Professional Education Unit. Department of Middle Grades and Secondary Education. College of Education PROGRAM SUBMISSION

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1 Professional Education Unit Department of Middle Grades and Secondary Education College of Education PROGRAM SUBMISSION Certificate Endorsement: English as a Second Language (ESL) P KAR 5:010. Standards for accreditation of educator preparation units and approval of programs February 15, 2012

2 Table of Contents I. Executive Summary..2 II. Conceptual Framework..3 III. Continuous Assessment Plan..3 IV. Required Program Experiences Components..4 A. Course descriptions and experiences Performance Assessments Code of Ethics Teaching of Writing.6 B. Integration and Assessment of Kentucky Teacher Standards.6 C. (a) Integration and assessment of Kentucky Core Academic Standards and the College and Career Readiness Standards.7 (b) Integration and assessment of TESOL domains.8 D. Program Faculty...8 E. Curriculum Contract/Guide Sheet.12 F. Syllabi links.13 G. Mode of Delivery.13 1

3 I. Executive Summary Morehead State University is submitting this proposal for addition of an ESL endorsement to the current repertoire of programs and certifications offered by the Professional Education Unit and approved by EPSB. This endorsement will be delivered fully online and is designed to be completed in three consecutive semesters. Candidates for the endorsement will develop an understanding of language and is composite parts, examine the development of Teaching English to Speakers of Other Languages (TESOL) as a discipline, recognize the specific needs of linguistically and culturally diverse students, understand community and family issues involved in language learning, and develop a foundation for teaching English to speakers of other languages. All candidates who successfully complete this program will pass the Praxis 0361 examination. This proposal aligns with Morehead State University s mission statement to Educate students for success in a global environment; engage in scholarship; promote diversity of people and ideas; and serve our communities to improve the quality of life. In Kentucky and nationally, ESL is consistently identified as one of the greatest areas of teacher shortage. A national survey in 2004 found that it was the most difficult teaching position in the United States to fill. The State of Kentucky has continually identified ESL as a major shortage area. The degree of need becomes clear when one realizes that between 1994 and 2005 there was a 417% increase in the number of English Language Learners in Kentucky. This was the second highest rate of increase in the entire nation. Kentucky ESL endorsement requires a valid teaching certificate, a passing score on the specialty PRAXIS examination and 12 hours of coursework. Our program will be unique in the Commonwealth in that it will be offered totally online, thereby providing access to teachers throughout our service region, the state, and the nation. The four courses in this program will be offered on an annual rotation starting during the summer semester, enabling the students in this program to complete the endorsement in one calendar year. This endorsement program builds on prior teacher certification completed through our undergraduate programs or prior coursework in the University's various graduate programs in education. This program can be completed either as a standalone endorsement or may be incorporated as an option within our existing Teacher Leader Masters programs. Entrance and exit requirements for the program are provided in the table below. Transition Point 1 Admission 1. General admission to graduate study. 2. An acceptable admission index by meeting any of the following a. GRE score (verbal + quantitative) X undergraduate GPA = 2050 (minimum) b. Miller Analogies Test (MAT) Scaled Score X undergraduate GPA = 980 (minimum) c. The testing requirement is waived for candidates who have successfully completed a master s degree d. A teaching certificate or statement of eligibility Transition Point 2 Continuing in Program 1. Maintain Courses must be taken in prescribed order, starting summer semester Transition Point 3 Completion/Exit 1. Maintain Candidates must apply for completion at the Graduate Office, 701 Ginger Hall 3. Candidates must meet the required score on the PRAXIS 0361* 2

