College of Education ESOL ENDORSEMENT INFUSION MODEL STUDENT HANDBOOK

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1 1 College of Education ESOL ENDORSEMENT INFUSION MODEL STUDENT HANDBOOK Revised April 14, 2010 Masters of Arts Elementary Education University of Central Florida

2 2 ESOL Endorsement Through Infusion Student Handbook The purpose of this document is to assist students in understanding the UCF College of Education ESOL Endorsement Infusion Model. Contents Frequently Asked Questions... 3 Florida Performance Standards for Teachers of English for Speakers of Other Languages Sample TESOL-In-Progress (TIP) Sheet TESOL-in-Progress (TIP) Sheet ESOL Matrix Draft Elementary Education M.A ESOL Performance Profile - Elementary Education Majors SIGNATURE PAGE: Field Experiences SIGNATURE PAGE: Internships ESOL Addendum - ESE Course Syllabi... 35

3 3 Frequently Asked Questions 1. How did the ESOL endorsement requirement originate? In 1990, a suit was issued against the State of Florida by a united group of organizations for Florida s failure to make accommodations in instruction to ensure the academic success of all ESOL (English for Speakers of Other Languages) students. The resultant mandate, the Consent Decree, requires ESOL training for every Florida teacher having at least one ESOL student in his/her class. Previously a responsibility of school districts, the state-mandated training has shifted to Florida colleges of education in all state-approved initial teacher certification programs. The Florida Department of Education has stipulated that graduates of initial teacher certification programs in the state s universities receive ESOL training. Education majors thus graduate with the required ESOL training for their particular program area. ESOL training for teachers primarily responsible for language development and literacy (i.e., Early Childhood, Elementary Education, Exceptional Education, and English Language Arts teachers) has been extensive. The training, which qualifies teachers for the ESOL endorsement, has typically consisted of 300 hours of in-service credit or 15 semester hours of courses addressing the following areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication, applied linguistics, and assessment. 2. What is the distinction between a subject area certification and an endorsement? A subject area certification, or coverage, is defined as the area in which an individual has a content knowledge base, such as exceptional education, early childhood, math, biology, English, etc. An endorsement signifies a pedagogical knowledge base, which targets particular levels, stages of development, or circumstances. Consequently, a graduate in English could obtain a certificate in English (6-12), which would be appropriate for teaching secondary English. However, in order to teach ESOL students in the secondary setting, the English major would also have to have the ESOL endorsement, which signifies proficiency in teaching such students. Once the ESOL endorsement is placed on the teaching certificate, the endorsement remains on the certificate indefinitely. Obtaining the ESOL endorsement enables educators to not only teach ESOL students within mainstream classes (e.g., a "regular" third grade class or a high school English literature class), but it also qualifies educators to teach self-contained ESOL classes at the grade levels for which the educator is certified (e.g., K-6, 6-12, etc.). This means that an ESOL-endorsed Early Childhood, Elementary, English, or Exceptional Education teacher may be employed as a full-time ESOL teacher that is why the Florida Department of Education requirements for obtaining the ESOL Endorsement through Infusion are so stringent. 3. Will I be required to take the ESOL subject area portion of the Florida Teacher Certification Exam (FTCE)?

