Director of Mission Effectiveness builds an understanding of the Ursuline Educational Tradition from Italy in 1535 to present day. Throughout their program, teacher post graduate candidates explore the eleven values which permeate the Ursuline Legacy of Teaching and Learning. The Legacy is introduced during BU orientation to all BU students. Annual SOE Fall Convocations provide opportunities for awareness of and reflection on how those values relate directly to teaching and learning in the 21 st century. In Edu 204, Introduction to Education (or Edu 108 Orientation), the Director s presentation concentrates on St. Angela Merici in her role as Teacher. The Director s final presentation at the Clinical Practice Seminar interconnects with the post graduate candidates maturity as a professional educator. The presentation allows for a deeper understanding of the Ursuline Legacy of Teaching and Learning. This culminating experience bridges the application of St Angela s values from antiquity to the present and beyond. TECHNOLOGY: Brescia University is committed to providing the technological capabilities necessary for its students to be successful in their majors by requiring Eng 102 Writing II and offering IdC 100 Introduction to Information Resources. Technology is a critical component the SOE mission of becoming professional educators committed to ethics, advocacy, service, and lifelong learning. ESL P-12 postgraduate candidates must demonstrate competency in their classes that will ensure their future 9

11 students will have the level of skills required for lifelong learning. Technology Application and Integration in Education, Edu 246, is a Common core education requirement designed to develop digitalage learning experiences and assessments. Edu 246 includes computer-enhanced instruction that reflects the ability to demonstrate and evaluate the appropriate use of technology in their field experiences, data collection, multimedia presentations, and clinical practice as it impacts learning opportunities. Implementation of technology is evidenced in lesson plans throughout the post graduate candidates course work. During micro teachings incorporation of technology is required (Edu # 12/13 section: Designs/Plans and Implements/Manages Instruction (f)). Competence in KTS 6: The Teacher Demonstrates the Implementation of Technology is evidenced in the post graduate candidates Application to Clinical Practice and culminating Clinical Practice portfolios. The following matrix identifies which of the ESL courses objectives and activities could provide an opportunity for candidates to increase preparation in the components of the conceptual framework (objectives and activities taken from course syllabi): Table 1: Conceptual Framework Relationship to ESL P-12 Professional Courses NOTE: During Spring 2015, ESL P-12 program faculty are currently designing Signature Assignments for all courses in the program. New alignments will be available for EPSB Accreditation Visit Spring Conceptual Framework Model Component *Old ESL Course # Course Objective # Course Activity # Challenged to become a professional educator Committed to ethics. EDU 401 1,2,3,4,5,6 1,2,3,4 ENG 306 EDU 402 2,3 2,4,6 EDU 403 1,2 EDU 404 1,2,3,7 1,3,5,6 EDU 401 1,2,3,4 1,2,3 Committed to advocacy ENG 306 EDU 402 1,2,3,4 3,5,7 EDU 403 4, 6 6, 7 10

12 Conceptual Framework Model Component *Old ESL Course # Course Objective # Course Activity # EDU 404 2,3,7 3,4,5,6 Committed to service.. EDU 401 2,4,5,6 2,4 ENG 306 EDU ,5,7 EDU 403 EDU 404 1,4,7 1,2 Committed to lifelong learning... EDU 401 1,2,3,4,5,6 1,2,3 ENG 306 1,2,3,4,5,6,7,8,9,10,11,12 1,3,4,5 EDU 402 1,2,3 1,2,3,4,5,6,7 EDU 403 1,2,3,4, 5 1,2 EDU 404 1,2,5 1,2,3,4 EDU 401 4,5 4 In collaboration with teacher, student, & parent ENG 306 6,9,12 1,4,5 EDU 402 4,5 2,5,7 EDU 403 4, 6 3, 7 EDU 404 1,3,4,7 1,4,6 11

