California University Intermediate Unit 1 ESL Professional Development Project The California University of Pennsylvania (Cal U)/ Intermediate Unit 1 (IU1) English as a Second Language (ESL) Professional Development Project was established to improve classroom instruction for English language learners by developing a model continuum of professional development opportunities for pre service teachers; new teachers; experienced teachers; principals; assistant principals; and paraprofessionals that offer a range of training programs to meet varying degrees of interest and needs. The goal of the 5 year project is to provide training to over 1,650 educators in ESL, as well as make training available via the Pennsylvania Association of Intermediate Units website (PAIUnet) to over 122,000 teachers, 2,500 administrators, and 10,000 paraprofessionals in Pennsylvania. Year 1 of the project (2012 2013) focused on development and state approval of an ESL Program Specialist Certificate Program for in service educators and an undergraduate course for pre service teachers, focusing on accommodations and adaptions for English Language Learners (ELL). Year 1 also included IU1 s development of programs for paraprofessionals and administrators. These programs and courses will provide foundations for strengthening the pool of PA educators with substantial knowledge and skills to serve a growing ESL population. Year 1 Evaluation The program goal of year 1 was to develop quality training and certification programs in ESL to be offered in years 2 5 of the project by Cal U and Intermediate Unit 1, respectively. The Year 1 evaluation involved review of documentation of program/course development and approval. Primary documents reviewed included the proposal submitted by Intermediate Unit 1 (IU 1) to the Pennsylvania Department of Education (PDE) to become an approved provider of an English as a Second Language (ESL) certification, the subsequent proposal review and approval rubric from PDE, Cal U s course proposals (EDU 350) and subsequent review and approval by PDE, and IU1 s National Professional Development Program Grantee Progress Report. 2013, Collaborative for Evaluation and Assessment Capacity (CEAC) 1
Findings Findings showed both IU1 s in service ESL certificate program and Cal U s pre service course (EDU 350) met the guideline requirements established by the Pennsylvania Department of Education (PDE). IU1 s proposed ESL program was granted initial program approval by PDE on December 21, 2012. PDE found that the program substantially met state standards in all required areas. Cal U s proposed pre service ESL course was reviewed by PDE and deemed to meet the accommodations and adaptations for ELL requirements in Pre K 4, 4 8, and special education Pre K 8 certificate programs on October 4, 2010, and in Secondary Biology, Chemistry, Communication, Earth and Space Science, English, Mathematics, Physics, Social Studies, and K 12 Art, French, Spanish, Speech and Language Impaired, and Reading Specialist certificate programs on November 8, 2012. All courses are ready to begin enrolling participants in fall 2013. IU1 also developed an online ESL program for paraprofessionals and began the development process for an online ESL program for administrators. Each program was developed as a professional development workshop. The paraprofessional workshop addresses special needs, academic routines, communication of manners, cultural awareness, and speaking support for ELL. The administrators workshop is in development. It will cover laws, regulations, and policies relating to ELL, focusing specifically on relevant court cases, ELL identification criteria, and academic supporting needs for ELL. Both the paraprofessionals and administrators workshops are to be offered in fall 2013. These workshops did not require PDE approval. The following two sections summarize Cal U s pre service course and IU1 s certificate program in relation to state ESL requirements and standards. Summary of Pre Service Teacher Course EDU 350 developed by California University of Pennsylvania and Approved by PDE Offered by the College of Education and Human Services at California University of Pennsylvania, EDU 350 prepares pre service teachers to adequately serve the needs of ELL students in the general setting. It fulfills new Pennsylvania state requirements for 9/270 and Chapter 49.2, Education Certification Guidelines for Highly Qualified status in the General Education Certification. It is a 3 credit course, being required for Elementary Education, Early Childhood Education, all 11 Secondary Education areas, Special Education, and Technology Education at the Undergraduate and post baccalaureate levels (cross listed as EDU 610). The course introduces major theories of second language acquisition and their implications for K 12 classroom teaching and learning. The objectives of the course are to facilitate teacher candidates to (1) understand major theoretical issues and researchbased methods in second language learning in formal and informal situations, (2) develop communication skills that support ELL students learning, (3) apply appropriate 2013, Collaborative for Evaluation and Assessment Capacity (CEAC) 2
