Endorsement. English as a Second Language P KAR 2:010. Kentucky teaching certificates. September 2008

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1 Endorsement English as a Second Language P KAR 2:010. Kentucky teaching certificates. Graduate Catalog: September 2008 EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 1

2 TABLE OF CONTENTS PROGRAM EXPERIENCES A. Content Standards B. KERA Initiatives C. EPSB Themes D. Program Faculty E. Syllabi F. Curriculum Contract/Guide sheet EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 2

3 PROGRAM EXPERIENCES Curriculum Requirements The Department of Curriculum and Instruction offers an endorsement program in English as a Second Language (P-12). This program can be obtained via an MAED in Elementary Education with an option in Elementary or Middle School Education, an MAED in Secondary Education, a Rank II program in Elementary, Middle Schools or Secondary Education or a Rank II program in Elementary, Middle Schools or Secondary Education. This program is open to initial certification candidates seeking Elementary, Middle Grade or Secondary teacher certification and who have been admitted to the Teacher Education Program with junior/senior status. This program provides courses to advance candidate knowledge and pedagogy in Linguistic Theory, English as a Second Language, History of the English Language and Methods and Materials for Teaching English as a Second Language. Each candidate must have or take 6 hours of a foreign language as well as take 12 hours of required course work (ENG 510/710, ENG 515/715, ENG 520/720 and EMS 575/775). Courses are offered in a variety of delivery formats: face-to-face, web-assisted and short term. The English as a Second Language endorsement program is designed to offer the initial or advanced program candidate a variety of experiences that help them enhance their development in the Teacher Standards Advanced Level, the Conceptual Framework Elements of knowledge, pedagogy skills, dispositions, technology, diversity, as well as assessment and Closing the Achievement Gap. (see course syllabi tables as listed below) Assessment and Monitoring of Candidates Details of the assessment system are contained in Professional Education Continuous Assessment Plan (PECAP). Each program candidate is required to apply for the program via the Eastern Kentucky University Graduate School. They must meet all admission requirements for Clear admission by the second registration. Each candidate must also meet all department program requirements to become admitted into this program. To help advance program candidates obtain information about department and university procedures, a Graduate Programs Orientation handbook is provided to all candidates via the department web site. All program candidates progress through a continuous assessment procedure. This procedure was designed to ensure that they have acquired the necessary pedagogical skills, content knowledge and dispositions experiences throughout their program. Transition points at the undergraduate level are as follows: One is Admission into the university, Two is Admission to the Teacher Education Program, Three is Admission to Student Teaching, and Four is Exit from Student Teaching. For all initial programs, we expect education candidates to demonstrate a belief that ALL children can learn an appreciation for diversity, a commitment to excellent performance in the classroom and in the field, and positive and effective oral and written communication skills. These attitudes and beliefs are assessed through EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 3

4 observed behaviors and interactions with peers and supervisors within the university classroom, field and clinical experiences, and during student teaching. Through this process we can facilitate candidates professional growth and development as they progress through initial and advanced programs. EKU faculty and/or school personnel will evaluate candidate demonstration of these dispositions and provide timely feedback. The Kentucky Education Professional Standards Board Code of Ethics, the EKU Student Code of Conduct, and the Teacher Education Program s Conceptual Framework more specifically articulate characteristics expected for all education professionals. Dispositions include, Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development (NCATE, 2007). Dispositions are introduced and described in EDF 103 and candidates begin their self-assessment and reflections. Candidates will be formally assessed by faculty and field mentors and supervisors during the following courses: Preadmission to the Teacher Education Program will include the candidate s selfassessment of dispositions in EDF 103. Admission to the Teacher Education Program: At the beginning of EDF 203, the Candidate must sign the commitment to professional dispositions. Prior to completion of EDF 203 and admission to the Teacher Education Program, each candidate s dispositions will be assessed by EDF 203 instructor + EDF 203 field experience supervisor + two additional faculty dispositions assessments / recommendations (selected by the candidate). Admission to student teaching assessment of dispositions will include an average of the Dispositions Assessments posted in the e-portfolio by: At least one methods instructor Least one field experience cooperating teacher. The candidate s advisor. Exit from Student Teaching assessment of dispositions will be completed by the student teaching supervisor and cooperating teacher(s) in the e-portfolio and must obtain an overall average of at least 3 with no individual score lower than a 3. Within any education or major area course, if a candidate demonstrates unsatisfactory dispositions, that candidate will be referred to the Teacher Education Admissions Committee. The TEAC will interview the candidate and a dispositions improvement plan will be developed. Candidates who do not demonstrate satisfactory improvement in accordance with the Dispositions Improvement Plan may be removed from the Teacher Education Program by a majority vote of the Teacher Education Admissions Committee. Transition points at the advanced level are as follows: Five is Admission into the program, Six is a Program Check and Seven is Program Completion. In order for the advanced program candidate to pass through Transition Point Five, the candidate must meet all Graduate School EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 4