13 NOTE: The Table 1 below offers a preview of how the alignment could look under the new assessment system. The X indicators would be replaced with descriptive statements. Table 1 ESL Program Assessments Aligned with Conceptual Framework Course Number Edu 401 Edu 402 Edu 403 Course Title Language & Culture Acquisition & the Skill Set for Teaching ESL Students Methods & Materials Teaching P-12 ESL Students Signature Assignment Paper about an ESL issue ESL Ideabook ESL Lesson Plans Modified KTIP Plans Edu 404 ESL Practicum Course requirements: reflection (journals/mid & final self evaluations), Lesson plans, Assessment, PGP Professional Educator Ethics Advocacy Service Lifelong Learning x x x x x x x x x x x x x x x Eng 306 Linguistics Exams Research Project x x Continuous Assessment Plan The Continuous Assessment Plan (CAP) of The School of Education identifies competencies that a professional educator must demonstrate: content/professional/pedagogy, technology, assessment, dispositions, and diversity. Efforts are underway Spring semester 2015 to identify with more clarity the embedded EPSB themes, TESOL, KTS, KCAS, and SOE dispositions through the utilization of Signature Assignments into the ESL P-12 endorsement program. Within the new assessment framework the five competencies (identified above), are being woven throughout the program to be continuously monitored. This CAP is designed to ensure the candidate meets stated expectations of the unit to become a professional educator committed to ethics, advocacy, service and lifelong learning. The School of Education in fall of 2014 adopted TaskStream, a Learning Management System (LMS) to track candidate performance. SOE expects candidates to progress in competency from Beginning to Developing to Accomplished to Exemplary. Candidate competencies are tracked across 12

14 four Levels: 1: Admission to the School of Education Program, 2: Successful Completion of Course Work and Field/Clinical Placements, 3: Admission into Clinical Practice, 4: Program Completion. At Level 1, Admission to School of Education, students seeking to become ESL P-12 candidates are introduced to strand competencies through SOE Professional Core Courses. The Professional Core Courses are: Edu 204 Introduction to Education, Edu 255 Teaching Diverse Populations of Children and Youth, Psy 300 Developmental Psychology. In order to attain candidate status students must: have earned a grade of C or better in the Professional Core Courses, completed two of the three Professional Core Courses, maintained 2.75 GPAs-cumulative/SOE, pass PRAXIS I, signed EPSB Code of Ethics statement, passed a background check, and completed the written and oral application process. Instructors complete the Professional Dispositions and Skill Evaluation on all education students enrolled in the Professional Core Courses and the technology foundation course Edu 246 Technology Application and Integration in Education. Signature Assignments in these courses and field supervisor evaluations are posted to TaskStream and evidence a candidate s competency in the strands through data obtained from internal and external sources. Continuous monitoring of data regarding these requirements allows for early feedback on each student s ability to demonstrate Beginning level competencies in content/professional/pedagogy, technology, assessment, dispositions, and diversity. This data provides the basis for the Teacher Education Advisory Committee (TEAC) to determine that a student s level of performance meets stated expectations including 16 KAR 5:020 for completion of Level 1- Admission to School of Education and candidate status. At Level 2, Successful Completion of Course Work and Field/Clinical Placements, ESL P-12 candidates continue completion of General Education Requirements (GERs), content specialty area, related subject requirements and begin content/pedagogy coursework. The required Field components become more interactive and diverse, progressing toward completion of 200 hours. (16 KAR 5:020 requirements). Edu 404 ESL Practicum serves as the culminating course providing an intense experience allowing opportunity for evaluative observation(s) by SOE faculty, field supervisor, and candidate. Evaluation of Signature Assignments in these courses, field supervisor evaluation, candidate self-evaluations, and GPAs-cumulative/SOE evidences a candidate s competency in the strands through data obtained from internal and external sources. Signature Assignments form the required components of the candidate s portfolio to evidence their level of competence across the Kentucky Teacher Standards (KTS). Candidates complete initial and annual Professional Growth Plan (PGP) which includes a self- assessment and action plan based on KTS. Data obtained through these requirements are posted on TaskStream and which allows for continued feedback on each candidate s demonstration of Developing level competencies in content/professional/pedagogy, technology, assessment, dispositions, and diversity. SOE Data Manager and SOE faculty review of data provides basis for determining that candidate meets stated expectations for completion of Level 2. 13