instructional activities that meet the needs of culturally and linguistically diverse ELL students, and (4) support other teachers and administrators in working effectively with ELL students. More specifically, this course is divided into seven units of study, including demographics and policies of language diversity in the US, theory and practice of teaching English language learners, instructional approaches for ELL students, academic achievement and language acquisition for ELL students, assessment of learning and academic achievement for ELL students in the classroom, communication skills to teach ELL students, and dispelling myths about ELL students teaching and learning. Instructors will employ a variety of teaching methods to deliver the course. For example, lectures, small group discussions, analysis of readings, case studies, reflections, group projects, and incorporation of Internet resources and Blackboards are implemented in the teaching. Teacher candidates performance will be assessed based on a variety of activities, including oral presentations, written assignments and reports, exams and/or quizzes, individual projects, group projects, case studies, analysis of ELL student work samples, article/book critique, journal reflections, and portfolio development. Summary of Intermediate Unit 1 (IU 1) English as a Second Language (ESL) Program Specialist Certification Program The summary of IU 1 ESL Program Specialist Certification Program is composed of five sections: needs assessment and rationale for the program, admission criteria and enrollment requirements, program design and delivery, candidate competencies in courses, and candidate field experiences. Needs Assessment and Rationale for the Program According to the National Center for Education Statistics (NCES), the number of schoolage children (children ages 5 17) who spoke a non English language at home increased between 1980 and 2009. School enrollment patterns for these children rose from 90% to 93% between 1980 and 2009, and the percentage of these children who spoke English with difficulty generally decreased over time. According to the 2009 data, the percentage of school age children who spoke a non English language at home and spoke English with difficulty varied by demographic and socioeconomic characteristics, including race, citizenship status, age, geographic areas, and poverty status. A 2002 Office of English Language Acquisition (OELA) report indicated the low national ratio of ESL certified teachers to English learner students (1:44), suggesting that the ESL certified teachers are in demand. According to 2006 2007 Limited English Proficient (LEP) data on the Pennsylvania Department of Education website, there were 45,307 LEP students. The enrollment of students with LEP is substantially increased in many schools in Pennsylvania. Title 22, 2013, Collaborative for Evaluation and Assessment Capacity (CEAC) 3
Chapter 4, Section 4.26 of the Curriculum Regulations requires that the school district/charter school provide a program for every English Language Learner student. Responding to the requirement and growing number of ELL students, the school district must provide a program of ESL to facilitate students to achieve second language acquisition. Teachers in areas of high concentration of ELL students specially need to be trained to comply with No Child Left Behind (NCLB) requirements. Therefore, ESL Program Specialist Certification Program offered by IU 1 would produce competent teachers who are able to facilitate ELL students to acquire English language skills and participate meaningfully in education programs. Admission Criteria and Enrollment Requirements To apply for the ESL Program Specialist Certification Program, applicants must provide PA Instructional I or II certification or its equivalent from another state, evidence of English proficiency in reading, writing, speaking, and listening, demonstration of English proficiency via the ACTFL test English, OPT for foreign applicants, evidence of attaining a Bachelor s degree from an accredited US college or university, transcripts from every institution attended, and teaching certificates. Program Design and Delivery The program is designed to ensure candidates to acquire and learn to apply the professional and pedagogical knowledge and skill dimensions necessary, and teach, guide, and assist public school students in achieving PA academic standards. IU 1 offers six courses to prepare candidates to support English language learning of culturally and linguistically diverse ELL students. Each course is 3 credits, progressing from introductory to higher level and known to unknown in complexity. In addition to online instruction, each course includes a 10 hours field based practicum. Field placement mentors use the Danielson s Educator Effectiveness model to monitor and evaluate candidates performance in a face to face setting. Communication modes between instructor, candidates, and field placement mentors are various, including face to face, online class, Skype, wimba, and email. The following part of this section provides a brief description of each of the six courses. ESL 1, Introduction to Teaching English as a Second Language, is focused on exploration of research based practices and the role of ESL teachers in the classroom. The course aims to assist teachers to develop understanding of culturally based language teaching, literacy instruction for English language development, standard based instruction for ELL students, communication activities adapting instruction, assessment methods for ELL students, and the profession of teaching ELL students. Constructing an ESL profile serves as a key assessment tool in this course. ESL 2, Developing Culturally Awareness and Sensitivity, provides an examination of theory, diversity, and pedagogy constructs for classroom practices with ELL students. The course emphasizes culturally responsive curriculum and instruction, exploring 2013, Collaborative for Evaluation and Assessment Capacity (CEAC) 4
