1 Goals, Outcomes, & Performance Criteria Based on the standards set forth by the professional organization, Teachers of English to Speakers of Other Languages, Inc. (TESOL*), the Goals and Standards are defined respectively as "Domains" and "Standards". Following the table of "Degree Program Standards" are detailed goal and outcomes statements as published by the professional organizations in the field. *Teachers of English to Speakers of Other Languages, Inc. (TESOL) is a global education association based in Alexandria, Virginia, in the United States. TESOL's mission is to ensure excellence in English language teaching to speakers of other languages. Degree Program Standards Domain 1: Language Domain 2: Culture Domain 3: Planning, Implementing, and Managing Instruction Domain 4: Assessment Domain 5: Professionalism Standard 1.a. Describing Language Standard 1.b. Language Acquisition and Development Standard 2.a. Nature and Role of Culture Standard 2.b. Cultural Groups and Identity Standard 3.a. Planning for Standards-Based ESL and Content Instruction Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction Standard 3.c. Using Resources Effectively in ESL and Content Instruction Standard 4.a. Issues of Assessment for ESL Standard 4.b. Language Proficiency Assessment Standard 4.c. Classroom-Based Assessment for ESL Standard 5.a. ESL Research and History Standard 5.b. Partnerships and Advocacy Standard 5.c. Professional Development and Collaboration GOAL/Domain 1: Language Students know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students' language and literacy development and content area achievement. OUTCOME/Standard 1.a.Describing language. Students demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.
2 Performance Criterion 1.a.1.Apply knowledge of phonology (the sound system) to help ESOL students develop oral, reading, and writing (including spelling) skills in English. Performance Criterion 1.a.2. Apply knowledge of morphology (the structure of words) to assist ESOL students' development of oral and literacy skills in English. Performance Criterion 1.a.3. Apply knowledge of syntax (phrase and sentence structure) to assist ESOL students in developing written and spoken English. Performance Criterion 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. Performance Criterion 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. Performance Criterion 1.a.6. Demonstrate ability to help ESOL students develop social and academic language skills in English. Performance Criterion 1.a.7. Demonstrate ability to help ESOL students acquire a range of genres, rhetorical and discourse structures, and writing conventions in English. Performance Criterion 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. Performance Criterion 1.a.9. Locate and use linguistic resources to learn about the structure of English and of students' home languages. Performance Criterion 1.a.10. Demonstrate proficiency in English and serve as a good language model for ESOL students. OUTCOME/Standard 1.b. Language acquisition and development. Students understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings. Performance Criterion 1.b.1. Provide rich exposure to English. Performance Criterion 1.b.2. Provide comprehensible input and scaffolding. Performance Criterion 1.b.3. Provide opportunities for meaningful interaction. Performance Criterion 1.b.4. Create a secure, positive, and motivating learning environment. Performance Criterion 1.b.5. Understand and apply current theories and research in language and literacy development.
3 Performance Criterion 1.b.6. Recognize and build on the processes and stages of English language and literacy development. Performance Criterion 1.b.7. Recognize the importance of ESOL students' home languages and language varieties and build on these skills as a foundation for learning English. Performance Criterion 1.b.8. Understand and apply knowledge of sociocultural and political variables to facilitate the process of learning English. Performance Criterion 1.b.9. Understand and apply knowledge of the role of individual learner variables in the process of learning English. Performance Criterion 1.b.10. Provide appropriate instruction and feedback. Performance Criterion 1.b.11. Help ESOL students to communicate in socially and culturally appropriate ways. Performance Criterion 1.b.12. Help ESOL students develop academic language proficiency. Performance Criterion 1.b.13. Help ESOL students develop effective language learning strategies. GOAL/Domain 2: Culture Students know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students' cultural identities, language and literacy development, and content area achievement. OBJECTIVE/Standard 2.a. Nature and Role of Culture. Students know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students' learning. Performance Criterion 2.a.1. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning ESL. Performance Criterion 2.a.2. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to ESL teaching and learning. Performance Criterion 2.a.3. Understand and apply knowledge about home/school communication to enhance ESL teaching and build partnerships with ESOL families. Performance Criterion 2.a.4. Understand and apply concepts about the interrelationship between language and culture.