15 At Level 3, Admission into Clinical Practice, ESL P-12 candidates have completed methods course work except for the appropriate Clinical Practice for their certification area/level. To submit an application for Clinical Practice a candidate must have: passed a Federal Background check, maintained 2.75 GPAs-cumulative/ SOE or 2.75 in last 30 hours, have taken PRAXIS II Specialty Exam and PLT, signed EPSB Code of Ethics statement, completed physical/tb skin test, met Field requirements, and submit a summative portfolio. This portfolio demonstrates candidates performance levels on the KTS for every indicator within each standard. Data obtained through these requirements allows for feedback on each candidate s demonstration of Accomplished level competencies in content/professional/- pedagogy, technology, assessment, dispositions, and diversity. This data provides the basis for the TEAC to determine that a candidate s level of performance meets stated expectations including 16 KAR 5:040 for completion of Level 3 Admission into Clinical Practice. At Level 4: Program Completion the capstone experience of the ESL P-12 curriculum is the appropriate Clinical Practice for their certification area/level.during which candidates complete a placement(s) from seven to fourteen weeks in the appropriate setting(s) for their certification are/level.. During Clinical Practice, Cooperating Teachers, University Supervisors, and candidates complete multiple formative evaluations and a summative evaluation is also completed by Cooperating Teachers. Candidates submit a Clinical Practice Portfolio evaluated by Cooperating Teachers and University Supervisors providing data from internal and external sources. Data obtained through these evaluations allows for feedback on each candidate s demonstration of Exemplary level competencies in content/ profession-al/pedagogy, technology, assessment, dispositions, diversity and KTS. This data provides the basis to determine that a candidate s level of performance meets stated expectations for Program Completion of the ESL P-12 endorsement program. Data Manager, SOE faculty and Registrar review of data provides basis for certifying completion of all requirements for a Baccalaureate degree in an area of Education and qualify for determination of eligibility for initial Kentucky Teacher Certification to which the ESL P-12 endorsement can be attached. The SOE Data Manager tracks: obtainment of statement of eligibility, acquisition of provisional/initial teaching license, subsequent employment contract, completion of KTIP (or first year if not in Kentucky), and acquisition of a professional teaching license. Graduation and professional employment evidence completion of Level 4- Program Completion. The Continuous Assessment Plan of the SOE regarding undergraduate candidates includes four, formal monitoring points or Levels 1-4. Table 2 presents the core requirements of the continuous assessment plan of the School of Education programs including the ESL P-12 endorsement at Brescia University. These pieces of evidence formatively and summative measure student performance and growth over time in the five strands of the SOE and are aligned with EPSB themes, TESOL, KTS, KCAS, and SOE dispositions. This continuous assessment plan is designed to ensure the candidate meets stated expectations of the unit to become a professional educator committed to ethics, advocacy, service and lifelong learning. 14

16 NOTE: This Table is a proposed option for Signature Assignments and Alignments P-12 Program faculty are designing new formats to align with SOE changes in utilization of TaskStream and new SOE Unit Goals. ESL Alignment with Kentucky Teacher Standards Within every syllabus for the professional courses in any School of Education Program, the Kentucky Teacher Standards (KTS) are identified and linked with the course objectives, activities, and assessments. In this manner every student is exposed to and participates with Kentucky s Teacher Standards throughout their studies at Brescia University. The matrix below highlights the integration of the KTS throughout the ESL P-12 post graduate Endorsement program under the old assessment system in effect until October, 2015: NOTE: During Spring 2015, ESL P-12 program faculty are currently designing Signature Assignments for all courses in the program. New alignments will be available for EPSB Accreditation Visit Spring Kentucky Teacher Standards Matrix 1. Knowledge of Content: The teacher demonstrates academic knowledge of certified content areas (special emphasis on Kentucky Common Core Standards) to develop student knowledge and performance in those areas. EDU 401Language and Culture: Obj. 1 Candidates will obtain a stronger understanding of the English language. Obj. 2 Candidates will understand the educational, social, and political issues surrounding standard and non-standard English. Obj. 3 Candidates will understand the origins of English and language in general. Obj. 4 Candidates analyze their own cultural values and beliefs and the effects that these values have on their perceptions of others and their effectiveness in the classroom. Obj. 5 Candidates discuss cultural considerations such as culture shock, assimilation and adaptation as they relate to American culture. Obj. 7 Candidates will obtain a stronger understanding of issues that affect the teaching of English Language Learners Assessment 1 Personal Cultural Autobiography Assessment 2. Interview with a culture traveler Assessment 3 Paper about an ESL issue Assessment 4 Discussion leader research facts relating to class topic. ENG 306 Linguistics: Obj. 1 Define key grammatical terms and use them intelligently. Obj. 2 Use the phonetic alphabet. 15

