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Certification, Teacher Education, Certification, Teacher Education, and Professional Developmentand Professional Development
Marcia Harmon RosenbuschNational K-12 Foreign Language Resource Center
Iowa State [email protected]
Jacque Bott Van HoutenWorld Language and International Education Consultant
Kentucky Department of [email protected]
Teacher Education and
Professional Development
and their connection to
National StandardsNational Standards
Overview of Standards
K-16 student standards
Standards for Foreign Language Learning in the 21st Century, 1999 Standards Collaborative
FL Teacher Candidates
Program Standards for the Preparation of FL Teachers, 2002 ACTFL - NCATE
Beginning FL Teachers
Standards for Licensing Beginning FL Teachers, 2002
INTASC
Accomplished FL Teachers
World Languages Other than English Standards, 2001
NBPTS
ACTFL/NCATE Program Standards for the Preparation of FL Teachers
• Developed by ACTFL and approved by the National Council for Accreditation of Teacher Education (NCATE) in 2002.
• Beginning in 2004, to be an ACTFL/NCATE-Approved Program, K-12 teacher preparation programs are required to base their program design on the 2002 standards.
ACTFL/NCATE Program Standards for the Preparation of FL Teachers
ACTFL/NCATE Purpose:
Monitor the quality of language teachers being certified by institutions throughout the country.
Serve as a quality control mechanism for rigorous, high quality language teacher preparation.
Reflect the profession’s expectations for the specific knowledge, skills, and dispositions that foreign language teachers should have when they enter the field.
ACTFL Program Standards for the Preparation of FL Teachers
Requirements for Programs
• Reflect the profession’s expectations for the specific knowledge, skills, and dispositions that FL teachers should have as they enter K-12 classrooms.
• Consider FL teacher preparation a joint responsibility between faculty in Foreign Languages and Education.
• Require a methods course specific to FL education taught by qualified faculty.
ACTFL Program Standards for the Preparation of FL Teachers
Requirements for Programs (cont.)
• Include language, linguistics, culture and literature components.
• Require development of foreign language proficiency with special emphasis on oral proficiency.
• Require assessment of candidates’ oral proficiency and diagnostic feedback on their progress.
ACTFL Program Standards for the Preparation of FL Teachers
Requirements for Programs (cont.)
• Require that field experiences and supervised student teaching be in foreign language classrooms.
• Encourage experience with technology-enhanced instruction.
• Encourage participation in a structured study abroad program and/or intensive immersion experiences in a target language community.
INTASCINTASC: Interstate New Teacher Assessment and Support Consortium
INTASC Purpose
Promote standards-based reform of the licensing process by working with state education agencies responsible for teacher licensing, professional development, and program approval.
INTASC: Interstate New Teacher Assessment and Support Consortium
• Core Standards: Define the knowledge, dispositions, and performances deemed essential for all teachers regardless of subject or grade level.
• Foreign Language Standards: Define what foreign language teachers should know and be able to do to effectively teach a student a foreign language.
Certification for Accomplished Teachers of World Languages:
National Board for Professional Teaching National Board for Professional Teaching StandardsStandards (NBPTS)
NBPTS Purpose
Establish high and rigorous standards for what accomplished teachers should know
and be able to do.
Certification for Accomplished Teachers of World Languages
Purpose (cont.)
Develop and operate a national voluntary system to assess and certify teachers who meet these standards.
Advance related education reforms for the purpose of improving student learning in American schools.
NCSSFL Endorsementhttp://www.ncssfl.org/papers/FinalTEdpaper.pdf
Performance-based model of integrated foreign language teacher preparation and ongoing professional development
Rigorous standards for accomplished teaching as endorsed by NBPTS
Current reforms in teacher preparation, licensure, and professionalism
Existing Models* Traditional 4-year B.A.
Four-year B.A. with language major, followed by Masters in Teaching
Six-year B.A.-M.A. program
*with state and local variations
Issues for Reform U.S. demographic and social changes American’s school age population
diversity Critical shortage of teachers Teachers without credentials or with
alternative certification.
Essential Program Elements Sound academic components Blend of theory and practice Collaboration Mentorship Varied field experience Time for language profiency and
pedagogical skill development
Changing Focus to Learner Is tied to federal funding Impacts curriculum and instruction Requires support from cooperating
teachers, mentors and administrators, and
Widens the gap between U.S. and foreign teachers
To Alleviate Teacher Shortage
Tap international resources Recruit non-traditional students Target the heritage community Develop alternative programs Change prevailing attitude
Guest Teacher Program State MOUs Candidate requirements J1 visa status School responsibilities Orientation needs Socialization to school and American life
Alternative Certification Routes States’ programs vary in requirements,
content, and length. Programs need to:
--address the wide spectrum of teaching possibilities
--target heritage language speakers--remember the purpose of teacher preparation
Issues in Teacher Preparation Meet the need for teachers in critical languages
without forfeiting high standards
• K-16 collaboration: K-12 schools, higher education, state department of education
• State certification requirements: • Performance-based accreditation• Incorporate critical languages• Provide alternative certification routes
Issues . . .• Teacher recruitment and retention
• Redefinition of the candidate pool• Incentives• Mentoring of new teachers• Continuous professional development
• Teacher candidates proficient in the language and in pedagogical skills
Certification, Teacher Education, Certification, Teacher Education, and Professional Developmentand Professional Development
Marcia Harmon RosenbuschNational K-12 Foreign Language Resource Center
Iowa State [email protected]
Jacque Bott Van HoutenWorld Language and International Education Consultant
Kentucky Department of [email protected]