4 OBJECTIVE/Standard 2.b. Cultural Groups and Identity. Students know, understand, and use knowledge of how cultural groups and students' cultural identities affect language learning and school achievement. Performance Criterion 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. Performance Criterion 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. Performance Criterion 2.b.3. Understand and apply knowledge about cultural conflicts and home-area events that can have an impact on ESOL students' learning. Performance Criterion 2.b.4. Understand and apply knowledge about the impact of students' socioeconomic status, race, religion, class, national origin, disability, and gender on learning and teaching ESL. Performance Criterion 2.b.5. Understand and apply knowledge of U.S. immigration history and patterns in teaching ESL. GOAL/Domain 3: Planning, Implementing, and Managing Instruction (Practice) Students know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. OBJECTIVE/Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Students know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Students serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Performance Criterion 3.a.1. Plan standards-based ESL and content instruction. Performance Criterion 3.a.2. Create environments that promote standards-based language learning in supportive, accepting classrooms and schools. Performance Criterion 3.a.3. Plan students' learning experiences based on assessment of language proficiency and prior knowledge. Performance Criterion 3.a.4. Provide for particular needs of students with limited formal schooling (LFS) in their L1.
5 OBJECTIVE/Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction. Students know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Students support ESOL students in accessing the core curriculum as they learn language and academic content together. Performance Criterion 3.b.1. Organize learning around standards-based subject matter and language learning objectives. Performance Criterion 3.b.2. Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn about content-area material. Performance Criterion 3.b.3. Provide activities and materials that integrate listening, speaking, reading, and writing. Performance Criterion 3.b.4. Develop students' listening skills for a variety of academic and social purposes. Performance Criterion 3.b.5. Develop students' speaking skills for a variety of academic and social purposes. Performance Criterion 3.b.6. Provide standards-based instruction that builds upon students' oral English to support learning to read and write. Performance Criterion 3.b.7. Provide standards-based reading instruction adapted to ESOL learners. Performance Criterion 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. OBJECTIVE/Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Students 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. Performance Criterion 3.c.1. Select, adapt, and use culturally responsive, age appropriate, and linguistically accessible materials. Performance Criterion 3.c.2. Select materials and other resources that are appropriate to students' developing language and content area abilities, including appropriate use of L1. Performance Criterion 3.c.3. Employ an appropriate variety of materials for language learning, including books, visual aids, props, and realia.
6 Performance Criterion 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). Performance Criterion 3.c.5. Use software and Internet resources effectively in ESL and content instruction. GOAL/Domain 4: Assessment Students understand issues of assessment and use standards-based assessment measures with ESOL students. OBJECTIVE/Standard 4.a. Issues of Assessment for ESL. Students understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning. Performance Criterion 4.a.1. Demonstrate an understanding of the purposes of assessment as they relate to ESOL learners and use results appropriately. Performance Criterion 4.a.2. Demonstrate an understanding of the quality indicators of assessment instruments. Performance Criterion 4.a.3. Demonstrate understanding of the limitations of assessment situations and make accommodations for ESOL students. Performance Criterion 4.a.4. Distinguish between a language difference, gifted and talented, and special education needs for ESOL students. OBJECTIVE/Standard 4.b. Language Proficiency Assessment. Students know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students. Performance Criterion 4.b.1. Understand and implement national and state requirements for identification, reclassification, and exit of ESOL students from language support programs. Performance Criterion 4.b.2. Understand, develop, and use norm-referenced assessments appropriately with ESOL learners. Performance Criterion 4.b.3. Understand, develop, and use criterion-referenced assessments appropriately with ESOL learners. Performance Criterion 4.b.4. Understand, construct, and use assessment measures for a variety of purposes for ESOL students.