17 Obj. 3 State simple phonological rules. Obj. 4 Differentiate among current grammatical theories. Obj. 5 Summarize the key developments in the history of the English language. Obj. 6 Discuss several universals of language. Obj. 7 State simple syntactic and phrase structure rules. Obj. 8 Summarize the stages of language development in children. Obj. 9 Discuss the biological foundations of language. Obj. 10 Demonstrate a basic knowledge of sociolinguistics. Obj. 11 Be aware of the relationship between the computer and language. Obj. 12 Be familiar with library resources in linguistics. Assessment 3 Course notebook with all assignments and writing activities. Assessment 4 Listening component. Assessment 5 Power point presentation of ESL materials and technology in local school. EDU 402 Acquisition and Skill Set: Obj. 1 To become familiar with the acquisition of first and second languages, Obj. 2 To understand the environmental and psycholinguistic factors that affects the acquisition of second languages, Obj. 3 To learn about the different theories and approaches to language acquisition. Assessment 1 Class participation and discussions Assessment 2 Homework Assessment 3 Lesson plans Assessment 5 ESL Idea Book Assessment 6 Research paper. EDU 403 Methods and Materials: Obj. 1 To learn about the methods and materials in teaching the ESL student, Obj. 2 To learn some of the strategies and techniques used to address specific language skills, Obj. 3 To learn about the needs of different populations (Children/ adults with special needs) of ESL students, Obj. 4 To learn about the methods of assessing ESL students, Obj. 5 To learn about working with content teachers and parents in order to help ESL students achieve their learning objectives. Assessment 1 Read assign chapter in textbook and be prepared to discuss in class, Assessment 2 Read and critique journal articles, Assessment 3 Use the results of language error analysis to create four standards-based Lesson plans (using KCAS) each one dealing with a different skill (grammar, pronunciation, reading, writing, listening, etc.). Assessment 6 Analyze the language errors of P-12 ESL students, EDU 404 Practicum: Obj. 1 Candidate will participate in a supervised 30 hour field placement, Obj. 2 Demonstrate the ability to develop and implement appropriate instruction (using KCAS), Obj. 3 Demonstrate the ability to assess students present levels of language, monitor their progress and make appropriate instructional decisions, Obj. 4 Become familiar with the role of the ESL teacher in the school setting, Obj. 5 Develop a presentation portfolio with KTS relating to ESL students. 16