5 and department program admission criteria. Each candidate must obtain the status of Clear admission by his/her second registration. After admission into the program, candidates are asked to contact the assigned program advisor. The program advisor provides assistance to help the candidate s progression throughout the program, and to help each candidate make course selections that will best meet her/his goals and needs. The process is formalized by requiring the candidate and advisor to sign a plan program which is submitted to the College o f Education dean s office and filed with the program advisor. With information provided via the university s student information system, the advisor monitors the candidate s progress and assists as needed. As per program policy, candidates follow their programs of study and confer with advisors to help them to monitor their own progress. In order for the advanced program candidate to pass through Transition Point Six, the following procedures are used. Before the candidate enters into the last course, the program advisor performs a program check. This check provides information to the advisor and the candidate concerning: admission status, course completion and program GPA. If this program check finds an area that must be addressed, the candidate is informed and remedial action is requested. Upon completion of the program and in order for the advanced program candidate to pass through Transition Point Seven, each candidate must complete all course requirements with a program GPA of 2.5 on a 4.0 scale with no grade lower than a C.. The candidate must submit a hard copy or PowerPoint lesson plan(s) or unit appropriate for inclusion in a program portfolio. This portfolio submission is evaluated by an appropriate instructor(s) and included in the final portfolio review if part of an initial program. The portfolio submission is evaluated by an appropriate instructor(s) and the advisor if completed as part of an advanced program. The program advisor sends a completed program form to the College of Education s Certification office. This office collects all candidate program information, including the passing score of the required PRAXIS II examination, and determines if the candidate is eligible for recommendation for the addition of a English as a Second Language (P-12) endorsement. This recommendation is then sent to the Kentucky Professional Education Standards Board. Also upon completion of this program each candidate must apply for the endorsement via a TC-1 form through the College of Education s Certification Office. During this endorsement application process, each candidate declares that he/she understands the standard for personal and professional conduct expected of a professional educator in Kentucky. The candidate also certifies that she/he has read, examined the Code of Ethics (Professional Code of Ethics for Kentucky School Personnel 16 KAR 1:020) applicable to school personnel, understands its provisions, and agrees to abide by its terms during the course of his/her career as a professional educator. Alignment to Standards All program requirements and course content are aligned with the Eastern Kentucky University s Goals, College of Education s Conceptual Framework, the Kentucky Education Professional EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 5

6 Standard Board s Teacher Standards Advanced Level, and the Kentucky Education Professional Standards Board Themes. Candidates in the English as a Second Language (P-12) endorsement program must go through a series assessments at transition points throughout the program to ensure that they have acquired the necessary skills and experiences to become effective English as a Second Language specialists as defined by the above listed goals, framework, standards and themes. Assessments include the following: appropriate portfolio entry, Key assessments the Program GPA, and satisfactory completion of all required course work. The candidate must take and pass the appropriate PRAXIS II examination to add this endorsement to their Kentucky certification credentials. This alignment is also reflected in common course syllabi as reflected in the tables that follow. In summary, the English as a Second Language (P-12) endorsement program provides teachers with the opportunity to continue their growth and development as professional educators and Teaching English as a Second Language specialists. The graduate program assists teachers to advance their content knowledge, application, and evaluation of instructional techniques, materials, development, organization and assessment. Additionally, this program addresses standards established by the Kentucky Education Professional Standards Board and by national learned societies/professional organizations. This is reflected in common course syllabi as well as the tables that follow. Relationship to the Conceptual Framework CONCEPTUAL FRAMEWORK ELEMENTS CF1: Knowledge Element - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for all students K- Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES CF1 CF2 CF3 CF4 CF5 Foreign Language (6 hours) K, A K, A EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 6

7 ENG 510/710 K ENG 515/715 K K, A ENG 520/720 K EMS 575/775 K, A Total = 18 hours KA 1 (PRAXIS for ESL) K, A, PA K, A TEACHER STANDARDS (February 2008) Look at the online document for Initial and Advanced Level information STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION Relationship to Kentucky Teacher Standards Advanced K- Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 Foreign Language K (6 hours) ENG 510/710 K K, K K K - K K K - ENG 515/715 ENG 520/720 KA 1 K KA 1 K K K K K - - KA 1 K K K K - K K K - EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 7

