Developed by FLaRE Faculty Fellows

Transcription

1 Developed by FLaRE Faculty Fellows

2 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 Sandra L. Robinson, Ph.D. Executive Director Patricia C. Striplin, Ph.D. FLaRE Faculty Fellows Are representatives from Florida s State Universities FLaRE FL2003 UCF/COE 2

3 Florida s Standards for Teacher Education in Reading Table of Contents Developers, Reviewers Defining Twelve Standards A Proposed Timeline for Future Uses of the Standards Florida Educator Accomplished Practices in Reading for K-6 Teachers Appendix FLaRE FL2003 UCF/COE 3

4 FLaRE FACULTY FELLOWS Initial Developers Gail Bauman (FAMU) Marlene Braunius (FAU) Vicky Zygouris-Coe (UCF)) Zhihui Fang (UF) Marion Fesmire (UWF) Joyce Fine (FIU) Mary Alice Barksdale-Ladd (USF) Robert Lemmons (FAMU) Linda Houck/Ray (FGSU) Roy Singleton (UNF) Janet Tolson (USF) Gail West (UCF) Susan Wood (FSU) Review Committee Thyria Ansley (FAMU) Deborah Harris (FAU) Kathleen Heubach (UWF) Holly Lane (UF) Charlene Olliff (FGCU) Linda Ray (FGCU) Nile Stanley (UNF) Nancy Williams (USF) FLaRE FL2003 UCF/COE 4

5 Florida s Standards for Teacher Education in Reading What should Florida s teachers of reading know and be able to do? In response to an executive order, Just Read, Florida has recently distributed a draft document of Reading Program Specifications. This document provides a comprehensive conceptual framework for all Florida educators as a blueprint for developing effective reading programs. The specifications address four strands, one of which is professional development. Florida s Standards for Teacher Education in Reading complement and extend the Reading Program specifications. The attached Standards for Teacher Education specify standards for preparing Florida s teachers of reading. Serving not as a syllabus for lock-step coursework, the standards are designed instead to describe outcome measures, or sample key indicators, that preservice teachers must demonstrate by way of successful completion of a teacher education program. These indicators are intended to guide/standardize the mandated twelve-credit hours in the state s teacher education programs, statewide. Respective teacher education programs decide how to best provide the instruction so as to ensure that their teacher candidates master the standards and can effectively teach reading for all of Florida s children. The intent of this document, and those which will follow, is to stimulate dialogue among stakeholders of the teaching profession about the preparation of teachers of reading. Future teachers preparing to work in schools need to know the literacy process, content, pedagogical techniques, professional behaviors, skills, and dispositions to help all students become proficient readers. This collaborative work is offered to all key stakeholders of the teaching preparation profession as a resource to revisit state standards for preparing and licensing future teachers of reading and to consider ways this module may enhance each system. FLaRE FL2003 UCF/COE 5

6 Rationale for a Standards-Based Design Nationally, the definition of teacher competency has changed. In the past, teachers were deemed effective and thereby certified to teach in the public schools if they attended a licensed teacher education program, passed licensure examinations, and completed a field experience. In the old model of teacher preparation, it was also enough for a teacher candidate to have taken a series of courses and made a passing grade. Lesson planning, for example, was a major emphasis of the traditional program; and novice teachers were judged on their written lesson and unit plans. During a field experience, beginning teachers were observed teaching and then evaluated on their ability to implement the plans; supervisors looked for demonstrated proficiency in skills such as time and classroom management (Anderson, 1991; Beerens, 2000; Stronge, 1997). The old model of teacher preparation is no longer acceptable. According to the NCATE Standards (2000), the focus on teacher competency now includes the demonstration of teacher knowledge, skills, and dispositions, as well as the teacher s ability to impact K-12 student learning (Kanstoroom and Finn, 1999; Mentowski, 2000). Professional standards for teacher education and subsequent accreditation of programs have been revised to reflect educational change and teacher improvement (Harding, et al, 1999). Increasingly, colleges of education have adjusted their teacher education programs to ensure that their graduates achieve state and national standards (Cohen, 1995; Darling-Hammond, 1999). In Florida, the Educator s Accomplished Practices must be demonstrated, and, as a result, teacher educators across Florida are radically redesigning their teaching practices and programs. In such a climate, the Syllabus Task Force, a representative group of FLaRE Faculty Fellows from teacher education programs at each institution in the Florida University System (Appendix A), met for the first time. Their charge by legislative mandate was to create a syllabus delineating essential components for an additional, three-credit course in reading; that model was deemed inappropriate. Rather than perpetrate an obsolete model and seek to codify what should be expected statewide, the team opted for a standards-based model. Toward that end, they designed standards for the preparation of teachers of reading in the state of Florida. These standards, hereafter entitled Florida s Standards for Teacher Education in Reading, are intended as outcomes for what a preservice teacher should know and be able to do after completing the required twelve-credit sequence of coursework. FLaRE FL2003 UCF/COE 6