18 Assessment 1 Field Placement, Assessment 2 Develop portfolio, Assessment 3 Develop a minimum of three lesson plans(using KCAS), Assessment 4 Develop one individual language management plan applicable to a P-12 Student in your setting, Assessment 5 Conduct and write a formal observation of your classroom, Assessment 6 Present portfolio to the Teacher Education Advisory Committee (TEAC). 2. Designs/Plans Instruction: The teacher designs/plans instruction (based on Common Core Standards). EDU 401Language and Culture: ENG 306 Linguistics EDU 402 Acquisition and Skill Set: Obj. 5 To create lesson plans (using KCAS) to use in field experience. Assessment 3 Lesson plan using KCAS for each of the different areas of language instruction as the primary focus (reading, writing, speaking & listening, vocabulary and grammar). EDU 403 Methods and Materials: Obj. 1 To learn about the methods and materials in teaching the ESL student, Obj. 2 To learn some of the strategies and techniques used to address specific language skills, Obj. 3 To learn about the needs of different populations (P-12 children/ adults with special needs) of ESL students, Obj. 5 To learn about working with content teachers and parents in order to help P-12 ESL students achieve their learning objectives. Assessment 3 Use the results of language error analysis to create four standards-based Lesson plans (using KCAS) each one dealing with a different skill (grammar, pronunciation, reading, writing, listening, etc.). EDU 404 Practicum: Obj. 2 Demonstrate the ability to develop and implement appropriate instruction, Obj. 5 Develop a presentation portfolio with KTS relating to ESL students, Obj. 6 Present portfolio to the Teacher Education Advisory Committee. Assessment 2 Develop portfolio, Assessment 3 Develop a minimum of three lesson plans (using KCAS), Assessment 4 Develop one individual language management plan applicable to a student in your setting. 3. Creates/Maintains Learning Climates: The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge EDU 401Language and Culture: ENG 306 Linguistics: Objectives: Obj. 6. Discuss several universals of language. Obj. 9. Discuss the biological foundations of language. Obj.10. Demonstrate a basic knowledge of sociolinguistics. Assessment 3 Course Notebook all assignments and writing. Assessment 4 Listening Component. EDU 402 Acquisition and Skill Set: 17

19 Obj. 5 To create lesson plans (using KCAS) to use in field experience. Assessment 3 Lesson plan using KCAS for each of the different areas of language instruction as the primary focus (reading, writing, speaking I& listening, vocabulary and grammar). EDU 403 Methods and Materials: Obj. 1 To learn about the methods and materials in teaching the ESL student, Obj. 2 To learn some of the strategies and techniques used to address specific language skills, Obj. 3 To learn about the needs of different populations (Children/ adults with special needs) of ESL students, Obj. 4 To learn about the methods of assessing ESL students. Assessment 1 Read assign chapter in textbook and be prepared to discuss in class, Assessment 6 Analyze the language errors of ESL students. EDU 404 Practicum: Obj. 1 Student will participate in a supervised 30 hour field placement, Obj. 2 Demonstrate the ability to develop and implement appropriate instruction, Obj. 3 Demonstrate the ability to assess students present levels of language, monitor their progress and make appropriate instructional decisions, Obj. 4 Become familiar with the role of the ESL teacher in the school setting. Assessment 1 Field Placement, Assessment, Assessment 3 Develop a minimum of three lesson plans (using KCAS), Assessment 4 Develop an individual language management plan. 4. Implements/Manages Instruction: The teacher introduces/implements/ manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. EDU 401Language and Culture ENG 306 Linguistics EDU 402 Acquisition and Skill Set: Obj. 5 To create lesson plans(using KCAS) to use in the field experience, Obj. 6 To create an idea book of strategies to use with ESL student during field experience Assessment 5 Research paper, Assessment 7 Field Hours. EDU 403 Methods and Materials: Obj. 1 To learn about the methods and materials in teaching the ESL student, Obj. 2 To learn some of the strategies and techniques used to address specific language skills, Obj. 3 To learn about the needs of different populations (Children/ adults with special needs) of ESL students, Obj. 4 To learn about the methods of assessing ESL students, Assessment 6 Analyze the language errors of ESL students, Assessment 3 Use the results of language error analysis to create four standards-based Lesson plans each one dealing with a different skill (grammar, pronunciation, reading, writing, listening, etc.), Assessment 5 Field hours, Teach lessons during field hours. EDU 404 Practicum: 18