immigration, cultural perspectives, and teaching practices that demonstrate the interconnectedness of culture and cognition. Developing a multicultural curriculum education plan severs as a key assessment tool in this course. ESL 3, Observing, Planning, Implementing, and Managing Instruction, emphasizes standards based instruction and adapting instruction in the content areas to assist ELL students in achieving academic success. The course advocates for the importance of family and community in ELL students achievement, and the role of teachers in identifying learning goals and assessment measures appropriate for ELL students of diverse background. Lesson plan management and instructional support severs as a key assessment tool in this course. ESL 4, Language Acquisition and Development, introduces candidates to the theories of second language acquisition, literacy strategies in language learning, and socio cultural factors that influence language learning. Candidates also learn the structure and nature of second language, getting a better sense of aiding ELL students in adjusting to the challenges of learning a second language. Language and literacy instruction and assessment plan serves as a key assessment tool in this course. ESL 5, Assessment and Support, offers candidates knowledge of tools necessary to assess ELL students appropriately and in a timely way. Assessment tools explored include observation checklists, reading logs, video spreadsheet software, and self and peer assessment. In addition, benchmarks for different proficiency levels are introduced. Case study of ELL serves as a key assessment tool in this course. ESL 6, English Language Leaners, Families, Community, and Professionalism, is geared toward equipping ESL teachers with the necessary tools to facilitate ELL students to adjust culturally and transition smoothly to the new language and culture. The course addresses the role of classrooms, schools, and community environments in supporting students second language learning. For example, a supportive school wide climate, organizational structure, and professional learning community supporting ELL students are recognized as effective approaches for student learning. An action research project, focusing on school supports serves as a key assessment tool in this course. Candidate Competencies in Courses PDE ESL competencies are reflected through key course assessments on five domains: (1) language, (2) culture, (3) observing, planning, implementation, and managing instruction, (4) assessment, and (5) professionalism. Notably, ESL courses 1, 2, 3, 4, and 5 meet competencies listed in each of the five domains, while ESL 6 meets competencies listed in domains 3, 4, and 5. More specifically, ESL 1 meets PDE ESL competencies in 19 components across the six domains; ESL 2 meets PDE ESL competencies in 19 components; ESL 3 meets PDE ESL competencies in 27 components; ESL 4 meets PDE ESL competencies in 35 components; ESL 5 meets PDE ESL competencies in 36 components; and ESL 6 meets PDE ESL competencies in 7 2013, Collaborative for Evaluation and Assessment Capacity (CEAC) 5
components. Candidate Field Experiences The certification program assures that candidates completed a planned sequence of field experiences. Each course requires candidates to experience 10 hours of field based practicum; totaling 60 hours of field experiences to meet the requirements of the certificate program. Field experiences are provided in public school setting, either practicing in ESL teachers classroom or working one on one with ELL students. Field experiences are also aligned with competencies addressed in coursework. Conclusion With a successful Year 1, focusing on program and course development, completed, Year 2 of the Cal U/ IU1 ESL Professional Development Project is on track and set to begin. The in service ESL certificate program, pre service ESL course, and paraprofessional and administrator workshops are slated to begin accepting student in the fall of 2013. Thus, the evaluation focus will shift to implementation, particularly educators participant and experience in the program and course. Evaluation activities in Year 2 will move towards a more empirical focus. For question regarding the evaluation of the IU1 Cal U ESL Project, please contact: Dr. Keith W. Trahan, Assistant Director The Collaborative for Evaluation and Assessment Capacity (CEAC) School of Education University of Pittsburgh 4139 WW Posvar Hall 412 624 7240 kwt2@pitt.edu For question regarding the Cal U/ IU1 ESL Professional Development Project, please contact: Dr. Kevin Koury, Dean College of Education and Human Services California University of Pennsylvania Keystone Hall 200B 724 938 4125 koury@calu.edu 2013, Collaborative for Evaluation and Assessment Capacity (CEAC) 6