8 EMS 575/775 Total = 18 hours K, A KA 1 K, A, PA KA 1 K, A K K, A K, A K, A K, A K, A K EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky. Relationship to EKU Goals COURSES EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 Foreign Language (6 X - - X X hours) ENG 510/ X - ENG 515/715 X - - X - ENG 520/ X - EMS 575/775 X - - X X Total = 18 hours A. Content Standards (SPA) Teachers of English to Speakers of Other Languages (TESOL) TESOL STANDARD Course P/N Description Domain 1 Language ENG 510/710 Introduction to Linguistic Theory. An introduction to current linguistic theory 1a. Describing Language. and practice. 1b. Language Acquisition and Development. Domain 2 Culture 2a. Nature and Role of Culture EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 8

9 Domain 3 Planning, Implementing and Managing Instruction 3a. Planning for Standards-Based ESL and Content Instruction Domain 4 Assessment 4a. Issues of Assessment for ESL Domain 5 Professionalism 5a. ESL Research and History Domain 1 Language 1a. Describing Language. 1b. Language Acquisition and Development. Domain 2 Culture 2a. Nature and Role of Culture 2b. Cultural Groups and Identity Domain 3 Planning, Implementing and Managing Instruction 3a. Planning for Standards-Based ESL and Content Instruction 3b. Managing and Implementing Standards-Based ESL and Content Instruction 3c. Using Resources Effectively in ESL and Content Instruction Domain 4 Assessment 4a. Issues of Assessment for ESL Domain 5 Professionalism 5a. ESL Research and History Domain 1 Language 1a. Describing Language. ENG 515/715 ENG 520/720 English as a Second Language. Study of theories advanced to explain the learning of English as a second language. History of the English Language. Study of the history of the English language in terms of social, historical, and linguistic forces from which it EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 9

10 1b. Language Acquisition and Development. developed into modern English. Domain 2 Culture 2a. Nature and Role of Culture Domain 3 Planning, Implementing and Managing Instruction 3a. Planning for Standards-Based ESL and Content Instruction Domain 1 Language 1a. Describing Language. 1b. Language Acquisition and Development. Domain 2 Culture 2a. Nature and Role of Culture 2b. Cultural Groups and Identity Domain 3 Planning, Implementing and Managing Instruction 3a. Planning for Standards-Based ESL and Content Instruction 3b. Managing and Implementing Standards-Based ESL and Content Instruction 3c. Using Resources Effectively in ESL and Content Instruction Domain 4 Assessment 4a. Issues of Assessment for ESL 4b. Language Proficiency Assessment 4c. Classroom-Based Assessment for ESL Domain 5 Professionalism 5a. ESL Research and History EMS 575/775 Methods and Materials for Teaching English as a Second Language. The study of effective methods of Teaching English as a Second Language (TESL). Thirty hours of field experiences are required EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 10

11 5b. Partnerships and Advocacy 5c. Professional Development and Collaboration B. KERA Initiatives COURSES Foreign Language (6 hours) Learner Goals/Academic Expectations Program of Studies: Understandings Program of Studies: Skills & Concepts Core Content ENG 510/ ENG 515/ ENG 520/ EMS 575/ Students make sense of the variety of materials they read. 1.3 Students make sense of the various messages they observe. 1.4 Students make sense of the various messages to which they listen Students EL-P-SLO-U-1 EL-P-SLO-U- 2 EL-P-SLO-U- 3 EL-5-FF-U-1 EL-5-FF-U-2 EL-5-FF-U-3 EL-5-FF-U-4 EL-P-SLO-S-2 - a, c, d EL-P-SLO-S-5 EL-P-SLO-S-6 EL-P-SLO-S-9 EL-P-SLO-S-12 EL-P-SLO-S-14 EL-5-DIU-S-5 EL-P-WC-S-7 EL-P-WC-S-8 EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 11

12 write using appropriat e forms, conventio ns, and styles to communic ate ideas and informatio n to different audiences for different purposes. Total = 18 hours 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. C. EPSB Themes: K- Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES Diversity Technology Literacy Code of Leadership Ethics Foreign - Language (6 hours) K, A - K - ENG 510/ ENG 515/715 K, A ENG 520/ EMS 575/775 K, A K, A K, A K, A K, A Total = EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 12

13 hours THIS CHART IS FOR THE ENGLISH AS A SECOND LANGUAGE ENDORSEMENT THEMES (P-12) (For EPSB Themes see above listed chart) K- Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES Diversity Assessment Foreign Language (6 hours) Literacy Education Closing the Achievement Gap K, A - K - ENG 510/ ENG 515/715 K, A ENG 520/ EMS 575/775 K, A K, A K, A K, A Total = 18 hours EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 13

14 D. Program Faculty information may be accessed at: E. Syllabi may be accessed at: F. Curriculum Contract/Guidesheet: ADDITIONAL REFERENCES Professional Education Continuous Assessment Plan Conceptual Framework Key Assessments See PECAP under Assessment System Assessments-Index EKU Graduate Program Review Documents: Endorsement English as a Second Language Page 14