2015 TEACHER Program Curriculum Template Guide

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1 2015 TEACHER Program Curriculum Template Guide The purpose of this curriculum template is to help you think through how you will make the STARTALK principles come alive in your program while you implement the backward design process. It will provide you with a roadmap and a means to communicate with program stakeholders. It will help to ensure that participants will have a meaningful and successful learning experience in your proposed program. STARTALK provides student and teacher programs with curriculum templates, knowing that a common template design will facilitate the sharing of units, instructional strategies, and quality materials. The common templates are designed to capture best practices in curriculum, instruction, and assessment. They are meant to guide the discussions that will take place as instructors plan quality programs. This Curriculum Companion Guide will help you to: prepare a draft of your program curriculum template establish achievable goals and outcomes for your program decide how participants will demonstrate their learning plan how to integrate best practices in teacher development throughout the program identify the materials and resources that will work best for meeting program goals Backward Planning and the Curriculum Template The curriculum template for the teacher program has been created according to the backward design process for curriculum development. As you work through the guide, you will notice that the template is divided into three Stages. Stage 1 asks programs to identify desired results. In this section you will identify the TELL domains and criteria statements that will guide your program. Stage 2 asks programs to identify those performance tasks that will allow participants to demonstrate that they have met the program goals. Finally, Stage 3 asks programs to plan learning experiences and identify the resources that support the TELL criteria statements. In the sections that follow, each component of the curriculum template is explained in greater detail. Additionally, a representative sample from a teacher template is provided to model what a program might create for each component. Specific questions about template requirements can be answered by your team leader.

2 Stage 1: What will participants be able to do with what they know by the end of the program? Overview In this section, you will provide an overview of your program and the anticipated background of your participants. This paragraph will address the following questions: Who will your participants be? How will you know what the needs of your participants will be? What will your participants be able to do as a result of the program? Consider the following questions when describing your participants: Have you determined the prior knowledge and teaching experiences of participants? Will this be a first STARTALK experience for your participants? Will some be STARTALK participants returning to your program, or participants who have been trained in other STARTALK programs? You may find it helpful to ask this question on your application, as many STARTALK teachers actively seek opportunities to participate in programs every summer. How will you determine the range of experience for participants who have not participated in previous STARTALK programs? Keep in mind that years of experience may or may not be the best indicator of a participant s current level of development. Have you determined that participants have adequate English proficiency to be successful in your program? Sample Overview This two-week program is designed for pre-service and beginning teachers. Some participants will be returning for a second year and will be in leadership roles in the program. All participants will complete a TELL self-assessment to create a baseline profile for each participant. By the end of the program, the participants will be able to plan and present a standards-based unit and performance tasks that are appropriate for a variety of heritage learners. They will apply knowledge gained from presentations, discussions, and activities on the following topics: differentiated instruction, standardsbased instruction, and backward design. Participants will observe classes for high school-age heritage language learners, and will teach a lesson to a group of these students. Participants will keep a reflective journal documenting their growth. Program Goals Programs will use the Teacher Effectiveness for Language Learning (TELL) domains and the supporting TELL criteria to develop their program goals. The TELL Project identifies characteristics of effective teachers in the context of a language learning environment. The TELL Project has been correlated with well-known teacher effectiveness frameworks currently in use in the field (e.g., ACTFL/CAEP, INTASC, NBTS, The Framework for

3 Teaching, and The Casual Teacher Evaluation Model). The TELL Project also reflects the STARTALKendorsed Principles for Effective Teaching and Learning. STARTALK-endorsed Principles for Effective Teaching and Learning Implementing a standards-based and thematically organized curriculum Facilitating a learner-centered classroom Using target language and providing comprehensible input for instruction Integrating culture, content, and language in a world language classroom Adapting and using age-appropriate authentic materials Conducting performance-based assessment The TELL framework is centered on the following domains: Environment: Creating a safe and supportive learning environment to prepare for student learning Planning: Planning learning experiences to prepare for student learning The Learning Experience: Providing meaningful learning experiences that advance student learning Performance and Feedback: Using assessment to show what learners can do with what they know Learning Tools: Capitalizing on a variety of resources to maximize student learning Collaboration: Collaborating with stakeholders to support student learning Professionalism: Continuing growth as a professional to support student learning Each of these domains is further explained by supporting criteria statements that define characteristics and behaviors of effective teachers. The complete TELL document can be found at Begin by selecting appropriate domains from the TELL document based on the experience levels of your participants and your program goals. These will become the primary domain statements for your program. Identify the key TELL domains and supporting TELL criteria statements that capture the major concepts or topics identified in your program overview. Think about the following as you select your program domains and criteria: Do your TELL domain and criteria statements capture your program goals? Do they serve to focus the work that you will do with your participants? Are your TELL criteria statements achievable in the amount of time that you have available for the program? Do your TELL criteria statements reflect what are likely to be the primary needs of your participants, given their teaching situations? Do your TELL criteria statements allow for differentiation as you attempt to meet the needs of teachers who may range from true beginners to those who have varying amounts of experience?