4 II. Conceptual Framework: Community Engagement: A Light to and from the Mountains The ESL endorsement proposed by Morehead State University embodies the conceptual framework as it prepares teachers to provide appropriate instruction to address the cultural and linguistic needs of the increasingly diverse students in Kentucky s P-12 classrooms. Four critical and grounding concepts have been identified as we prepare ESL educators who are equipped to bring Light to and from the Mountains : Informed decision making. In Kentucky and throughout the nation, teaching English to speakers of other languages has been consistently identified as a critical teacher shortage area. This ESL endorsement program builds on prior teacher certification and provides the knowledge necessary for the teacher to make decisions about ESL education. There are many assessments, practices, and approaches that are unique to English language learners and these will be examined and explored throughout this program to enable candidates to assure positive academic outcomes for their students. Diversity and holistic education. English language learners are a diverse group in and of themselves, however, teachers must recognize and respect the individuality that each student brings to the learning environment. Candidates for this endorsement will study ESL from different viewpoints to understand the myriad ways in which culture, race, language, socioeconomic status, and gender impact how students participate in school settings. Candidates will become aware of the social, political, and historical factors that surround the topic of educating speakers of other languages in 21 st century schools. Collaboration and coalition building. The successful teaching of English to speakers of other languages requires the efforts of everyone in the child s life from the family to school administrators. This program emphasizes the need for collaboration within the school environment through partnerships and professional development to promote an understanding of the unique challenges facing this population. Candidates will learn how to become advocates for the academic needs of these children by establishing and maintaining collaborative networks, including children s families. Empowerment. Current research indicates that children for whom English is not the primary language often experience lack of empowerment, resulting in bullying and exclusion in schools. Candidates in this program will gain the knowledge and skills to design, implement, and evaluate successful learning environments that will result in children s improved sense of empowerment. Morehead State University s Conceptual Framework may be found at the following link: III. Continuous Assessment Plan The ESL Endorsement will be integrated into the existing Continuous Assessment System (CAS), approved by EPSB in June The entire CAS may be found at m%206_11.pdf 3

5 IV. Required Program Experiences Components A. Description of courses and experiences Course Prefix EDSL 601 EDSL 602 EDSL 603 EDSL 604 Program: ESL Endorsement Course Title Course Description Linguistics for TESOL (online) TESOL Theory and Practice (online) Language and Culture (online) TESOL Methods and Materials (online) An introductory linguistics course designed for practicing and prospective teachers working with students who are speakers of other languages. It is designed to provide the necessary background in the English language, including structure, meaning, processing, variation, change and acquisition. Candidates are required to successfully complete 8 field experience hours. An introduction to the theory and practice of TESOL in different contexts. This course will examine the development of TESOL as a discipline, standards related to TESOL, and recent trends. The course is designed for practicing and prospective teachers working with students who are speakers of other languages. Students are required to successfully complete 12 field experience hours. Prerequisite: EDSL 601. Corequisite: EDSL 603. This course is designed for practicing and prospective teachers working with students who are speakers of other languages. The course content focuses on the intimate relationship between language and culture. Students will examine various aspects of this relationship in order to understand themselves and their students and thus enhance their teaching effectiveness. Students are required to successfully complete 15 field experience hours. Prerequisite: EDSL 601. Corequisite: EDSL 602. This course offers an overview of basic principles, practices, and methods that provide a broad foundation for educating speakers of other languages, including such topics as multiple views of teaching and learning, instructional strategies, bilingual education, and state requirements for TESOL. The course is designed to increase teachers effectiveness in expanding English learners access to core curriculum, and to enhance their abilities to take leadership in TESOL at the school and district level. Students are required to successfully complete 20 field experience hours. Prequisites: EDSL 601, 602,

6 1. Performance Assessments The following performance assessments are extracted from course syllabi (located at the end of the proposal). In addition, each course has a required field experience component. Course Prefix EDSL 601 EDSL 602 EDSL 603 EDSL 604 Performance Assessments Interview Interview and record a child for whom English is not the first language; analyze speech in terms of language structure and meaning. Linguistic Analysis Collect audio clips of speech of people in your own community and compare with standard English. Additionally, collect and examine short audio clips which demonstrate language variation in the USA. Compare with the clips you collected from your own community. Immersion Spend six hours (this can be divided up into small time periods, but each period must be at least 2 hours long) with a group of non-english speakers (church group, community group, sports group, family group) and write a reflection about the experience. Seminar Candidates will design and implement two different seminars with different stakeholders to explain and advocate the necessity of TESOL (e.g., parent evenings, community awareness, classroom teacher seminar) Research Paper Candidates will critique one teaching/learning theory in TESOL and will ink this to theories of language acquisition, as well as to current TESOL standards. Case Study Choose a p-12 child who is designated ESL (this can be the same child used in the language analysis in EDSL 601). Interview this child, and if possible, his/her parents and teachers. In effect, you are conducting a case study. Permission will have to be sought, and an IRB will need to be completed. Analyze your information and then in groups of three (students from EDSL 603), compare and contrast your findings. Summarize your learning. Research Paper Select a topic from the given list and write a paper investing the relationship between culture and language. Lesson Candidates will select an ESL child or a small group, analyze their needs, then plan and conduct a lesson lasting one regular class period. Videotape and analyze. Professional Development Candidates will plan and implement a Professional Development for a district/school. As part of this assignment, students will also develop a web page for TESOL and personal leadership plan for follow up. 2. Code of Ethics The Code of Ethics statement is included in University and Teacher Education Program (TEP) Handbook. Candidates are required to read and document that they understand and agree with 5