7 Conceptual Framework for Florida s Standards for Teacher Education in Reading To assure high quality teachers of reading and to support accreditation requirements, the Florida Literacy and Reading Excellence (FLaRE) Faculty Fellows collaborated to create Florida s Standards for Teacher Education in Reading. The FLaRE Faculty Fellows drafted the new standards over a two-year period, working by consensus and collaboration. The FLaRE Faculty Fellows described for each other the reading programs currently in place at their respective sites and all agreed that what was needed was a standards-based approach, an approach that allowed for a variation in program constraints and design. Fellows agreed to be guided in their conceptualization of standards for Florida by situating their document by the state and national standards as previously set by governing agencies. Toward that end, four sets of standards (Figure 1) were consulted and ultimately combined to create the new document, Florida Standards for Teacher Education in Reading. The four standards documents synthesized included 1) International Reading Association s Standards for Reading Professionals (1998); 2) Florida ESOL Standards; 3) National TESOL Standards; and 4) the Florida Educator Accomplished Practices. Each is described briefly: 1. International Reading Association s Standards for Reading Professionals The International Reading Association in partnership with the National Council for Accreditation of Teacher Education (NCATE) accredits programs in reading for institutions and states. Of the 1,200 institutions that offer teacher education programs, about 500 are accredited by NCATE (May 2000). Through its relationships with IRA, NCATE helps ensure rigorous national standards contributing to the improvement of reading teacher education in the United States. IRA s Standards for Reading Professionals describes what reading professionals should know and be able to do. It describes the literacy process and the teaching proficiencies professionals should possess to effectively apply that knowledge. The standards apply to individuals of all ages and levels and are provided for ten distinct roles performed by three categories of literacy professionals. 2. ESOL Standards 3. TESOL Standards 4. Florida Educator Accomplished Practices FLaRE FL2003 UCF/COE 7

8 International Reading Association s 16 Standards Standards for the Teaching of Reading Florida ESOL National TESOL Florida Educator Accomplished Practices 25 Performance Standards 9 National Standards 12 Standards Figure 1. State and National Standards Incorporated into Florida s Standards for Teacher Education in Reading. Defining Twelve Standards Florida s Standards for Teacher Education in Reading are defined by the same twelve standards that define the Florida Educator Accomplished Practices (Appendix B). The FLaRE team worked to define standards for teaching reading within the twelve categories of assessment, communication, continuous improvement, critical thinking, diversity, ethics, human development and learning, knowledge of subject matter, learning environments, planning, role of the teacher, and technology. The IRA standards were aligned accordingly as were the Florida ESOL Performance Standards and National TESOL Standards. In the process, the accomplished practices were further elaborated upon, giving meaning for teaching diverse language learners. Sample key indicators from the field of reading education describing specific skills in each accomplished practice area were suggested. FLaRE FL2003 UCF/COE 8

9 A Proposed Timeline for Future Uses of the Standards Step one. The master document, albeit slightly unwieldy, is ready to be shared with a broader audience. We suggest the FLaRE Faculty Fellows generate a list of vested parties to participate in a review of the document and consider potential uses. For teacher educators and their professional organizations, the charts help to insure that the teacher candidates are highly qualified. They allow external professional evaluation of the thoroughness of curriculum planning and delivery and of evidence of teacher candidates emergence and refinement of professional behaviors. The Department of Education could use the standards to corroborate incremental professional growth in the field as a measure for recertification, ensuring that teachers reach the highest level of professional expertise, that level at which they make the greatest impact on students ability to read critically. Step two. Depending on advice received from various parties, we recommend that the master document be revised and shaped for different audiences and purposes. Possibilities include: 1. A revised master document to be distributed to teacher education programs statewide as a tool for course design and alignment. Faculties across the state could benefit from receiving state guidelines, especially as they redesign their programs to meet the new twelvehour requirement, document their objectives for NCATE and BOR accreditation, and grapple with the challenges of infusing ESOL into their programs. 2. A revised master document that fine tunes the sample key indicators would be especially useful as teacher educators develop course syllabi. 3. For preservice teachers enrolled in a teacher education program, a user-friendly brochure, much like the current FEAP brochure, would guide their professional development in their program. 4. Classroom teachers could benefit from a document that would serve to identify their increasing levels of prowess as teachers of reading. FLaRE FL2003 UCF/COE 9

