This session will highlight the revised TESOL/NCATE standards and will provide an overview of how the standards are currently used for NCATE accreditation. The presenter will propose future uses of the standards for professional development for content area teachers and as a teacher evaluation tool for teachers of ELLs

1. Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education March 16, 2011 / TESOL K-12 Dream Day/ New Orleans, LA Diane Staehr Fenner, Ph.D.TESOL/NCATE Program Coordinator

2. Overview of Presentation Brief history of TESOL/NCATE standards Overview of revised standards Current uses for the standards Future uses and applications of the standards Questions

4. Conceptualization and Organization of Revised (2009) Standards Aligned with the proposed NCATE principles for standards development Accompanied by an explanatory statement and rubric of performance indicators Three levels of proficiency: approaches, meets, and exceeds Organized around the original five domains (Language, Culture, Instruction, Assessment, and Professionalism) More emphasis on the effects on student learning

5. Summary of NCATE Program Reviews Number of IHEs seeking recognition from 2005-2011 Number of IHEs nationally recognized Number of program reviewers and auditors

6. TESOL Reports Reviewed 2005-2011

7. NCATE Nationally Recognized Programs As of January 31, 2011 84 nationally recognized TESOL programs in 24 states States with largest number of recognized programs NY (20 programs) NJ (9 programs) DC (8 programs) MD (5 programs) States with only one institute of higher education with a recognized TESOL program AZ, DE, GA, HI, MA, MN, OH, OK, RI, SC, UT, VA Note: May be multiple programs at the same IHE

8. TESOL Reviewers 19 lead reviewers 38 “regular” reviewers 10 auditors 10 new reviewers being trained today

9. TESOL’s 5 Domains

10. Domain 1: Language Standard 1.a. Language as a System Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. Standard 1.b. Language Acquisition and Development Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.

11. Domain 2: Culture Standard 2. Culture as It Affects Student Learning Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.

12. Domain 3: Instruction Standard 3.a. Planning for Standards-Based ESL and Content Instruction Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

13. Domain 3: Instruction Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

14. Domain 3: Instruction Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

15. Domain 4: Assessment Standard 4.a. Issues of Assessment for English Language Learners Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.

16. Domain 4: Assessment Standard 4.b. Language Proficiency Assessment Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs. Standard 4.c. Classroom-Based Assessment for ESL Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.

17. Domain 5: Professionalism Standard 5.a. ESL Research and History Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.

18. Domain 5: Professionalism Standard 5.b. Professional Development, Partnerships, and Advocacy Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.

19. 20 Domain 2: Culture Description of Domain: Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs Standard 2. Culture as it Affects Student Learning. Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Standard Descriptor

20. 21 Standard 2. Culture as it Affects Student Learning. Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Candidates recognize that language and culture interact in the formation of students’ cultural identities. Candidates further recognize that students’ identities are tied closely to their’ sense of self-worth, which is correlated to their academic achievement. Candidates know that all students can learn more readily when cultural factors are recognized, respected, and accommodated, and they demonstrate that knowledge in their practice. Candidates further understand that students’ academic achievement can suffer if classroom instruction does not respect students’ cultural identities. Supporting Explanation

21. 22 Rubric for Standard 2: Culture as it Affects English Language Learning Approaches Standard

22. NBPTS and TESOL/NCATE Standards Crosswalk 23

23. NBPTS and TESOL/NCATE Standards Crosswalk 24

24. New Directions / Applications of TESOL Standards Applications in the United States Guiding American Federation of Teachers’ Investing in Innovation (i3) grant to include ELLs in teacher evaluations in 5 LEAs in Rhode Island and 5 LEAs in New York World-renowned museum grant proposals to infuse TESOL standards in new science teacher education program Applications in International settings Uruguay Albania Publications CATESOL article Possible future publication

25. AFT i3 Grant TESOL and National Board for Professional Teaching Standards’ English as a New Language standards guiding stakeholders from five LEAs in RI and five LEAs in NY Crosswalks between RI, NY, TESOL, and NBPTS standards developed and used Stakeholders adding language to all teacher evaluation systems to ensure teachers’ effective strategies for teaching ELLs are included in observations of all teachers