7 Demonstrates applied content knowledge Designs and plans instruction Creates and maintains learning climate Implements and manages instruction Assesses and communicates learning results Demonstrates implementation of technology Reflects on and evaluates teaching and learning Collaborates with colleagues, parents, others Evaluates teaching and implements professional development Demonstrates leadership in school and community the Kentucky Professional Code of Ethics. The TEP handbook is located at The complete Professional Disposition Form and the process used for evaluation, and when needed, remediation is located at 3. Teaching of Writing The teaching of writing is embedded in the course requirements for EDSL 602 and EDSL 603 in which candidates are required to write research papers. In EDSL 602, candidates will critique one learning theory in TESOL and link to theories of language acquisition and TESOL standards. In EDSL 603, candidates will write a research paper on a topic that relates culture and language. In this course, candidates will also compare and contrast findings from a case study. In EDSL 604, candidates will develop a TESOL webpage that accompanies a Professional Development activity for a school district. The writing assignments in this proposal link to the Kentucky Common Core Standards and College and Career Readiness in several ways. For example, candidates will learn how to assess ESL students writing and vocabulary in the linguistic analysis in EDSL 601 and lesson plan in EDSL 604; in the case study required in EDSL 603, candidates will design a 1:1 assessment and remediation plan of a student s writing; the weekly discussions and chapter assignments will provide candidates with hands-on strategies for improving students writing, especially in grammar and vocabulary; and the Professional Development Project in EDSL 604 requires candidates to apply and demonstrate writing strategies applicable for all content areas. B. Integration and Assessment of Kentucky Teacher Standards Kentucky Teacher Standards ESL Endorsement EDSL 601 Interview X X X X Linguistic Analysis X X X X (embedded in field experience) Immersion X X X Discussions X X X X X X X X Weekly Chapter X X X X X X X Examinations X X X X X X X X X X EDSL 602 Seminar X X X X X X X X Research Paper X X Discussions X X X X X X X X Weekly Chapter X X X X X X X X Examinations X X X X X X X X X X Field Experience X X X X X X EDSL 603 Case Study (embedded in field X X X X X X X 6

8 Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Comprehension and Collaboration Presentation of Knowledge and Ideas Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use experience) Research Paper X X Discussions X X X X X X X X Weekly Chapter X X X X X X X X Examinations X X X X X X X X X X EDSL 604 Plan and conduct X X X X X X X X lesson Discussions X X X X X X X X Professional X X X X X X X Development Presentation Weekly Chapter X X X X X X X X Examinations X X X X X X X X X X Field Experience X X X X X X X X X X C. (a) Integration and Assessment of Kentucky Core Academic Standards and College and Career Readiness Standards Kentucky Core Academic Standards and College/Career Readiness Anchor Standards Reading ESL Endorsement Writing Speaking and Listening Language EDSL 601 Interview X X X X X X X X X Linguistic Analysis X X X X X X X X X X Immersion X X X X X X X X X X X Discussions X X X X X X X X X X X Weekly Chapter X X X X X X X X X X Examinations X X X X X X X X X X X X EDSL 602 Seminar X X X X X X X X X X X X Research Paper X X X X X X X X X X X X Discussions X X X X X X X X X X Weekly Chapter X X X X X X X X X X Examinations X X X X X X X X X X X X X EDSL 603 Case Study X X X X X X X X X X X X Research Paper X X X X X X X X X X X X Discussions X X X X X X X X X X Weekly Chapter X X X X X X X X X X Examinations X X X X X X X X X X X X X EDSL 604 Plan and conduct X X X X X X X X X lesson Discussions X X X X X X X X X X 7