10 Step three. Because the nature of the reading process, student needs, and teacher knowledge changes depending on where teachers are in their professional development, what level they teach, and what subject areas they teach, sample key indicators must also be revised to differentiate accordingly. Standards could be refined for: 1. Teachers K-6 2. Teachers Preservice teachers 4. Inservice teachers 5. Subject area teachers Step four. Because it is not enough to know about teaching reading, rubrics can be developed to help evaluate students performance in teaching reading. These criterion-based rubrics are designed to help preservice teachers improve their performance, for they describe anchor points along a continuum toward performance targets that have been clearly defined. (See Appendix A) Conclusion We believe that the master document, including rubrics, has multiple audiences and can provide invaluable guidance to educators at all levels. Much work remains to be done. FLaRE FL2003 UCF/COE 10

11 Florida Educator Accomplished Practices in Reading for K-6 Teachers The Florida Literacy and Reading Excellence (FLaRE) Center Faculty Fellows have aligned the Florida Educator Accomplished Practices with reading standards from the International Reading Association, the National TESOL Standards and the 25 Florida ESOL Performance Standards. 1. Assessment The professional teacher of reading collects and uses data gathered from a variety of sources. These sources include both tradition and alternate assessment strategies. Furthermore, the teacher of reading can identify and match the students instructional plans with their cognitive, social, linguistic, cultural emotional, and physical needs. IRA Competencies (1998 Standards) TESOL Standards FL ESOL Performance Standards Sample Key Indicators 2.14 Understands that goals, instruction and assessment should be aligned. 4.2 Knows principles for diagnosing reading difficulties Develops and conducts assessments that involve multiple indicators of learner progress Administers and uses information from normreference tests, formal and informal inventories, constructed response measures, 4.a.1. Understands the purposes of assessment as it relates to ESOL learners. 4.a. 2. Understands the quality indicators of assessment instruments. 4.a.3 Understands the limitations of assessment situations and makes accommodations for ESOL students. 19 Considers current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. 20 Administers tests and interprets test results, applying basic measurement concepts. 21 Uses formal and informal methods of assessment / evaluation of LEP students, including measurement of language, literacy and academic content and metacognition. Identifies and evaluates assessment materials and methods to determine cultural biases in tests. Understands and identifies which assessment is appropriate for a particular purpose. Interprets results to plan to meet individual differences and document learning. Prepares students to monitor their own growth in reading. FLaRE FL2003 UCF/COE 11

12 Rubric in Assessment for Reading Professionals For a content area unit in science or social studies The student will Developing Basic Proficient Distinguished Identify and evaluate assessment materials and methods to determine cultural biases in tests. Is beginning to determine if items contain familiar content and language that is comprehensible for all students in assessment materials and methods. Demonstrate understanding Is beginning to identify and identify which which assessment is assessment is appropriate for appropriate for a particular a particular purpose. purpose. Interpret results to plan to meet individual differences and document learning. Is beginning to interpret results to plan to meet individual differences and document learning. Is aware of potential sources of cultural bias in the design or content of assessment methods to determine cultural bias in tests. Examines test items and identifies if they contain familiar content and language that is comprehensible for all students. Examines test items and identifies if they contain familiar content and language that is comprehensible for all students. Is able to clarify the items to include scaffolding words or pictures appropriate for students. Is able to identify which Is able to identify which To test concepts, creates test assessment is appropriate for assessment is appropriate for items such as closed or openended a particular purpose. questions which have a a particular purpose and tell why these are appropriate for a given population of students. reading level that is appropriate for a given student population to be able to read independently or allows students to illustrate a process or point to diagrams that correctly identify a process. Interprets results to plan to meet individual differences and document learning. Based on performance of reading levels (below grade level, on grade level, and above grade level), is able to provide a wide range of reading materials on a topic. Creates and interprets results of an anticipation guide to plan to meet individual differences with a wide range of resources and technology. Documents areas of difficulty with vocabulary or making inferences. FLaRE FL2003 UCF/COE 12