4 PROGRAM GOALS TELL Domains Planning Planning Planning Planning Performance and Feedback Performance and Feedback Professionalism TELL Criteria Statements Number the Criteria statements here and then transfer to Stage P1. I plan learning experiences based on my local curriculum and state and national standards. 2. P3. I ensure that my planning accommodates the needs of heritage/native speakers and identified exceptional learners, as well as struggling or accelerated learners not officially identified. 3. P3c. Units provide opportunities for students to gain competence in the three communicative modes. 4. P3a. Unit performance objectives are focused on proficiency targets and are based on meaningful contexts. 5. PF1. My students demonstrate growth across the modes. 6. PF2. I employ a variety of feedback strategies designed to assist the learner in growing toward the target. 7. PR3. I am a reflective practitioner. Stage 2: How will participants demonstrate what they can do with what they know by the end of the program? Performance Assessment What evidence will participants produce to document growth toward meeting the TELL criteria statements? Use this section to capture end-of-program products that will showcase participant growth and learning. The TELL criteria statements are copied directly from Stage 1, Column 2. In the second column, indicate how the participants will demonstrate that they have achieved the criteria statement. Use one row per statement so that the evidence is clearly aligned with each of the TELL criteria statements.

5 TELL CRITERIA STATEMENTS Number the Criteria statements here and then transfer to Stage 3. PERFORMANCE ASSESSMENT EVIDENCE/PRODUCT AND BRIEF DESCRIPTION 1. P1. I plan learning experiences based on my local curriculum and state and national standards. 2. P3. I ensure that my planning accommodates the needs of heritage/native speakers and identified exceptional learners, as well as struggling or accelerated learners not officially identified. 3. P3c. Units provide opportunities for students to gain competence in the three communicative modes. 4. P3a. Unit performance objectives are focused on proficiency targets and are based on meaningful contexts. 5. PF1. My students demonstrate growth across the modes. 6. PF2. I employ a variety of feedback strategies designed to assist the learner in growing toward the target. 7. PR3. I am a reflective practitioner. Standards-Based Thematic Unit In groups, participants will design a thematic unit. Each group member will design a sequential individual lesson plan within the unit. Lesson Plan/Practicum Create a lesson plan that incorporates a variety of strategies allowing students to make progress toward daily goals in different ways. Participant will teach lesson to group of high school students. Modes Participants will develop a series of activities based on an authentic text that addresses all three communicative modes. Performance Assessment Tasks Participants will create performance tasks in each mode for a specific proficiency level. Each task will reflect the thematic focus of the unit that is being created. Rubrics Participants will create an appropriate rubric for each performance task. Electronic Portfolio Participants will create and add documents that reflect their growth to their portfolio. Reflective Journal Participants will reflect daily on the learning goals for that day. They will also give questions, opinions, and suggestions to the program instructors. Stage 3: What will prepare participants to demonstrate what they can do with what they know? The STARTALK document STELLA (STARTALK TELL Alignment) is organized by domain and criteria, and identifies resources and tasks that would support teachers at different developmental levels. It is important to note that the activities in the modules are intended as suggestions for programs working with the instructional topics provided, and can be modified as the instructor wishes to suit