7 Performance Criterion 4.b.5. Assess ESOL learners language skills and communicative competence using multiple sources of information. OBJECTIVE/Standard 4.c. Classroom-Based Assessment for ESL. Students know and use a variety of performance-based assessment tools and techniques to inform instruction. Performance Criterion 4.c.1. Use performance-based assessment tools and tasks that measure ESOL learners' progress toward state and national standards. Performance Criterion 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. Performance Criterion 4.c.3. Prepare ESOL students to use self- and peer-assessment techniques when appropriate. GOAL/Domain 5: Professionalism Students demonstrate knowledge of the history of ESL teaching. Students keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Students use such information to reflect upon and improve their instructional practices. Students provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment. OBJECTIVE/Standard 5.a. ESL Research and History. Students demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning. Performance Criterion 5.a.1. Demonstrate knowledge of language teaching methods in their historical contexts. Performance Criterion 5.a.2. Demonstrate knowledge of the evolution of laws and policy in the ESL profession. OBJECTIVE/Standard 5.b. Partnerships and Advocacy. Students serve as professional resources, advocate for ESOL students, and build partnerships with students' families. Performance Criterion 5.b.1. Advocate and serve as language and education resources for students and families in their schools and communities. Performance Criterion 5.b.2. Serve as professional resource personnel in their educational communities. Performance Criterion 5.b.3. Advocate for ESOL students' access to all available academic resources, including instructional technology.
8 OBJECTIVE/Standard 5.c. Professional Development and Collaboration. Students collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students. Performance Criterion 5.c.1. Establish professional goals and pursue opportunities to grow in the field of ESL. Performance Criterion 5.c.2. Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ESOL students in the school. Performance Criterion 5.c.3. Engage in collaborative teaching in general education and contentarea classrooms. Performance Criterion 5.c.4. Model academic proficiency in the English language. Performance Criteria (Indicators) The standards themselves are divided into performance indicators. These indicators are to help identify evidence of candidate performance. These performance indicators can be met at three proficiency levels: Approaches Standard: The documentation provided and the evidence submitted clearly establish that the teacher candidates have knowledge about the subject content, but does not apply it adequately to the classroom. Meets Standard: The documentation provided and the evidence submitted clearly establish that the teacher candidates demonstrate the dispositions, knowledge, and skills to teach English learners effectively, and that candidates apply that knowledge in the classroom and other professional teaching situations. Exceeds Standard: The documentation provided and the evidence submitted clearly establish that the teacher candidates consistently demonstrate the dispositions, knowledge, and skills associated with candidates who demonstrate positive effects on student learning and go on to successful teaching. It is expected that teacher candidates who exceed the standards would be good candidates after the required three years of teaching for National Board for Professional Teacher Standards Certification under "English as a New Language."
FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010 Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs Learning Teachers will know and apply understanding of theories
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
THE SCHOOL DISTRICT OF PALM BEACH COUNTY Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement 2011 2016 William F. Malone, Acting Superintendent Constance Tuman Rugg,
TESOL / NCATE Program Standards STANDARDS FOR THE ACCREDIATION OF INITIAL PROGRAMS IN P 12 ESL TEACHER EDUCATION Prepared and Developed by the TESOL Task Force on ESL Standards for P 12 Teacher Education
The School District of Osceola County, Florida Melba Luciano, Superintendent ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) ADD-ON ENDORSEMENT 2015 The School District of Osceola County, Florida Student
The School Board of Sarasota County Add-on Certification Program English for Speakers of Other Languages ESOL Endorsement I. PROGRAM TITLE In-service Program for ESOL Endorsement Add-on Certification Program
SCHOOL OF EDUCATION EMPOWERMENT FOR LEARNING PROGRAM SUBMISSION ESL Endorsement Initial Level September 2011 Date Revised: January 2012 Catalog URL: http://www.campbellsville.edu/catalog 1 Campbellsville
1 PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS BILINGUAL/BICULTURAL EDUCATION 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit
For Special Education and Reading/Writing MA Students seeking the endorsement in Culturally and Linguistically Diverse Education (CLDE) Students who are completing or have completed the Special Education
Purpose English as a Second Language Supplemental (ESL) (154) The purpose of the English as a Second Language Supplemental (ESL) test is to measure the requisite knowledge and skills that an entry-level
Certification Examinations for Oklahoma Educators Oklahoma Subject Area Tests STUDY GUIDE 077 English as a Second Language (ESL) This test is now delivered as a computer-based test. See www.ceoe.nesinc.com
College of Education and Human Development George Mason University Course Syllabus EDCI 520 Assessment in Bilingual/ ESL Settings Fall Semester 2005 Wednesdays 4:30 7:10 p.m. Professor: Juan Andres Otal,
Standards-Based Instruction 2 The U.S. educational system has for the last decade focused on standardsbased teaching and assessment. Under the No Child Left Behind Act (2002) every state was required to
TExES English as a Second Language Supplemental (154) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
CIEP 472 Methods and Materials of Teaching ESL English Language Teaching and Learning Loyola University Chicago School of Education Spring 2013 1 Course instructor: Carol Gibbs M.Ed. Course sections: Wednesdays
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
86 English as a Second Language MI-SG-FLD086-03 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test
Bilingual Education Endorsement 2007 Modified Ohio/NASDTEC Program Standards (Grades PreK-12) Valid for teaching the subject or learners named, shall be issued to an individual who holds a baccalaureate
TESL TRAINING TOPICS FOR PROGRAMS ACCREDITED BY TESL ONTARIO This chart includes 117 TESL training topics. Of these topics, 76 are rated as essential and must be covered by a TESL Ontario accredited program.
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
MA Degree: Core Curriculum and Specializations Coursework Overview: Elementary and Special Education DTR Course Work Plan 2012-2013 Degree Plan: Master s Degree in Curriculum and Instruction to begin June,
Developed by FLaRE Faculty Fellows Florida Literacy and Reading Excellence A Project of the Florida Department of Education Located at the College of Education University of Central Florida Principal Investigator
Course-Based Key Assessment #4 ESOL Teaching Portfolio and Summary of Field Experience Used in TESL 5040 Practicum in ESOL Introduction Advanced teacher candidates work with an experienced, certified ESOL
CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory
TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
Quality of Academic Program Goals The primary goals of the M.A. TESOL Program are to impart in our students: (1) knowledge of language, i.e., knowledge of the major elements of language as a system consisting
Tennessee Teacher Licensure Standards: Page 1 of 9 Introduction Candidates for licensure as a reading specialist complete advanced studies in reading and leadership, enabling them to fulfill multiple responsibilities
Master of Arts in English Language Learning for Grade PreK 12 Teachers The Master of Arts in English Language Learning (PreK 12) is a competency-based degree program that prepares already licensed teachers
Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students
Reading K 12 Section 35 * *Competencies and skills incorporate the scientifically based reading research (SBRR) and the components of Florida's formula for reading success addressing improved reading outcomes
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT July 2013 This document is a working draft. The information in this document is subject to change, and any changes will
Technical Report Overview The Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) is an individually administered test for determining if a student (ages 5 through 21 years) has a language
Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language
TExES Texas Examinations of Educator Standards Preparation Manual 164 Bilingual Education Supplemental Copyright 2011 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo
EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field
Technical report Eleanor Semel and Elisabeth H Wiig Overview The Clinical Evaluation of Language Fundamentals Fourth Edition UK (CELF 4 UK ) is an individually administered test for determining if a child