13 Future Uses of Alignment of Standards Across Content Areas Audiences Purposes Forms Examples from Florida Educator Accomplished Practice Area: Assessment Teacher Educators IRA/ NCATE, SACs, DOE Program Development Master Folio Documents, Matrices, on website, IRA Standard FEAP Course/ Evidence Level of Competency 10.2 Is able to assess students 1. Assessment RED 4311: Is able to conduct and interpret an Individual Reading Inventory Comprehensive Pre-service Teachers Target identified competencies Student-friendly brochure Student portfolio or e-folio with included or linked artifacts from classes. On each artifact, the student has attached a reflection about how the item provides performance- based evidence that the competencies have been met. Classroom Teachers Define a continuum of expertise Teacher certification Define highly qualified teachers Document for continuous professional development Impact practice and policy Individual professional development plans for year, for 5 years, for career. School-wide plans for professional development. Documentation for performance-based recertification based on reaching an impact level of professional expertise. FLaRE FL2003 UCF/COE 13

14 2. Communication The preprofessional teacher of reading recognizes the need for appropriate interactions and management techniques that promote effective communication within and across the school and community. IRA Competencies Tesol Standards FL ESOL Performance Sample Key Indicators 1998 Standards Communicate with students about their strengths, areas for improvement, and ways to achieve improvement. 1.a.10. Demonstrate proficiency in English and serve as a good language model for ESOL standards. 23b.Identify ways to reduce crosscultural barriers between students, parents and the school setting. Uses verbal and nonverbal communication that students understand Communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction Involve parents in cooperative efforts and programs to support student s reading and writing development Communicate information about literacy and data to administrators, staff members, school board members, policymakers, the media, parents, and the community. 1.b.2. Provide comprehensible input. 1.b.10. Provide appropriate instruction and feedback. 2.a.3. Understand and apply knowledge about home/school communication to enhance SL teaching and build partnerships with ESOL families. 5.c.4. Model academic proficiency in the English language. Teaches and models academic proficiency in English. Understands variations of home and community language. Invites and participates in active dialogue between school, home, and community. Identifies ways to inform students, parents, administrators, and the community regarding student learning. Identifies family and community knowledge that may be used to make classroom curriculum more meaningful Interpret research findings relating the improvement of instruction and communicate these to colleagues and the wider community. Disseminates professional knowledge to colleagues, parents, and the community. FLaRE FL2003 UCF/COE 14

15 3. Continuous Improvement The preprofessional teacher of reading (K-6) is engaged in an on-going process to improve reading instruction for the students. IRA Competencies Tesol Standards FL ESOL Performance Sample Key Indicators Standards 12.5 Use multiple indicators to 5.b.2. Serve as professional None. Monitors academic progress determine effectiveness of the literacy resource personnel in their toward proficiency in literacy curriculum. educational communities. teaching and learning Participate in professionaldevelopment programs Initiate, implement, and evaluate professional-development programs Use multiple indicators to judge professional growth Model ethical professional behavior Apply research for improved literacy Conduct research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical) Pursue knowledge of literacy by reading professional journals and publications, and participating in conferences and other professional activities Reflect on one s practice to improve instruction and other services to students. 5.c.1. Establish professional goals and pursue opportunities to grow professionally in the English language teaching field. 5.c.3. Engage in collaborative teaching in general education and content area classrooms. Sets goals and works toward professional growth as a teacher of reading. Utilizes classroom inquiry to improve student reading development. Networks, reflects, participates, and contributes professional development activities in literacy. Participates in professional organizations such as IRA. Works with colleagues to effectively impact the teaching and learning of reading beyond the classroom. FLaRE FL2003 UCF/COE 15

16 4. Critical Thinking The preprofessional teacher of reading (K-6) understands that reading is a complex process requiring higher order thinking skills and is able to utilize methods of assessment and specific strategies for fostering students abilities to comprehend a wide range of text IRA Competencies Tesol Standards FL ESOL Performance Standards 7.1 Provide direct instruction and model when and how to use multiple comprehension strategies, including retelling. 3.b.2 Develop students listening skills for a variety of academic and social purposes. Sample Key Indicators Demonstrates, models, teaches, and encourages the use of critical thinking techniques, such as think-alouds and questioning strategies. 7.2 Model questioning strategies. 7.3 Use strategies for fostering discussion group interactions, and writing to foster reading comprehension. 7.4 Teach students metacognitive strategies for monitoring their own understanding. 7.5 Ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, figurative language, and intertextual links. 7.6 Ensure that students gain understanding of the meaning and importance of the conventions of standard written English (e.g., punctuation or usage). 3.b.3 Develop students speaking skills for a variety of academic and social settings and purposes. Uses explicit instruction to teach and support the development of critical thinking in all modes of the English language arts. Teaches students to connect prior knowledge with new information. Uses a variety of print and non-print media and resources to foster critical literacy. FLaRE FL2003 UCF/COE 16