6 the particular needs of the participants. The resources suggest materials that can be used as prereading/viewing or in-session reading/viewing material or examples of certain practices and strategies. Currently, the majority of these resources are web-based. STELLA is a work in progress and tasks and resources will continue to be added over time. Learning Experiences Copy the TELL criteria statements from Stage 2, Column 1. Select STELLA activities or design learning experiences that allow participants to demonstrate their ability to meet the expectations for each criteria statement. Make certain that there is an appropriate balance between theory and application. Give careful thought to the instructional topics that participants will explore in order to engage in the learning experience. In Column 2, name the key instructional topics and indicate key resources that participants will use to address the topic. Remember that STARTALK has created video resources, which may be helpful to programs depending on individual program goals. A brief explanation of each video, as well as the URL, can be found in the Appendix to this guide. Consider the following questions as you identify the materials and resources you will use: What readings will support the goals of your program? How will they be used? Is the length and complexity of readings appropriate for your participants? How will multimedia be used to support program goals? What STARTALK videos and/or workshops will be useful for your program? What digital resources will be helpful to your participants as they develop curriculum? Finally, in Column 3, describe the major learning experience(s) that will allow participants to demonstrate their ability with regard to the stated TELL criteria. TELL Criteria Statements Participants can 1. P1. I plan learning experiences based on my local curriculum and state and national standards. LEARNING EXPERIENCES Instructional Topics & Resources Participants need to know Participants will use Need to know. National Standards State Standards Will use. Standards for Foreign Language Learning in the 21 st Century Major Learning Experiences & Evidence Participants will experience & demonstrate Compare the ACTFL standards with their program state standards and develop a list of similarities. Develop a lesson plan incorporating at least 2 of the 5Cs.

7 TELL Criteria Statements Participants can 2. P3a. Unit performance objectives are focused on proficiency targets and are based on meaningful contexts. 3. P3c. Units provide opportunities for students to gain competence in the three communicative modes. 4. P3. I ensure that my planning accommodates the needs of heritage/native speakers and identified exceptional learners, as well as struggling or accelerated learners not officially identified. LEARNING EXPERIENCES Instructional Topics & Resources Participants need to know Participants will use Need to know. Understanding by Design ACTFL Proficiency Guidelines LinguaFolio Communicative Modes Clarification of terms heritage/native Differentiation Multiple intelligences Will use. UbD Starting with the End in Mind ACTFL Proficiency Guidelines ACTFL Video Workshop Wiki Dare to Differentiate Major Learning Experiences & Evidence Participants will experience & demonstrate Participants explore the ACTFL proficiency website, looking at various examples at different proficiency levels. Select a unit theme, write an essential question and include proficiency targets for the unit. Select LinguaFolio Can-Do statements that reflect unit theme and target proficiency level. Look at a video of a lesson and identify various activities by mode. Write learning targets for a particular unit for each mode. Create a lesson that incorporates each of the modes on a related topic. Examine profiles of students with different learning needs. Choose activities that they would use to plan a learner-centered lesson that would meet these students individual learning needs. Select an activity from a recent lesson plan. Modify the activity and incorporate it into a lesson plan designed to fit the individual learning needs of students with different learning preferences.

8 TELL Criteria Statements Participants can 5. PF1. My students demonstrate growth across the modes. 6. PF2. I employ a variety of feedback strategies designed to assist the learner in growing toward the target. 7. PR3. I am a reflective practitioner. LEARNING EXPERIENCES Instructional Topics & Resources Participants need to know Participants will use Need to know. Performance Assessment Rubrics Feedback Strategies Professional Growth Teacher Evaluation TELL Will use. ACTFL Performance Descriptors CAPS - FLENJ How to Give Effective Feedback to Your Students - Brookhart tellproject.com Major Learning Experiences & Evidence Participants will experience & demonstrate Analyze student work to determine performance level. Develop performance tasks and corresponding rubrics that align to unit theme and assess student performance in the three modes. Develop additional learning experiences to move students toward the next performance level. Score student work using rubrics. Discuss rubric scores with other participants to develop inter-rater reliability Role play a feedback session with a student based on rubric scores. Have participants set a personal daily learning goal and reflect on it at the end of each day. Contribute to a daily blog reflecting on learning experiences. Select statements from a TELL domain to guide personal growth and development. Create an individual plan for meeting personal professional goals beyond the program.