20 Obj. 1 Student will participate in a supervised 30 hour field placement, Obj. 2 Demonstrate the ability to develop and implement appropriate instruction, Obj. 3 Demonstrate the ability to assess students present levels of language, monitor their progress and make appropriate instructional decisions, Obj. 4 Become familiar with the role of the ESL teacher in the school setting. Assessment 1 Field Placement, Assessment, Assessment 3 Develop a minimum of three lesson plans, Assessment 4 Develop an individual language management plan. 5. Assesses and Communicates Learning Results: The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts (i.e. Kentucky Core Content Standards), become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. EDU 401Language and Culture ENG 306 Linguistics EDU 402 Acquisition and Skill Set: Obj. 7 To become familiar with assessment issues relating to ESL students. Assessment 6 Research paper, Assessment 7 Field hours. EDU 403 Methods and Materials: Obj. 4 To learn about the methods of assessing ESL students, Obj. 5 To learn about working with content teachers and parents in order to help ESL students achieve their learning objectives. Assessment 6 Analyze the language errors of ESL students, Assessment 3 Use lesson plans and attempt to develop a bias free assessment. EDU 404 Practicum: Obj. 3 Demonstrate the ability to assess students present levels of language, monitor their progress and make appropriate instructional decisions, Obj. 5 Develop a presentation portfolio with KTS relating to ESL students. Assessment 3 Develop a minimum of three lesson plans (using KCAS), Assessment 4 Develop an individual language management plan. 6. Demonstrates Implementation of Technology: The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. EDU 401 Language and Culture: Candidates use the internet to find information about: Obj. 2 educational, social, and political issues surrounding standard and nonstandard English; Obj. 3 historical origins of English and language; Obj. 5 cultural shock, assimilation, and adaptation to the American culture; Obj. 7 issues that affect the teaching of ELL. Assessment 2 Interviewing a cultural traveler; Assessment 3 Paper about ESL issue; Assessment 6 Journal Review ENG 306 Linguistics: Obj. 11 being aware of the relationship between the computer and language. Obj. 12 being familiar with library resources in linguistics 19

21 Assessment 5 Power Point on ESL materials and technology in local school. EDU 402 Acquisition and Skill Set: Obj. 1 To become familiar with the acquisition of first and second languages, Obj. 2 To understand the environmental and psycholinguistic factors that affects the acquisition of second languages, Obj. 3 To learn about the different theories and approaches to language acquisition. Assessment 3 Lesson plans (using KCAS), Assessment 5 ESL Idea Book, Assessment 6 Research paper. EDU 403 Methods and Materials: EDU 403 Methods and Materials: Obj. 1 To learn about the methods and materials in teaching the ESL student, Obj. 2 To learn some of the strategies and techniques used to address specific language skills, Obj. 3 To learn about the needs of different populations (Children/ adults with special needs) of ESL students, Assessment 2 Read and critique journal articles. EDU 404 Practicum: Obj. 5 Develop a presentation portfolio with KTS relating to ESL students, Obj. 6 Demonstrate growth through in analysis and reflection through critiquing video lesson. Assessment 2 Developing portfolio. 7. Reflects/Evaluates Teaching/Learning: The teacher reflects on and evaluates specific teaching/ learning situations and/or programs EDU 401Language and Culture: Obj. 7 Candidate will obtain a deeper understanding of issues that affect the teaching of ELL. Assessment 4 Discussion leader Candidate will reflect/ evaluate how the class responded to his/her presentation; Assessment 5 Field Trip Observation Report. ENG 306 Linguistics EDU 402 Acquisition and Skill Set: Obj. 5 To create lesson plans (using KCAS) to use in the field experience. Assessment 3 Lesson plans using KCAS for each of the different areas of language instruction, Assessment 7 Field hours reflection journal EDU 403 Methods and Materials: Assessment 3 Reflection portion of lesson plans, Assessment 5 Field hours reflection journal. EDU 404 Practicum: Obj. 1 Candidate will participate in a supervised 30 hour field placement, Obj. 2 Demonstrate the ability to develop and implement appropriate instruction, Obj. 3 Demonstrate the ability to assess P-12 students present levels of language, monitor their progress and make appropriate instructional decisions, Obj. 4 Become familiar with the role of the ESL teacher in the school setting, Obj. 6 Demonstrate growth through development of PGP and self-evaluation of video teaching. Assessment 2 Develop portfolio, 20