4 4 No. 4. Who is required to graduate with the ESOL endorsement? Students pursuing initial certification in Elementary Education through the Masters of Arts certificate program who are not currently ESOL endorsed must complete all of the requirements to qualify for ESOL endorsement. These program areas are the areas primarily responsible for language development and literacy. This requirement began with Masters students under the catalog. 5. What is required to get the ESOL endorsement? For years, the State of Florida has been requiring in-service teachers to take 300 hours of inservice ESOL training or 15 semester hours covering five required topics: (a) Methods of Teaching ESOL, (b) ESOL Curriculum and Materials Development, (c) Cross-Cultural Communication, (d) Understanding Applied Linguistics, and (e) Testing and Evaluation of ESOL. The State now requires as a graduation requirement the same content for pre-service teachers. However, instead of having five stand-alone courses to meet the requirement, UCF has a state-approved infusion model that includes two stand-alone courses, TSL 5085 (previously numbered TSL 5373 and TSL 5528): Teaching Language Minority Students in the K-12 Classroom and TSL 6250: Applied Linguistics in ESOL. TSL 5085 should be taken during the student s first semester in the master s program since it explains the infusion model requirements and establishes the documentation system (TESOL portfolio) for the 25 ESOL Performance Standards. The model also consists of the infusion of the 25 ESOL performance standards throughout the curriculum, including field experiences. The infusion of the standards throughout coursework is documented in a TESOL Portfolio. The infusion of the standards in field experiences is documented in an ESOL Performance Profile. The Florida Department of Education gives teacher education institutions a choice in how they will meet the ESOL endorsement requirement: 1) Add 15 credits to each degree; 2) Add 6 credits to each degree and require faculty ESOL training, infused ESOL Performance Standards in most courses, a TESOL portfolio (documentation of ESOL Performance Standard attainment) and ESOL field experiences. The 6-credit option saves undergraduate students over $1,000 and graduate students over $2,500 in tuition. In addition, it saves students 180 hours of class time. 6. What exactly does UCF s College of Education ESOL Endorsement Infusion Model look like in the Masters of Arts program in Elementary Education? UCF s College of Education ESOL Endorsement Infusion Model consists of the following components: TSL 5085 (previously numbered TSL 5373 and TSL 5528): Teaching Language Minority Students in K-12 Classrooms (3 hours) Stand-alone course; overview course covering the five areas specified by the Consent Decree. This course should be taken during the student s first semester in the master s program since it explains the infusion model requirements and establishes the documentation system (TESOL portfolio) for the 25 ESOL Performance Standards.

5 5 TSL 6250: Applied Linguistics in ESOL (3 hours) Stand-alone course in applied linguistics; taught by the Department of Modern Languages and Literatures in the College of Arts and Humanities. Infusion of the 25 ESOL Performance Standards in foundation and content courses. The infusion focuses on methods, materials, and assessment strategies. This infusion is documented by means of a TESOL Portfolio that is maintained by majors in Elementary Education receiving their initial teaching certification in the Masters of Arts program who are not previously ESOL endorsed. Field experiences and internships with ESOL experiences. Although Internship is the only field experience/internship in which ESOL experiences are required, it is highly recommended that students qualifying for ESOL Endorsement be given further opportunities in other field experiences so they can gain additional experience in working with ESOL students. Students interaction with ESOL students is documented and assessed on the ESOL Performance Profile. 9. What courses are infused with the 25 ESOL performance standards? Elementary Education catalog year and after: see the Elementary Education ESOL Matrix in this handbook. There are also two Stand-Alone ESOL Courses: TSL 5085: Teaching Language Minority Students in K-12 Classrooms (previously numbered TSL 5373 and TSL 5528). This is an introductory course addressing the five required ESOL topics: (a) Methods of Teaching ESOL, (b) ESOL Curriculum and Materials Development, (c) Cross-Cultural Communication, (d) Understanding Applied Linguistics, and (e) Testing and Evaluation of ESOL. Each of these topics is further developed in the infused courses listed above. This course should be taken during the student s first semester in the master s program since it explains the infusion model requirements and establishes the documentation system (TESOL portfolio) for the 25 ESOL Performance Standards. TSL 6250: Issues in Applied Linguistics in ESOL. This course is an applied linguistics course for future teachers. It focuses on English phonology, morphology, syntax, and semantics. 10. My catalog year is prior to Am I eligible for the ESOL Endorsement? To be eligible for the ESOL Endorsement, the student should have met the following criteria: He/she should have completed all of the ESOL-infused courses in his/her program. He/she should have maintained a TESOL portfolio. He/she should have taken both TSL 5085 (previously numbered TSL 5373 and TSL 5528) and TSL He/she should have planned, implemented, and evaluated instruction for one or more English language learners under the supervision of an ESOL-certified/endorsed teacher (if the teacher is pursuing the endorsement, an ESOL-endorsed/certified teacher may assist with the supervision of the ESOL component) for a period of multiple (minimum 2) weeks. This typically takes place during the final internship, but special arrangements, such as summer reading camps, are possible if necessary.