17 5. Diversity The preprofessional teacher of reading (K-6) understands how differences among learners influence their literacy development and so creates a climate that fosters respect for diversity. IRA Competencies Tesol Standards FL ESOL Performance Standards 1.2 Understand, respect, and value cultural, linguistic, and ethnic diversity. 1.4 Recognize that literacy can be a means for transmitting moral and cultural values. 1.7 Understand the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development and reading acquisition. 3.1 Recognize how differences among learners influence their literacy development. 3.2 Understand, respect, and value cultural, linguistic and ethnic diversity. 1b8. Understand and apply knowledge of the sociocultural and political variables to facilitate the second language learning process. 2a1. Understand and are able to apply knowledge about cultural values, beliefs, and structures in the context of teaching and learning ESL. 2b1. Use a range of resources to learn about word cultures of students in their classrooms and apply that learning to instruction. 2b2. Understand and apply knowledge about how an individual s cultural identity can have an effect on their ESL learning, and how levels of cultural identity will vary widely among students. 2. Recognize the major differences and similarities between the different cultural groups in the United States. 3. Identify, expose and re-examine cultural stereotypes relating to LEP and non-lep students. 14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status and religion on the results. 22. Develop and implement strategies for using school, neighborhood and home resources in the ESOL curriculum. Sample Key Indicators Accepts and recognizes the impact of cultural and linguistic diversity on student learning, language development, and reading acquisition. Selects and uses appropriate resources that reflect student diversity in the classroom, in the reading curriculum, in the community, and in the world. 2b3. Understand and apply knowledge about cultural conflicts and home area events can have an impact on ESOL students leaning. 2c1. Understand and apply the concepts about the relationship between language and culture. 2.c.2. Understand and apply knowledge about the impact of students socioeconomic status, race, religion, class, national origin, and gender on learning and teaching ESL. 2.c.3. Understand and are able to apply knowledge of immigration history and patterns in the U.S. in teaching ESL. FLaRE FL2003 UCF/COE 17

18 6. Ethics The preprofessional teacher of reading (K-6) adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida and advocates the rights of all students to learn how to read. IRA Competencies Tesol Standards FL ESOL Performance Standards 2.a.2. Understand and apply knowledge about the effects of racism and discrimination of ESL teaching and learning. 3.5 Know federal, state, and local programs designed to help students with reading and writing problems Provide professional development experiences that are sensitive to school constraints (e.g., class size and limited resources Promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction in reading. 4.b.1. Understand and apply national and state requirements for identification, classification, and exit of ESOL students from language support programs. 5.a.2. Demonstrate knowledge of the evolution of laws and policy in the English language teaching profession. 23a. Identify major attitudes of local target groups toward school, teachers, discipline and education in general that may lead to misinterpretation by school personnel. Sample Key Indicators Demonstrate understanding of historical concepts of repression, inequality, and social injustice as it impacts the teaching and learning of reading. Demonstrates knowledge of national, state, and school policies and standards that support student growth in reading academic progression. FLaRE FL2003 UCF/COE 18

19 7. Human Development The preprofessional teacher plans literacy events guided by knowledge of students and utilizing well-established theories and concepts in human development and learning. IRA Competencies Tesol Standards FL ESOL Performance Standards 1.b.5. Understand and apply current theories and research in language and literacy development. 1.3 Recognize the importance of literacy for personal and social growth. 1.6 Understand the major theories of language development, cognition, and learning. 2.2 Understand the interrelation of language and literacy acquisition. 2.3 Understand principles of new language acquisition. 1.b.6. Recognize and build on processes and stages of second language and literacy development. 1.b.7. Recognize the importance of ESOL students home languages as a foundation for learning. Sample Key Indicators Demonstrate understanding that children learn at different rates and in different ways. Demonstrate understanding of the basic principles of human development as they pertain to language acquisition and literacy. Recognizes the nature of developmental stages in first and second language acquisition, and literacy. 2.6 Understand that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually. 2.7 Understand emergent literacy and the experiences that support it. 4.1 Understand the nature and multiple causes of reading and writing difficulties. 1.8.a. Demonstrate understanding of the nature and value of dialect variation, and build on ESOL. Develops reading activities to meet students' developmental, cultural, and linguistic levels and background. FLaRE FL2003 UCF/COE 19