ACRONYMS & TERMS RELATED TO ENGLISH LANGUAGE LEARNERS Academic Language ACCESS for ELLs Accommodations Additive Bilingualism Language used in the learning of academic subject matter in formal schooling
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Foundations of Reading Instructional Practices Assessment, Diagnosis, and Evaluation Role of the Reading Professional
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
DATA COLLECTION PROCEDURES Following are the directions to collect ELL students in the ESL and Bilingual Education. All data collection forms were either consolidated or revised. The forms are enclosed
Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical
TExMaT I Texas Examinations for Master Teachers Preparation Manual 085 Master Reading Teacher Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and
Endorsement Inservice Add-on Certification Program School Board Approval The Volusia County School District's Endorsement plan was approved at the meeting of the School Board of Volusia County on Tuesday,
MATTC Course Descriptions Multiple Subject Courses: 250. Ethics, Diversity, Reflection: Introduction to K-12 Teaching This course focuses on credential candidates professional development and their integration
ESL HANDBOOK State Goals Chapter 89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students The goal of English
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of
IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS INTRODUCTION Public school systems in the United States have experienced a significant increase in the number of
IPQ #1: Curriculum development and instruction are aligned with and incorporate standards that contribute to students progress toward achieving their goals. Standard 1.1 The ABE program has a documented
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
2014 15 South Carolina Literacy Competencies for Reading Coaches Standard 1: Foundational Knowledge Coaches understand the theoretical and evidence-based foundations of reading and writing processes and
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
Endorsement English as a Second Language P-12 16 KAR 2:010. Kentucky teaching certificates. Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/ September 2008 EKU Graduate Program Review Documents:
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
TExES Texas Examinations of Educator Standards Preparation Manual 191 Generalist EC 6 Copyright 2011 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible
TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
REGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL]) (See also General Regulations) Any publication based on work approved for a higher degree should
POINTS TO BE EARNED: 120 MPP PART I PLANNING DESCRIPTION: Write a brief description of content and intent of component. This component will enable the participants to identify processes and the techniques
Effective June 15, 2016 505-3-.96 READING ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals to teach reading
Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the Florida Teacher Competency Exam Introduction The Florida Department of Education requires that prospective teachers take the
Pasco County Schools Add-On Program Reading K-12 Endorsement - 1 - I. Program Title: Add-on Program for Reading (K-12) Endorsement II. Program Rationale and Purpose In1998, Pasco County began a study of
Commission on Teacher Credentialing Draft Bilingual Teacher Preparation Program Standards The draft Bilingual Teacher Preparation Program Standards are built upon the knowledge, skills, and abilities required
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
GOOSE CREEK CONSOLIDATED INDEPENDENT SCHOOL DISTRICT BILINGUAL/ESL EDUCATION PROGRAM PK 12th Unity through Language Mission Statement The mission of the Goose Creek CISD Bilingual/ESL Education Program
Study Plan for Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon the fulfillment
Conversations Between Principals and Teachers ROLE: English as a Second Language Teachers This document utilizes the components within the Danielson Framework for Teaching to provide possible guiding questions
CALIFORNIA STATE UNIVERSITY, SAN MARCOS COLLEGE OF EDUCATION EDMI 555 Middle Level Multilingual Education Fall 2003 Dates & Times Vary Gateway Center / Woodland Park Middle School Professor: Annette M.
Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language
Making the Common Core Standards Work for English Language Learners: The Importance of Linking English Language Proficiency Standards to the Common Core Standards AFT Education Policy Forum October 21,
1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade
The ESOL and Bilingual/ESOL Graduate Program Endorsement Western Oregon University s ESOL/Bilingual Education program prepares teachers to ensure that students succeed in all aspects of their schooling:
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJOR LEADING TO PK-4 Recommended Course Sequence 124 Credits Elementary and Early Childhood Education majors will also complete a Reading Education minor within
Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations Introduction The New York State Education Department requires that prospective
Name: Angela McCrary Steele IRA Standards Artifacts Rationale Standard 1. Foundational Knowledge. 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic,
Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards
B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program
Gifted Intervention Specialist Endorsement Grades K-12 2008 Ohio Modified /CEC/NAGC Program Standards An endorsement of a teacher license, valid for teaching the subject or learners named, shall be issued