6 6 If the student meets the four criteria, he/she will be eligible for the ESOL Endorsement as long as his/her Internship includes a planned ESOL experience. All Elementary Education majors seeking the ESOL endorsement must be placed with an ESOL-endorsed teacher or a teacher currently working on his/her ESOL endorsement. If such a placement is not possible, then at least two weeks of the student s Internship must be with an ESOL-endorsed teacher and ESOL students. Since students with a catalog year prior to 2007 are not required to get the ESOL endorsement, the Office of Clinical Experiences will not attempt to place them with an ESOL-endorsed teacher for Internship. It is thus imperative that students who have a catalog year prior to 2007, but who want the ESOL endorsement, notify the Office of Clinical Experiences of their intent to qualify for the endorsement. Without this notification, the Office of Clinical Experiences has no way of knowing that the student must be placed in an ESOL-infused internship. 11. What is the TESOL (Teaching English to Speakers of Other Languages) Portfolio? The TESOL Portfolio is a student-prepared portfolio that documents the infusion of the 25 ESOL performance standards into the UCF teacher certification program. This portfolio is prepared by students enrolled in the Elementary Education M.A. program. There is a complete listing of the possible assignments/products that can be included as evidence in the TESOL Portfolio in the Sample TIP Sheet included in this handbook. 12. When is the TESOL Portfolio introduced? The TESOL Portfolio is introduced in TSL 5085 (previously numbered TSL 5373 and TSL 5528). This course should be taken during the student s first semester in the master s program since it explains the infusion model requirements and establishes the documentation system (TESOL portfolio) for the 25 ESOL Performance Standards. If a student is unable to enroll in TSL 5085 during the first semester, it is thus imperative that Masters of Arts majors in Elementary Education who are not currently ESOL endorsed take TSL 5085 as early as possible in their teacher education program. Waiting until the last minute to take TSL 5085 and to begin compiling the TESOL Portfolio could seriously jeopardize satisfactory completion of Internship and consequently, graduation. 13. How should the TESOL Portfolio be compiled?students should compile their evidence into a TESOL Portfolio, which is to be organized according to the courses in the student s program, including Internship. Each of the infused courses is to include opportunities to demonstrate proficiency in the ESOL performance standards assigned to that course. The specific ESOL performance standards addressed by the course are to be listed in the course syllabus. Matrices identifying which courses address which ESOL performance standards can be found within this handout (Table #2). Students will be responsible for organizing the pieces of evidence generated in each ESOLinfused and ESOL stand-alone course to demonstrate their proficiency in the 25 ESOL

7 7 performance standards. Instructor feedback must be evident on the piece of evidence. This feedback could be a grade, a comment, or even a checkmark. As students receive evaluated ESOL assignments in their courses, they should place them in the appropriate section of the TESOL Portfolio. In order to cross-reference the 25 ESOL performance standards, it is highly recommended that students write across the top of the assignment the ESOL performance standard(s) being addressed, as specified in the course syllabus. Depending on how the instructor designed an assignment, the same piece of evidence may be used to address more than one ESOL performance standard. 14. How many assignments should be included in each section of the TESOL Portfolio (i.e., each ESOL-infused course)? The number of assignments to be included for each ESOL-infused course is dictated by the number of ESOL-related assignments required by the specific course. Ideally, each ESOLinfused course should require at least two ESOL-related assignments for inclusion in the TESOL Portfolio. 15. I ve heard there is a TIP sheet that is supposed to go into my TESOL Portfolio. What is it and how do I get a copy of it? The TIP (TESOL-in-Progress) sheet documents the ESOL Performance Standards that have been addressed throughout a student s tenure in the teacher education program. In essence, it documents the infusion of the 25 ESOL Performance Standards throughout the teacher preparation curriculum. See the sample of a TIP sheet included in this handbook. The TIP sheet is arranged according to the 25 ESOL Performance Standards rather than according to ESOL-infused courses. It is arranged this way so that students do not have to make multiple copies of assignments that may address more than one standard. In addition, the format of the TIP sheet provides an easy way to check a student s progress in satisfying the 25 ESOL performance standards. The TIP sheet is to be included in this Handbook. As students receive evaluated ESOL pieces of evidence in their courses, they should record on the TIP sheet next to the standard addressed, the title of each piece of evidence, the prefix and number of the course and semester/year during which the piece of evidence was created. Download the TIP-Sheet from the ESOL website and keep constant record of your ESOL assignments ( Evidence must remain in the appropriate portfolio sections until the final portfolio check is completed by the college/university coordinator toward the end of Internship. The security and maintenance of the TESOL Portfolio and TIP sheet are the student s responsibility. 16. How many assignments should be included for each ESOL Performance Standard? There is no set number of assignments that should be included per ESOL Performance Standard. However, it is highly recommended that at least two assignments be included per