20 8. Knowledge of Subject The preprofessional teacher (K-6) has a basic understanding of reading and is beginning to understand that reading is linked to other disciplines and can be applied to real-world integrated settings. The teacher s repertoire of teaching reading skills includes a variety of means to ensure student acquisition of new knowledge and tools for, as well as, skills for applying that knowledge. IRA Competencies Tesol Standards FL ESOL Performance Standards Sample Key Indicators 1.a.1. Apply knowledge of phonology to 11. Apply essential strategies for help ESOL students develop oral, developing and integrating the four reading, and writing (including spelling) language skills of listening skills. comprehension, oral communication, reading and writing. 1.1 Recognize that reading should be taught as a process. 1.5 Perceive reading as the process of constructing meaning through the interaction of the reader s existing knowledge, the information suggested by the written language, and the context of the reading situation. 2.1 Understand that written language is a symbolic system. 2.4 Understand the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process. 2.5 Understand the interrelation of reading and writing, and listening and speaking. 2.8 Understand the role of metacognition in reading and writing, and listening and speaking. 1.a.2. Apply knowledge of morphology to assist ESOL students development of oral literacy skills. 1.a.3. Apply knowledge of syntax to assist ESOL students development of English grammar in both written and spoken language. 1.a.4. Apply understanding of semantics and of vocabulary development to assist ESOL students to acquire and productively use the full range of the English lexicon. 1.a.5. Apply knowledge of pragmatics to help ESOL students communicate effectively and use English appropriately for a variety of purposes in spoken and written, and in formal and informal contexts. Identifies essential skills for reading, listening, viewing, writing, speaking, and presenting. Demonstrates knowledge of the reading and writing process. Promotes interaction between text and life. Recognizes that literacy research and best practice lay the foundation for instructional practice. Selects literacy instructional materials that reflect a sound theoretical framework Know past and present literacy leaders and their contributions to the knowledge base. 1.a.7 Demonstrate ability to help ESOL students acquire a range of genres, rhetorical and discourse structures, and writing conventions. 1.a.9. Locate and use linguistic resources to learn about the structure of English and of the students native languages. FLaRE FL2003 UCF/COE 20

21 9. LEARNING ENVIRONMENT The preprofessional teacher seeks to create an effective learning environment including a large quantity and variety of text that is both cognitively and physically accessable to students. It should include locally and commercially created texts that promote the use of processes for engaging with and comprehending text. IRA Standards TESOL Standards FL ESOL Performance Standards Sample Key Indicators 2.6 Understand that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually. 1b.1 Provide rich exposure to language. 1b.3 Provide opportunities for meaningful interaction. 7. Locate and acquire relevant resources in ESOL methodologies. 2.9 Understand how contextual factors in the school can influence student learning and reading (e.g., grouping procedures, school programs, and assessment). 4.3 Be well-versed on individualized and group instructional interventions targeted toward those students in greatest need or at low proficiency levels. 1b.4 Create a secure, positive, and motivating learning environment. 1b.9 Understand and apply knowledge of the role of ESOL learner variables. 1b.11 Help ESOL students to communicate in socially and culturally appropriate ways. 18. Create a positive classroom environment to accommodate the learning styles and cultural backgrounds of students. Creates a language-rich, print-rich classroom environment. Uses a variety of grouping practices to meet the needs of students. Employs classroom management plans that are considerate of cultural and linguistic diversity. Motivates and engages students in reading and writing through the use of a broad range of texts, resources, and activities. 5.1 Create a literate environment that fosters interest and growth in all aspects of literacy. 5.3 Model and discuss reading and writing as valuable, lifelong activities. 1b.12 Help ESOL students develop academic language proficiency. 1b.13 Help ESOL students develop effective language learning strategies. 5.4 Provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes. 5.5 Provide opportunities for creative and personal responses to literature, including storytelling. FLaRE FL2003 UCF/COE 21