9 Micro-teaching/Practicum If applicable, this section asks you to describe the teaching experience that your participants will complete. Consider the following: When will participants teach? How will the microteaching experience approximate an authentic teaching experience? How long will participants teach? How will they assess student learning for their lesson? Who will provide feedback for the lesson? Will the lesson be recorded for analysis by the participant? Program Outline and Schedule Before the program begins Consider what participants might do prior to the program in order to ensure that all arrive with a deeper understanding of certain topics. For participants whose first language is not English, it may be helpful to provide readings in advance. Describe the learning experiences that will occur. Explain how the goals for this part of the program connect to the onsite program. Timeline for Before and During the Program Provide an abbreviated syllabus that shows what will occur on each day of the program. Be sure to include the days that occur before the onsite program begins. Indicate the days when guest instructors will be presenting and identify their topic. After the program Describe any planned activities that will allow participants to continue to grow professionally. If participants are being given additional time to complete required products, explain how they will receive feedback.

10 Appendix: Video Segments In this section of the guide, we refer you to video resources that may be helpful depending on your program goals. These segments capture best practices and may be useful for those who would like to see these practices in action. A brief explanation of each video, as well as the URL, can be found here. The video segments identified, described, and referenced in this guide come from two sources: ACTFL/Annenberg, and STARTALK. ACTFL/Annenberg Videos: To view the ACTFL/Annenberg videos, you will visit To view a video, you may be asked to first provide an address and create a password. There is no charge to use this site, and you will not receive any additional after creating an account. STARTALK Videos and Workshops: STARTALK has also commissioned several videos of classroom practice, as well as online teacher training workshops related to STARTALK-endorsed principles for language learning. A full list of workshops can be viewed at videos of classroom practice can be viewed at Professional Development: The Journey to Become a Standards-Based World Language Teacher Teachers of less commonly taught languages often take alternative paths to certification. Three Chinese speakers describe their journeys to become teachers, and comment on the strategies and techniques they use in their world language classrooms. Module 1: Instruction in a Meaningful Context Module 2: Building a Learning Community with Heritage Language Learners Module 3: Using a Repertoire of Strategies and Tasks Professional Development: Leadership Development Program for World Language Educators This series of e-learning modules is intended to provide professional developers with a model, resources and practical strategies for developing teacher leaders. While these modules are primarily geared towards world language educators, they are also applicable to developing teacher leadership in other curricular areas. The series is based on the assumption that educational reform must be inclusive of teachers voices and perspectives on how to improve teaching and learning; as such, preparing teachers to assume leadership roles is critical to attaining desirable outcomes for any educational reform initiative. Module 1: What Makes a Good Leader Module 2: Identifying Leadership Styles Module 3: Influencing World Language Departments

11 Performance Assessment: Assessment Strategies This video introduces assessment strategies aligned with the World-Readiness Standards for Learning Languages, state and district standards, and curriculum and instructional practices. Comments from teachers, students, and experts in the field illustrate how teachers are assessing their students world language skills. Integrated Performance Assessment: 5:47 8:00. Interpretive Task: 8:00 14:45. Interpersonal Task and Presentational Task: 18:15 22:00.

12 Performance Assessment: Assessment for Language Instructors: The Basics This is an interactive, computer-based workshop designed to provide STARTALK instructors with a foundational knowledge of language assessment and testing. The workshop also features a glossary of important terms used for talking about language assessment. At the end of each module, participants will complete an activity and a quiz to document what they ve learned. Performance Assessment: Chinese Immersion: Lesson-planning in the Content-based Classroom This video provides hands-on professional development for K-12 immersion teachers on how to develop lesson plans that include both content and target language learning. This video focuses on three teachers as they plan life science lessons in Chinese. Participants will see how these three teachers write content and language objectives, develop formative assessments, and deliver the lessons in their respective classrooms. Step 2: Assessment Performance Assessment: Integrating Language, Culture and Content This video is designed to support teachers in all phases of their careers, leaders of professional development, and university faculty responsible for teacher education. The workshop showcases the standards in action as Arabic language teachers integrate language, culture and content. Part III: Interpreting Authentic Materials Part IV: Facilitating Interpersonal Tasks Part V: Carrying Out Presentational Tasks Technology: NOVASTARTALK Online: Technology-Enhanced Language Instruction NOVASTARTALK Online is a web-based resource designed to help teachers use technology tools and 21st century language pedagogy in the official STARTALK languages. With this resource, instructors of lesscommonly languages can learn to create standards-based, technology-enhanced activities that will add excitement and engagement to the language instruction in their schools. NOVASTARTALK Online contains a growing collection of faculty development materials, with step-by-step tutorials in printable text and PDF formats, videos, discussion fora, user comments and a gallery of classroom-tested learning materials developed by STARTALK teachers.

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