8 8 standard since it is difficult, if not impossible, to indicate mastery of a standard with only one assignment. Remember, the same assignment if it indeed relates to several different standards can be used to address more than one ESOL Performance Standard. 17. When should the TESOL Portfolio be completed? Prior to Internship, the faculty advisor will check that there is evidence of progress in advisees TESOL Portfolios. Likewise, students should be keeping their faculty advisor aware of the progress being made in developing this portfolio. Most, if not all, of the TESOL Portfolio should be completed prior to Internship. Waiting until the last minute to begin the portfolio could seriously jeopardize satisfactory completion of Internship, and consequently, graduation. At the beginning and midpoint of Internship, the college/university coordinator will check the TIP sheet for progress/completion. Any standards that have not yet been addressed should be addressed during the remainder of Internship through carefully planned activities specifically focusing on the standards in which proficiency has not yet been demonstrated. The portfolio must be completed by the end of Internship. The college/university coordinator will check for its completion and sign the final section of the ESOL Performance Profile signature pages where it is noted that the TESOL Portfolio has been completed. The profile, along with the final Student Teacher Competency Profile Summary, will be submitted by the college/university coordinator to the Office of Clinical Experiences. 18. What happens to the TIP sheet and TESOL Portfolio? The TIP sheet and TESOL Portfolio will remain with the student. Students should keep their portfolio in the event they are ever asked to provide it as evidence of their ESOL training.

9 9 19. How does the ESOL Endorsement Infusion Model work regarding the internships? For Internship, all Elementary Education majors must be placed with an ESOL-endorsed teacher or a teacher currently working on his/her endorsement. If such a placement is not possible, then at least two weeks of the student s Internship must be with an ESOLendorsed teacher and ESOL students. Provisions must be made for an ESOL experience within Internship. 20. What is the ESOL Performance Profile? The ESOL Performance Profile documents the infusion of the 25 ESOL Performance Standards into the field experience/internship component of the teacher preparation program for majors in Elementary Education. Students in these program areas must satisfactorily complete multiple weeks of planning, implementing, and assessing instruction for one or more ESOL students, supervised by ESOL qualified personnel. If a course includes a field experience component in which Elementary Education majors work with ESOL students, this activity can be documented on the ESOL Performance Profile. The students will need to be evaluated by an ESOL-qualified person (criteria are on the first page of the ESOL Performance Profile). This document is a powerful verification of our students' training in ESOL strategies and their ability to address the needs of these students. If students participate in a field experience (other than Internship II) in which they interact with ESOL students, it is the students responsibility to arrange for an ESOL-qualified person (criteria are listed on the first page of the ESOL Performance Profile) to observe and evaluate their ability to successfully interact with ESOL students. The ESOL Performance Profile will follow the students through their teacher preparation program. Its security and maintenance are the students' responsibility. 21. What happens to the ESOL Performance Profile at the end of Internship? During Internship, the intern is observed and evaluated by the college/university coordinator, who will record the evaluation of the intern on the ESOL Performance Profile. At the end of Internship, the college/university coordinator and the intern sign the final section of the ESOL Performance Profile signature pages where it is noted that the student has completed the ESOL Performance Profile requirements and the TESOL Portfolio. This profile, along with the final Student Teacher Competency Profile Summary, is then submitted by the college/university coordinator to the Office of Clinical Experiences. Students should place a copy of their ESOL Performance Profile in their TESOL Portfolio. The TIP sheet, the TESOL Portfolio, and the ESOL Performance Profile together represent fulfillment of the 300 hours of ESOL training required by the Consent Decree.

10 How does the Registrar s Office (where I get a copy of my official transcript) know that I have met all of the requirements to qualify for the ESOL Endorsement? After the Office of Clinical Experience receives the ESOL Performance Profile, they notify the Office of Student Services of the student s completion of the ESOL Endorsement requirements. If the student has satisfactorily completed the requirements, his/her audit is hand-stamped by the Office of Student Services, who then hand delivers the audit to the Registrar s Office. 23. How do I obtain the ESOL Endorsement on my teaching certificate? The Application for Florida Educator s Certificate may be obtained from the Office of Student Services. The student will need to complete two separate application forms. The student will complete one application form for Academic Coverage in Elementary Education certification, and another application form for English to Speakers of Other Languages/ESOL. A separate fee will have to be paid with each application. 24. I understand that there is a TESOL Website for students. How is it accessed and what does it contain? Everything you could possibly want to know about ESOL is now available on an openaccess website: Who is the UCF College of Education ESOL Coordinator? The UCF College of Education ESOL Coordinator is Dr. Joyce Nutta, EDU 122N, (407) I understand that I should take TSL 5085 during the first semester I am accepted in the College of Education. What happens if all sections of TSL 5085 are closed? Can I get an override? Students who are unable to enroll in TSL 5085 should contact the Program Administrative Liaison for secondary programs to be placed on a waiting list (students should not the course instructor). Whenever an opening becomes available, the Program Administrative Liaison will the students on the waiting list to inform them which section she can put them in. If they accept that class, she will enroll them. If they refuse the section that she can put them in, they will go back on the waiting list. Students' messages to Janet should include: Subject: TSL 5085 Override Request Semester/Year--Section(s) (students may list multiple sections in order of preference if they all fit their schedules) In the body of the message, include:

11 11 1. Student name; 2. Student #; 3. Degree Program (i.e., Masters in Elementary Education); 4. What semester the student was accepted into the College of Education; 5. Reason for override request (e.g., attempting to take the course during the first semester in the program, as required by the course sequence, etc.); 6. A phone number where the student can be reached if necessary Requests for overrides for TSL 6250 should be directed to the Coordinator of that course at The MA TESOL Program does not grant overrides for a closed course section of TSL 6250 if any other sections of the course are open. As the Subject line of your ed override request, students should type: Override Request Semester/Year TSL6250 The body of the message should include the following information: 1. Student name; 2. Student #; 3. Requested section(s) (students may list multiple sections in order of preference if they all fit their schedules) 4. Degree Program (i.e., Master's in Elementary Education); 5. What semester the student was accepted into the College of Education; 6. Reason for override request (e.g., attempting to take the course during the first semester in the program, as required by the course sequence, etc.); 7. A phone number where the student can be reached if necessary

12 12 Florida Performance Standards for Teachers of English for Speakers of Other Languages The ESOL teacher is able to: 1. Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. 2. Recognize the major differences and similarities among the different cultural groups in the United States. 3. Identify, expose, and reexamine cultural stereotypes relating to LEP and non-lep students. 4. Use knowledge of the cultural characteristics of Florida s LEP population to enhance instruction. 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. 7. Locate and acquire relevant resources in ESOL methodologies. 8. Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: Basic interpersonal communicative skills (BICS) Cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. 9. Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. 10. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse. 11. Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing. 12. Apply content-based ESOL approaches to instruction. 13. Evaluate, design, and employ instructional methods and techniques appropriate to learner s socialization and communication needs, based on knowledge of language as a social phenomenon. 14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. 15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. 16. Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. 18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. 20. Administer tests and interpret test results, applying basic measurement concepts. 21. Use formal and alternative methods of assessments/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. 22. Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum. 23. Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. 24. Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice. 25. Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency.

13 13 Sample TESOL-In-Progress (TIP) Sheet *Under construction. Information will be filled out shortly.* Students will be responsible for collecting, reviewing, and selecting appropriate artifacts that demonstrate proficiency in each of the 25 Florida ESOL Standards. Each student provides verification that he/she can create/adapt/use materials effectively with LEP students. Complete the appropriate areas below and use this as a table of contents for those artifacts. Evidence must remain in the appropriate portfolio sections until the final portfolio review that occurs during Internship II and is conducted by the college coordinator. The FLORIDA PERFORMANCE STANDARDS FOR TESOL-IN-PROGRESS sheet is to remain in the front section of the student s portfolio. Its security and maintenance are the student s responsibility. Student Name: Student I.D.: Major: ESOL Competencies Artifact Title Course Prefix and Course Title that supported Artifact created. Semester/ Year 1. Florida Consent Decree. 2. Cultural group in the US. 3. Cultural stereotypes LEP & non-lep students.

14 14 4. Cultural characteristics of FL LEP populationinstruction. 5. Instructional methods & strategies- knowledge of 1 st & 2 nd language acqu. Processes. 6. ESOL teaching methodologies- ELL students 7. Resources in ESOL methodologies 8. ESOL content (1) BICS & (2) cog. acad. lang. proficiency. 9. Experiential and interactive literacy activities for LEP. 10. Appropriate instructional strategiesphon., morph., syntax. semantics.& discourse.

15 Strategies-listening comp., oral comm., reading & writing. 12. Apply content-based ESOL approaches to instruction. 13 Methods appropriate to learner s socialization and communication needs, based on knowledge of language as a social phenomenon. 14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. 15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. 16. Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle, and high school levels.