22 10. PLANNING The preprofessional teacher believes that all children can learn to read and seeks to plan instruction to impact student learning by addressing the complex nature of reading including the physical, emotional, linguistic, and socio-cultural aspects. IRA Standards TESOL Standards FL ESOL Performance Standards Sample Key Indicators 2.13 Recognize the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, or responders). 2a.6 Demonstrate ability to help ESOL students develop social and academic language. 1.Conduct ESOL programs within the parameters, goals and stipulations of the Florida Consent Decree. 3.4 Recognize the importance of creating programs to address the strengths and needs of individual learners. 5.2 Use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth. 3a.2 Vary students learning experiences based on assessment of language proficiency and prior knowledge. 3a.3 Provide for unique needs of students with limited formal schooling (LFS) in their first language. 3b.1 Provide activities and materials that integrate listening, speaking, reading, and writing. 2. Recognize the major differences and similarities between the different cultural groups in the United States. 3. Identify, expose and re-examine cultural stereotypes relating to LEP and non-lep students. 4. Use knowledge of the cultural characteristics of Florida s LEP population to enhance instruction. Designs instruction that provides opportunities to motivate students by meeting their needs and encouraging independent learning. Integrates the language arts to promote growth across the curriculum and meet diverse students' needs. Teaches students strategies for time management, study skills, and organizational skills for academic success. 5.6 Promote the integration of language arts in all content areas. 6.1 Teach students to monitor their own word identification through the use of syntactic, semantic, and grapho-phonemic relations. 6.2 Use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning. 6.3 Teach students to use context to identify and define unfamiliar words. 6.4 Guide students to refine their spelling knowledge through reading and writing. 6.5 teach students to recognize and use 3b.4 Provide instruction that builds upon students oral English to support learning in reading and writing. 3b.5 Provide reading instruction adapted to ESOL learners. 3c.1 Organize learning around subject matter and language learning objectives. 3c.2 Incorporate activities, tasks, and assignments that develop authentic uses of language as students learn about content-area material. 3c.3 Apply specific instructional theories, concepts, and strategies to teach language and content together. 5. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. 6. Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. FLaRE FL2003 UCF/COE 22

23 various spelling patterns in the English language as an aid to word identification. 6.6 Employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition. 8.1 Provide opportunities to locate and use a variety of print, nonprint, and electronic reference sources. 8.2 Teach students to vary reading rate according to the purpose(s) and difficulty of the material. 8.3 Teach students effective timemanagement strategies. 8.4 Teach students strategies to organize and remember information. 8.5 Teach test-taking strategies. 9.1 Teach students planning strategies most appropriate for particular kinds of writing. 9.2 Teach students to draft, revise, and edit their writing. 9.3 Teach students the conventions of standard written English needed to edit their compositions Reflect on one s practice to improve instruction and other services to students. 3d.1 Select and use culturally responsive, age-appropriate, and linguistically accessible materials. 8a. Present appropriate content according to student levels of proficiency in listening, speaking, reading and writing. 8b. Understand and plan for a wide range of language functions that students must perform in mainstream classrooms, both social and academic. 9. Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. 12. Apply content-based ESOL strategies to instruction. 13. Evaluate, design and employ instructional methods and techniques appropriate to learners socialization and communication needs, based on knowledge of language as a social phenomenon. 16. Design and implement effective unit plans and daily lesson plans to meet the needs of LEP students within the context of the regular classroom. 24. Develop, implement and evaluate instructional programs in ESOL, based on current trends in research and practice. FLaRE FL2003 UCF/COE 23

24 11. ROLE OF THE TEACHER The professional teacher of reading communicates and works cooperatively with families and colleagues to improve the educational experiences at the school. IRA Standards TESOL Standards FL ESOL Performance Standards Sample Key Indicators 4.4 Know the instructional implications of 3a.3 Provide for unique needs of research in special education, psychology, and students with limited formal schooling other fields that deal with the treatment of (LFS) in their first language. students with reading and learning difficulties Initiate and participate in ongoing curriculum development and evaluation Supervise, coordinate, and support all services associated with literacy programs (e.g., needs assessment, program development, budgeting and evaluation, and grant and proposal writing) Provide professional-development experiences that help emphasize the dynamic interaction among prior knowledge, experience, and the school context as well as among other aspects of reading development. 3b.1 Provide activities and materials that integrate listening, speaking, reading and writing. 5b.1 Advocate and serve as language and education resources for students and families in their schools and communities. 5b.3 Advocate for student access to all available academic resources, including technology. Advocates for curriculum that provides quality instruction that meets the needs of all students. Uses information gleaned from research and best-practices to plan for instruction that meets the needs of all students. Engages in activities that foster professional development. Uses research from related fields that contributes to quality literacy program development and implementation Provide professional-development experiences that are sensitive to school constraints (e.g., class size or limited resources) Promote and facilitate teacher- and classroom-based research. 5c.2 Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ESOL students in the school Plan lessons for paraprofessionals Observe and evaluate paraprofessionals interacting with children and provide feedback to them on their performance Provide professional development and training for paraprofessionals Provide emotional and academic support for paraprofessionals Interact with and participate in decision making with teachers, teacher educators, theoreticians, and researchers. FLaRE FL2003 UCF/COE 24

25 16.4 Support and participate in efforts to improve the reading profession by being an advocate for licensing and certification Participate in local, state, national, and international professional organizations whose mission is the improvement of literacy Promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction Write for publication Make presentations at local, state, regional, and national meetings and conferences. FLaRE FL2003 UCF/COE 25