9 Professional X X X X X X X X X X X X Development Presentation Weekly Chapter X X X X X X X X X X Examinations X X X X X X X X X X X X X C. (b) Integration and Assessment of Teaching of English to Speakers of Other Languages (TESOL) Domains ESL Endorsement TESOL Domain Language Culture Instruction Assessment Professionalism EDSL 601 Interview X X Linguistic Analysis X X Immersion X X Discussions X X X X X Weekly Chapter X X X X X Examinations X X X X X EDSL 602 Seminar X X X X Research Paper X X X X X Discussions X X X X X Weekly Chapter X X X X X Examinations X X X X X EDSL 603 Case Study X X X X Research Paper X X X Discussions X X X X X Weekly Chapter X X X X X Examinations X X X X X EDSL 604 Plan and conduct X X X X X lesson Discussions X X X X X Professional X X X X X Development Presentation Weekly Chapter X X X X X Examinations X X X X X D. Program Faculty Name of Faculty Member Highest Degree Area(s) of Specialization University Assignment/role Sara Jane Coutanche Lindsey Ed.D Gifted Education, Curriculum and Instruction; MA in Applied English Language Studies (University of Wales); BA in Japanese (Massey University, New Zealand); ESL certification University of Louisiana at Monroe Dept. of Middle Grades & Secondary Education (EDSL 8

10 Faculty Rank Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship: Full-time to the institution Relationship: Full-time to the unit Relationship: part-time to the program Teaching or other professional experience in P-12 Schools Name of Faculty Member Highest Degree Area(s) of Specialization University Assignment/role Faculty Rank Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship (Full-time, Part-time) to the Institution Relationship (Full-time, Part-time) to the unit 601, EDSL 602, EDSL 603, EDSL 604 ) Associate Professor Super Summer Gifted Camp: Co-Director Chapter: Squelching the Gift: Unwrapping the developmental milestones of Gifted Pre-Schoolers through Activity and Behavior Analysis: Nova Science Publishers (Sp 2010). Four peer-reviewed presentations at the Hawaii International Education Conference 2010 (Gifted Education, Gifted Preschoolers, Graphic Novels, Dyslexia); one peer reviewed presentation at AECT November 2010; two peer reviewed articles currently in press. Tenured Full-time Full-time Part-time Waikowhai Intermediate School, Nga Iwi Primary, Glen Eden Intermediate, Kelston Girls High School (all New Zealand); English instructor to district-organized multi-aged school students, Japan. Jody Fernandez Ph.D. Curriculum and instruction: Literacy; ESL certification University of South Florida Dept. of Middle Grades & Secondary Education (EDSL 601, EDSL 602, EDSL 603, EDSL 604) Assistant Professor Presentations: Connections and Communications: Integrating Literacy and Mathematics in the Middle Grades Kentucky Middle School Association, Summer 2011; The New Common Core: Deconstructing the ELA Standards for your Content Classroom; AND Preparing Middle School Reading Teachers: Lessons for America from New Zealand Colleges of Education National Middle School Association Annual Conference, November 2011; But I teach, not reading! What do I do now? AND From the Mountains: Constructing Understandings of Diversity and Culture in an Undergraduate Teacher Education Course; AND Reading to Computer: Integrating Literacy and Literacy Skills into the Middle Grades Mathematics Classroom. Hawaii International Conference on Education, January Deconstructing the New Common Core Standards for English Language Arts. International Reading Association Annual Conference, May Tenure Track Full time Full time 9