16 Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. 20. Administer tests and interpret test results, applying basic measurement concepts. 21. Use formal and alternative methods of assessments/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. 22. Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum. 23. Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce crosscultural barriers between students, parents, and the school setting. 24. Develop, implement, and evaluate instructional programs in ESOL based on current trends in research and practice.

17 Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. In addition, M.A. students must demonstrate the 25 ESOL Competencies during their Internship as measured by the ESOL Performance Profile in (Summative Evaluation).

18 18 College of Education TESOL-in-Progress (TIP) Sheet Revised August 2006 Student Name: Student I.D.: Major: The TIP Sheet cross-references the 25 ESOL performance standards infused in course assignments throughout the College of Education curriculum. In order to document all assignments infused with ESOL performance standards, organize the TESOL Portfolio according to the courses and internships in your program area (major). Place the assignments (pieces of evidence) generated in each ESOLinfused and ESOL stand-alone course and internship in the appropriate portfolio section. Instructor feedback must be evident on each piece of evidence. This feedback could be a grade, a comment, or even a checkmark. The number of assignments to be included for each ESOL-infused course is dictated by the number of ESOL-related assignments required by the specific course. Ideally, each ESOL-infused course should require at least two ESOL-related assignments for inclusion in the TESOL Portfolio. Depending on how your instructor designed a particular activity, the same piece of evidence may be used to address more than one standard. In order to further cross-reference the 25 ESOL performance standards, write across the top of the assignment the ESOL performance standard(s) being addressed, as specified in the course syllabus. Fill in the appropriate areas below. Record on the TIP sheet next to the standard addressed: the title of the piece of evidence, the prefix and number of the course, and the semester/year during which the piece of evidence was created. There is no set number of assignments that should be included per ESOL Performance Standard. However, it is highly recommended that at least two assignments be included per standard since it is difficult, if not impossible, to indicate mastery of a standard with only one assignment. Remember, the same assignment if it indeed relates to several different standards can be used to address more than one ESOL Performance Standard. Evidence must remain in the appropriate portfolio sections until the final portfolio review, which is conducted by the UCF College/University Coordinator during Internship II. The TIP sheet is to remain in the front section of the student s portfolio. The security and maintenance of the TESOL Portfolio and TIP sheet are the student s responsibility. It is recommended that students also place a copy of their ESOL Performance Profile in their TESOL Portfolio. The TIP sheet, the TESOL Portfolio, and the ESOL Performance Profile together will ultimately represent fulfillment of the 300 hours of ESOL training required by the Consent Decree.

19 19 ESOL Performance Standard Title of Evidence Prefix and number of the course in which the piece of evidence was created. Semester/Year during which the piece of evidence was created. 1.Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. 2. Recognize the major differences and similarities among the different cultural groups in the United States. 3. Identify, expose, and reexamine cultural stereotypes relating to LEP and non-lep students. 4.Use knowledge of the cultural characteristics of Florida s LEP population to enhance instruction. 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. 7. Locate and acquire relevant resources in ESOL methodologies

20 20 8. Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (a) Basic interpersonal communicative skills (BICS) and (b) Cognitive academic language proficiency skills (CALPS). 9. Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. 10. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse. 11. Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing. 12. Apply content-based ESOL approaches to instruction. 13 Evaluate, design, and employ instructional methods and techniques appropriate to learner s socialization and communication needs, based on knowledge of language as a social phenomenon. 14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results.

21 Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. 16. Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle, and high school levels. 18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. 20. Administer tests and interpret test results, applying basic measurement concepts. 21. Use formal and alternative methods of assessments/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. 22. Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum.

22 Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce crosscultural barriers between students, parents, and the school setting. 24. Develop, implement, and evaluate instructional programs in ESOL based on current trends in research and practice. 25. Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency.