26. Potential as a Teacher Evaluation Tool Performance indicators are behaviors teachers should exhibit while teaching ELLs Examples: Candidates serve as good models for English for ELLs and as good models for the L1 where possible Candidates collaborate with non-ESL classroom teachers to select reading goals for content areas Candidates share their knowledge and expertise regarding identification, placement, reclassification, and exiting of ELLs with their colleagues Could inform other SEA and LEA teacher evaluation systems

27. Museum Proposal Proposal submitted to state to use Race to the Top funds: 3 year grant Additional proposal submitted to National Science Foundation: 1 year grant TESOL standards to be infused throughout new museum-based science MAT program at the museum Teachers to be certified and doing clinical practice in 6 urban schools in improvement with high numbers of ELLs

28. Application of TESOL Standards in International Settings Uruguay: 2009-present Brought together 30 Uruguayan Educators of English, Portuguese, French and Italian Discussed what it means to be a teacher, what standards are and are not, the difference between course-based and standards-based programs Used existing teacher standards (TESOL, ACTFL) as basis to adapt to Uruguayan context Added language proficiency standard Next steps: Create assessment system and curriculum

29. Application of TESOL Standards in International Settings Albania: 2006-2007 All faculty participated in large and small groups French, German, Italian and English came together All existing courses across languages were examined as to alignment with TESOL standards New courses were added; old ones revised Implementation pending Ecuador: 2011

30. Publications CATESOL Special Issue (Spring, 2011) Future plans

31. CATESOL Article Thiebault, C., Kuhlman, N., Day, E. (Spring, 2011). ESL Teacher-Education Programs: Measuring Up to the TESOL/NCATE Yardstick. The CATESOL Journal. How the TESOL/NCATE standards provide a nationally recognized framework for teacher preparation and evaluation, while at the same time providing for flexibility in the way in which certified ESOL teachers are prepared. Graduates of programs that follow these standards are ready to begin meeting the challenges of educating the next generation of ELLs in American classrooms.

32. Possibility of Future Publication: 3 Goals 1. To make models of TESOL pre-service and in-service program available that are responsive to each of the TESOL professional standards 2. To provide users with practical applications (e.g., vignettes) that will help program developers, faculty, and accreditation coordinators put the standards into practice and use information gathered for program improvement and teacher training 3. To provide suggested frameworks and activities for professional development for SEAs and LEAs based on the TESOL teacher standards

33. Possible Publication Informed guidance on implementing the TESOL Professional Standards How academic programs can use the professional standards to design and implement a curriculum (e.g., instruction and clinical experiences) that best prepares pre-service and in-service teachers to meet the needs of ELLs

34. Rationale for TESOL Publication Our standards define a field which is largely undefined Professional standards were developed and approved by the membership Will provide access to a valid resource on How standards are applied & operationalized What the focus of their future professional development should be What the standards entail for teachers in the P-12 classroom & university faculty in various roles.

35. Rationale for TESOL Publication Success publications from other professional organizations [e.g., What Every Special Educator Must Know (CEC), Using the National Gifted Education Standards for University Teacher Preparation Programs (NAGC)] IHEs will benefit from guidance on considerations for development and accreditation of standards-based TESOL programs Will provide guidance to institutions outside the US SEAs and LEAs often in need of a framework for conceptualizing professional development for both ESL and content area teachers in working with ELs

36. Your Input Do you envision any other uses for the TESOL teacher education standards? What are some areas you would like to see addressed in a publication about the TESOL professional standards? Why would you like to see these areas addressed in a publication? How would you like to see these areas addressed in a publication?

37. Thank You Thank you for your interest in today’s session!

38. Questions? For more information: Diane StaehrFenner, TESOL/NCATE Program Coordinator dstaehrfenner@tesol.org