22 Assessment 3 Develop a minimum of three lesson plans (using KCAS), Assessment 4 Develop one individual language management plan applicable to a P-12 student in your setting. 8. Collaborates with Colleagues/Parents/Others: The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. EDU 401 Language and Culture: Obj. 5 Discuss cultural considerations. Assessments 4 Discussion leader, Assessment 5 Field observation report. ENG 306 Linguistics Obj. 6 Discuss several universals of language, Obj. 9 Discuss the biological foundations of language, Obj. 10 Demonstrate a basic knowledge of sociolinguistics, Obj. 11 Be aware of the relationship between the computer and language. Assessment 1 Participation in discussion in class. Assessment 4 Listening component. Assessment 5 Power point on ESL materials and technology in local school. EDU 402 Acquisition and Skill Set: Obj. 4 To work directly with ESL students through field experience, Obj. 6 To create an idea book of strategies to use with ESL students, Obj. 8 To become familiar with community resources available for ESL families. Assessment 1 Class participation and discussions, Assessment 5 ESL Idea book, Assessment 7 Field hours, Assessment 8 Professional development. EDU 403 Methods and Materials: Obj. 5 To learn about working with content teachers and parents in order to help ESL students achieve their learning objectives. Obj. 6 To develop a leadership project based on student need. Assessment 2 Read and critique a journal about involving ESL parents in the academic process, Assessment 5 Field hours, Assessment 7 develop leadership plan. EDU 404 Practicum: Obj. 2 Develop portfolio Obj. 4 Become familiar with the role of the ESL teacher in the school setting, Obj. 5 Develop a presentation portfolio with KTS relating to ESL students, Obj. 6 Present portfolio to Teacher Education Advisory Committee, Assessment 4 Develop one individual language management plan applicable to a P-12 student in your setting, Assessment 6 Present portfolio to the Teacher Education Advisory Committee. 21

23 9. Engages in Professional Development: The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a professional development plan. EDU 401Language and Culture: ENG 306 Linguistics EDU 402 Acquisition and Skill Set: Obj. 8 to become familiar with community resources available for ESL families. Assessment 8 Professional development - attend workshops to gather information that would be valuable for ESL students and their families. EDU 403 Methods and Materials: Obj. 5 To learn about working with content teachers and parents in order to help P-12 ESL students achieve their leaning objectives. EDU 404 Practicum: Obj. 1 Student will participate in a supervised 30 hour field placement, Obj. 4 Become familiar with the role of the ESL teacher in the school setting, Obj. 6 Demonstrate growth through development of PGP and self-evaluation from videoed lesson. Assessment 1 Field Placement 10. The teacher provides leadership within the school, community, and Education process to improve student learning and well-being. EDU 401Language and Culture: Assessment 4 Discussion leader ENG 306 Linguistics EDU 402 Acquisition and Skill Set EDU 403 Methods and Materials: Obj. 5 Working with content teachers and parents in order to help P-12 ESL students achieve their learning objectives, Obj. 6 develop a leadership project based on student need. EDU 404 Practicum Reflections of KTIP lesson plans 22

24 NOTE: The Table 2 below offers a preview of how the alignment could look under the new assessment system. The X indicators would be replaced with descriptive statements. Table 2: KTS Standards Aligned with ESL Program Assessments See Table 1: Conceptual Framework Relationship to ESL P-12 Education Professional Courses and Table 4: Kentucky Teacher Standards Reflected in ESL P-12 for Signature Assignments. Course Number Edu 401 Edu 402 Edu 403 Edu 404 Course Title Language & Culture Acquisition & the Skill Set for Teaching ESL Students Methods & Materials Teaching P- 12 ESL Students ESL Practicum Signature Assignment Paper about an ESL issue ESL Ideabook ESL Lesson Plans Modified KTIP Plans Course requirements: reflection (journals/mid & final self evaluations), Lesson plans, Assessment, PGP KTS KTS KTS x x x KTS 4 KTS 5 KTS 6 x x x x KTS 7 x x x x x x x x KTS 8 KTS 9 x x x x x x x x x x KTS 10 Eng 306 Linguistics Exams Research Project x 23