23 ESOL Matrix Elementary Education M.A. (DRAFT) 23 Elementary Education Foundations Courses ESOL Courses Elementary Education Courses Grad. Intern Count FLORIDA ESOL PERFORMANCE STANDARDS EDG 6415 EDF 6237 EDF 6727 EDF 6432 TSL Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. x x x? 3 or 4 2.Recognize the major differences and similarities among the different cultural groups in the United States. x x x x x x 6 3.Identify, expose, and reexamine cultural stereotypes relating to LEPand non-lep students. x x x x 4 4.Use knowledge of the cultural characteristics of Florida s LEP population to enhance instruction. x x x x x 5 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. TSL 6250 LAE 5319 RED 5147 RED 5517 MAE 5318 SCE 5315 SSE 5115 LAE 5415 EDE 6933 EDE 6935 EDE 6946 x x x x x x x x x x 10 x x x x x x x x x 9 7. Locate and acquire relevant resources in ESOL methodologies. x x x x x x x x x x Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. x x x 3 9. Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. x x x x x 5

24 10. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics and discourse. 11. Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing. 12. Apply content-based ESOL approaches to instruction. 13 Evaluate, design, and employ instructional methods and techniques appropriate to learner s socialization and communication needs, based on knowledge of language as a social phenomenon. 14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. 15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. 16. Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluate, adapt and employ appropriate instructional materials, media,and technology for ESOL in the content areas at elementary, middle and high school levels. 18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. x x x x x 5 x x x x x x 6 x x x x x x x 7 x x x x x 5 x x x x x x x x 8 x x x x 4 x x x x x x x x x 9 x x x x 4 x x x x x x x x x 9 x x x x x x Administer tests and interpret test results, applying basic measurement concepts. x x x x x Use formal and alternative methods of assessments/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. x x x x x 5 24

25 22. Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum. 23. Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. 24. Develop, implement, and evaluate instructional programs in ESOL,based on current trends in research and practice. 25. Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. x x 2 x x x 3 x x 2 x x x x x 5 25

26 26 College of Education ESOL Performance Profile - Exceptional Education Majors Student Name: Program Area: Student ID: The ESOL Performance Profile documents the infusion of the ESOL performance standards into the field experience/internship component of the teacher preparation program for majors in the Exceptional Education M.A. program. Students in these program areas must satisfactorily complete multiple weeks of planning, implementing, and assessing instruction for one or more ESOL students, supervised by ESOL qualified personnel (see description below). This document will follow the student throughout his/her teacher preparation program. Its security and maintenance are the student s responsibility. ESOL qualified personnel include: An ESOL teacher. An ESOL-endorsed supervising teacher. A supervising teacher who is pursuing the ESOL endorsement. The teacher should collaborate with an ESOL trained teacher in the supervision/observation of the student. A UCF college/university coordinator who has completed the required ESOL training. UCF faculty with the required faculty ESOL training. ESOL qualified personnel observing the student s performance in each Florida Educator Accomplished Practice should initial, date, and indicate performance level (E=Excellent; S=Satisfactory) in the box corresponding to the appropriate field/internship placement. On the signature pages at the back of this document, ESOL qualified personnel must also complete the required verification information for the appropriate field/internship placement during which they observed the student. Observations should ideally be made at different stages (early, midpoint, and late) in the student s teacher preparation program. However, ALL of the boxes under the Internship II column (regardless of whether or not observations and evaluations were made at earlier stages) should be checked off by the end of Internship. The student may demonstrate the same Florida Educator Accomplished Practice with ESOL performance standards in different field/internship placements with different activities. The final signature comes from the UCF college/university coordinator, who verifies in the final section of the signature pages that the ESOL Performance Profile requirements and the TESOL Portfolio have been completed. The UCF college/university coordinator is responsible for submitting at the end of Internship II the completed ESOL Performance Profile to the Office of Clinical Experiences. This document is submitted along with the final Student Teacher Competency Profile Summary.

27 Florida Department of Education Guidelines for ESOL Field Experience/Internship Placements* April Rule 6A-5066 (4)(d)4., F.A.C. State approved teacher preparation programs shall include instruction, observation, practice, and competency demonstration in teaching strategies for the instruction of Limited English Proficient (LEP) and English Language Learners (ELLs) which meet the requirements set forth in the ESOL Consent Decree for instructional personnel who teach LEP students and ELLs. ESOL Requirements during Field Experiences and Internships Students in field experiences and internships must work with LEP/ELL students. Students MUST be evaluated on their effectiveness in teaching LEP/ELL students. Students in Internship must plan, implement, and evaluate instruction for LEP/ELL under the supervision of an ESOL-endorsed teacher for a multiple-week period. University supervisors overseeing Internship placements MUST have completed ESOL faculty development. Field Experiences and Internship Can be connected with an education course, including a service learning course. Can be observations, volunteer tutoring, or case studies with LEP/ELL students. Students may work with: International students enrolled in intensive English programs Adult education students in ESOL programs Family literacy programs for ESOL/LEP/ELL LEP/ELL students in a mainstream classroom LEP/ELL students in stand-alone or pull-out programs Internship Students may: Teach one or more ESOL students during a part-time placement immediately preceding the final internship Teach one or more ESOL students in their final internship classroom Complete a special ESOL teaching assignment for a minimum of two weeks (or equivalent) of full-time teaching or co-teach one or more ESOL students in a mainstream or ESOL class (may be part of internship or a separate course) Ways to Meet ESOL Requirements Students can travel out of the area to complete a two-week ESOL field experience (summer school, migrant programs, etc.). Students may collaborate with an ESOL resource teacher (if their supervising teacher does not have the endorsement). Secondary English students can participate in an ESOL classroom for at least one period per day for the duration of their internship. *Information on this page is quoted or paraphrased from a presentation at FACTE (March 2004) by Betty Blue, VieVie Baird, and Katrina Hall, Florida Department of Education Specialists