26 12. TECHNOLOGY The preprofessional teacher uses technology as available at the school site and as appropriate for the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. IRA Standards TESOL Standards FL ESOL Performance Standards Sample Key Indicators 3d.2 Select materials and resources that are appropriate to students developing language and content-area abilities, use of L1. 3d.3 Employ a variety of materials for language learning, including books, visual aids, props, realia, audio, and video. 3d.4 Use technological tools to enhance language and content-area instruction for ESOL students. 3d.5 Use software and internet resources effectively in ESL instruction. 15. Evaluate, select and employ appropriate instructional materials, media and technology for ESOL at elementary, middle and high school levels. 17. Evaluate, adapt and employ appropriate instructional materials, media and technology for ESOL in the content areas at elementary, middle and high school levels. Integrates the use of a variety of technology and instructional aids in planning, teaching, and assessment practices for all students. 5.7 Use instructional and information technologies to support literacy learning. 8.1 Provide opportunities to locate and use a variety of print, nonprint, and electronic reference sources Select and evaluate instructional materials for literacy, including those that are technology-based. FLaRE FL2003 UCF/COE 26

27 References Anderson, L. W. (1991). Increasing teacher effectiveness. Paris: UNESCO, International Institute for Educational Planning. Beerens, D. R. (2000). Evaluating teachers for professional growth: Creating a culture of motivation and learning. Thousand Oaks, CA: Corwin Press. Cohen, D. K. (1995). What is the system in systemic reform? Educational Researcher, 24(9), Darling-Hammond, L. (1999). Reshaping teaching policy, preparation, and practice: Influences of the National Board for Professional Teaching Standards. Washington, DC: Office of Educational Research and Improvement. ESOL Harding, E., McLain, B., & Anderson, S. (1999). Teacher preparation and development. Olympia, WA: Institute for Public Policy. International Reading Association s (IRA) Standards for the Teaching of Reading (1998). Available at Kanstotoom, M., & Finn, C. E. (Eds.) (1999). Better teachers, better schools. District of Columbia: ED Mentkowski, M. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass. Reading Program Specifications, Just Read Florida. Stronge, J. H. (1997). Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin Press. TESOL FLaRE FL2003 UCF/COE 27

28 APPENDIX A Rubric in Assessment for Reading Professionals For a content area unit in science or social studies The student will Developing Basic Proficient Distinguished Identify and evaluate assessment materials and methods to determine cultural biases in tests Understand and identify which assessment is appropriate for a particular purpose Interpret results to plan to meet individual differences and document learning. Is beginning to determine if items contain familiar content and language that is comprehensible for all students in assessment materials and methods. Is beginning to identify which assessment is appropriate for a particular purpose. Is beginning to interpret results to plan to meet individual differences and document learning. Is aware of potential sources of cultural bias in the design or content of assessment methods to determine cultural bias in tests. Examines test items and identifies if they contain familiar content and language that is comprehensible for all students. Examines test items and identifies if they contain familiar content and language that is comprehensible for all students. Is able to clarify the items to include scaffolding words or pictures appropriate for students. Is able to identify which Is able to identify which To test concepts, creates test assessment is appropriate for assessment is appropriate for items such as closed or openended a particular purpose. questions which have a a particular purpose and tell why these are appropriate for a given population of students. reading level that is appropriate for a given student population to be able to read independently or allows students to illustrate a process or point to diagrams that correctly identify a process. Interprets results to plan to meet individual differences and document learning. Based on performance of reading levels (below grade level, on grade level, and above grade level), is able to provide a wide range reading materials on a topic. Creates and interprets results of an anticipation guide to plan to meet individual differences with a wide range of resources and technology. Documents areas of difficulty with vocabulary or making inferences. FLaRE FL2003 UCF/COE 28

29 APPENDIX B FLORIDA EDUCATOR ACCOMPLISHED PRACTICES The Florida Educator Accomplished Practices have been developed to describe areas of competencies that must be met at the appropriate level: preprofessional, professional, or accomplished level. The preprofessional description of each area is as follows: 1. Assessment - Collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students instructional plans with their cognitive, social, linguistic, cultural emotional, and physical needs. 2. Communication Recognizes the need for effective communication in the classroom and is in the process of acquiring techniques that she/he will use in the classroom. 3. Continuous Improvement - Realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. It means working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. 4. Critical Thinking - Is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects an problem-solving activities designed to assist all students in demonstrating their ability to think creatively. 5. Diversity establishes a comfortable environment, which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation. 6. Ethics Adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. 7. Human Development and Learning Drawing upon well-established human development/ learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities. FLaRE FL2003 UCF/COE 29