11 Relationship (full-time, part-time) to the Program Teaching or other professional experience in P-12 Schools Name of Faculty Member Highest Degree Area(s) of Specialization Part time Taught 7 th grade in Ohio; Developmental and Writing Instructor Hillsborough Community College (Florida); Literacy and Early Childhood Education Professor Southwest Florida College (Florida) Kathryn Polmanteer Ph.D. Speech-Language Pathology/Early Intervention; Articulation/Phonological Development University of Kansas University Assignment/role Associate Dean, College of Education (EDSL 601) Faculty Rank Associate Professor Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship: Full-time to the institution Relationship: Full-time to the unit Relationship: part-time to the program Teaching or other professional experience in P-12 Schools NCATE Coordinator; AACTE Program Reviewer; KY Board of Examiners; appointed to EPSB Program Review and Accreditation Committee; Hanen Certified Parent Educator; Preparing for Successful State and National Accreditation Visits presented to the Wisconsin Department of Education, Spring 2008; 2009 Award for Continuing Education by the American Speech-Language- Hearing Association Tenured Full time Full time Part time Speech-language pathologist for 12 years in schools in GA, CO, KS, NC; Special Education Coordinator in GA; Child Find Coordinator in NC; Preschool Coordinator in NC; Parent Educator for the GA PINES Program serving deaf and hard-of-hearing children; KTIP Educator; university supervisor of IECE student teachers; clinical supervisor for Communication Disorders programs in KY and KS Name of Faculty Member Katy Carlson Highest Degree Ph.D. Area(s) of Specialization Linguistics, psycholinguistics, prosody University University of Massachusetts Amherst; Assignment/role Department of English (EDSL 601) Faculty Rank Associate Professor Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Carlson, K. (2009). How prosody influences sentence comprehension. Invited review article. Language and Linguistics Compass, 3, [peer-reviewed on-line journal through Wiley-Blackwell. doi: /j x x] Carlson, K., Clifton, C., Jr., & Frazier, L. (2009). Nonlocal effects of prosodic boundaries. Memory & Cognition, 37, Carlson, K., Frazier, L., & Clifton, C., Jr. (2009). How prosody constrains comprehension: A limited effect of prosodic packaging. Lingua, 119, MSU Distinguished Researcher 10

12 Tenure/ Non Tenure Track Tenured Relationship: Full-time to the institution Fulltime Relationship: Full-time to the unit Part time Relationship: part-time to the program Part time Teaching or other professional none experience in P-12 Schools Name of Faculty Member Randy Barrett Highest Degree Master of Arts in International Development; National Board Teacher Certification in World Languages (2007) Area(s) of Specialization Education and world languages University Ohio University, Athens, OH Assignment/role EDSL 601, EDSL 603 Faculty Rank Adjunct Scholarship, Leadership in Presentations (year): Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Backward Planning with STAMP (Instruction and Assessment), Kentucky World Language Association Conference (2009) Teacher Leadership Grant Report, KWLA (2009) Using the textbook as a tool, not the curriculum, KWLA (2008) Service: President Elect, Kentucky World Language Association, ; Grant Co-Facilitator, Kentucky Department of Education Teacher Leadership Grant Finalist, 2011 Kentucky Teacher of the Year Tenure/ Non Tenure Track Non Tenure-track Relationship: Full-time to the institution Part time Relationship: Full-time to the unit Relationship: part-time to the program Teaching or other professional experience in P-12 Schools Part time Part time 1.5 years education program management in Pakistan; 1 year education program management in Cambodia; 2 years full-time teaching in Baltimore, MD; 10 years full-time high school teaching in Kentucky; supervision of student teacher;1 year oversight of students in 405 doing observation hours & practice teaching (Fall 2007, Fall 2009) 11

13 E. Curriculum Contract/Guide Sheet MOREHEAD STATE UNIVERSITY Department of Middle Grades & Secondary Education Teaching English to Speakers of Other Languages (ESL) Endorsement Grades P-12 Student: Date: Admission Requirements 3. General admission to graduate study. 4. An acceptable admission index by meeting any of the following e. GRE score (verbal + quantitative) X undergraduate GPA = 2050 (minimum) f. Miller Analogies Test (MAT) Scaled Score X undergraduate GPA = 980 (minimum) g. The testing requirement is waived for candidates who have successfully completed a master s degree h. A teaching certificate or statement of eligibility Core Courses (12 credits) Semester Credits Grade EDSL 601 Linguistics for TESOL Summer 3 EDSL 602 TESOL Theory and Practice Fall 3 EDSL 603 Language and Culture Fall 3 EDSL 604 TESOL Methods and Materials Spring 3 Requirements for the Endorsement 1. Candidates must maintain a 3.0 cumulative GPA 2. Candidates must apply for completion at the Graduate Office, 701 Ginger Hall 3. Candidates must take the courses in the prescribed sequence, starting in summer semester 4. Candidates must meet the required score on the PRAXIS 0361* *Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at for current requirements or call or Student: Date: Advisor: Date: Department Chairperson: Date: 12

14 Links to Syllabi EDSL 601 Linguistics for TESOL EDSL 602 TESOL Theory and Practice EDSL 603 Language and Culture EDSL 604 TESOL Methods and Materials Mode of Delivery The ESL Endorsement is a fully online program and is designed to be completed in three consecutive semesters (one calendar year). 13