28 28 Florida Educator Accomplished Practices with related ESOL performance standards (in parentheses) ASSESSMENT 1. The pre-service teacher utilizes assessment data to modify instruction for optimal student learning, including students with special needs and ESOL students (ESOL 20, 21, 25). 2. The pre-service teacher adapts and modifies assessment instruments and strategies to determine placement, progress and achievement of ESOL students, including ESOL listening, speaking, reading and writing test items and content area tests (ESOL 14, 20, 21, 25). Field Experience Initial, date, and performance level (E or S) Internship I Initial, date, & performance level (E or S) Internship II Initial, date,& performance level (E or S) COMMUNICATION 3. The pre-service teacher demonstrates crosscultural competence in interactions with colleagues, administrators, school and community specialists, and ESOL students and their families (ESOL 3, 4, 18, 22, 23). 4. The pre-service teacher utilizes verbal and nonverbal communication to demonstrate acceptance, encouragement, support, and respect as well as to enhance student performance, including culturespecific nonverbal communication techniques (ESOL 3, 4, 18, 22, 23). 5. The pre-service teacher utilizes specific teacher behaviors that indicate sensitivity to cultural and linguistic differences, including student language phonology morphology, syntax, semantics and discourse (ESOL 3, 4, 10, 18, 22, 23). 6. The pre-service teacher demonstrates appropriate modifications of instructional input, including providing pictures, props, gestures, a high degree of context, and/or other linguistic cues (ESOL 3, 4, 18, 22, 23). CONTINUOUS IMPROVEMENT 7. The pre-service teacher acquires relevant resources in ESOL methodologies, including recognition of major language professional organizations and knowledge of major professional publications related to ESOL (ESOL 7, 19).

29 29 Florida Educator Accomplished Practices with related ESOL performance standards (in parentheses) 8. The pre-service teacher demonstrates knowledge of current trends and issues related to the testing of linguistic and culturally diverse students, including identifying cultural biases in commercial tests (ESOL 7, 19). DIVERSITY 9. The pre-service teacher establishes a comfortable classroom climate that accepts and fosters diversity (ESOL 2, 3, 4). 10. The pre-service teacher accepts and values students from diverse cultures and treats all students equitably (ESOL 2, 3, 4). 11. The pre-service teacher demonstrates knowledge of similarities and differences among various ethnic, cultural, linguistic, and economic groups (ESOL 2, 3, 4). 12. The pre-service teacher applies ethnolinguistic and cross-cultural knowledge to classroom management techniques (ESOL 2, 3, 4). 13. The pre-service teacher utilizes technology in the instruction of diverse groups (ESOL 2, 3, 4). ETHICS 14. The pre-service teacher demonstrates understanding of the district policies and procedures for implementing the various elements of the Consent Decree, including identification, classification and exit procedures for ESOL students and appropriate documentation for comprehensible instruction (ESOL 1). 15. The pre-service teacher demonstrates respect for diverse perspectives, ideas, and opinions (ESOL 1). HUMAN DEVELOPMENT AND LEARNING 16. The pre-service teacher is knowledgeable about learning theories, curriculum development, and student development processes when developing experiential and interactive literacy activities for ESOL students (ESOL 8, 9). 17. The pre-service teacher selects and develops appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account basic interpersonal communicative skills and cognitive academic language proficiency skills as they apply to the ESOL curriculum (ESOL 8, 9). Field Experience Initial, date, and performance level (E or S) Internship I Initial, date, & performance level (E or S) Internship II Initial, date,& performance level (E or S)

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