Rubric for Evaluating Teacher Training Programs in … for Evaluating Teacher Training... · Rubric for Evaluating Teacher Preparation Programs in World Languages - PI 34 CONTENT

Rubric for Evaluating Teacher Preparation Programs

in World Languages

PI 34

Wisconsin Department of Public Instruction

February 2003

Teacher Preparation Program Approval Rubric - World Languages February 18, 2003 Page 1

Rubric for Evaluating Teacher Preparation Programs in World Languages - PI 34

CONTENT GUIDELINES FOR FOREIGN LANGUAGE EDUCATION Introduction: From: National Council for the Accreditation of Teacher Education (NCATE) - Program Standards for Foreign Language Teacher Preparation (Initial Level) “The preparation of foreign language teachers is the joint responsibility of the faculty in foreign languages and education. In order for foreign language teacher candidates to attain the knowledge, skills, and dispositions described in the ACTFL Program Standards for Foreign Language Teacher Preparation, foreign language programs of teacher preparation must demonstrate that they have the components and characteristics described below. 1. Development of candidates’ foreign language proficiency in all areas of communication in all courses, with special

emphasis on developing oral proficiency, in all language courses. Upper-level courses should be taught in the foreign language.

2. Ongoing assessment of candidates’ oral proficiency and provision of diagnostic feedback to candidates concerning their progress in meeting required levels of proficiency.

3. Language, linguistics, culture, and literature components. 4. A methods course that deals specifically with the teaching of foreign languages, and which is taught by a qualified

faculty member whose expertise is foreign language education and who is knowledgeable about current instructional approaches and issues.

5. Field experiences prior to student teaching that include experiences in foreign language classrooms. 6. Field experiences, including student teaching, that are supervised by a qualified foreign language educator who is

knowledgeable about current instructional approaches and issues in the field of foreign language education. 7. Opportunities for candidates to experience technology-enhanced instruction and to use technology in their own

teaching. 8. Opportunities for candidates to participate in a structured study abroad program and/or intensive immersion

experience in a target language community.”


The World Language teacher shall demonstrate knowledge of and skills in 13 areas, based on Wisconsin’s Model Academic Standards for Foreign Languages (for K-12 students):

Communication: 1. Interpersonal communication including:

• Minimum oral proficiency at a level equivalent to Intermediate High on the ACTFL Proficiency Scale. • Strategies for initiating, maintaining, extending, and advancing conversation. • Strategies to check for understanding and to ask for clarification. • Delivering instruction primarily in the target language, ensuring accurate modeling of the second language and

providing multiple ways to make the input comprehensible. • Design of assessment and instruction to measure and develop students’ interpersonal communication skills.

2. Interpretive communication including:

• Knowledge of roots and affixes, word family analysis/etymology, and sociocultural requirements applied to a variety of text formats.

• Processes for learning to read and listen with understanding. • Familiarity with a wide variety of authentic materials (oral, written, and viewed) and how they can be used

successfully in the foreign language classroom by adjusting the comprehension tasks for beginning through advanced students.

• Design of assessment and instruction to measure and develop students’ interpretive communication skills, guiding students to use prediction, context clues, and inferences for comprehension.

3. Presentational communication including:

• Demonstration of grammatical accuracy in oral and written expression. • Demonstration of accurate pronunciation in oral expression and of sufficient knowledge to help students improve

their pronunciation. • Narration in written form at least equal to one’s oral ability (roughly equivalent to the characteristics of

Intermediate-High on the ACTFL scale). • Adapting oral and written presentational styles to one’s audience and purposes, ranging from the informal to the

formal.


• Design of assessment and instruction to measure and develop students’ presentational skills, including strategies for priming students for telling stories and strategies for guiding students through the writing process in their second language.

Language Departments Area: Communication Meets Requirements Approaches

Requirements Does Not Meet Requirements

Institutional Evidence

Interpersonal Communication

Program requires evidence of achieving oral proficiency at least at the level of Intermediate High on the ACTFL Scale through an official OPI or a proven equivalence (Intermediate-Mid for non-European languages)

Program faculty interview candidates to gauge interpersonal communication skills, targeting the characteristics of I-High.

Program relies on course grades and evaluations to evaluate interpersonal communication skills, or uses substitute evidence (such as the MLA written exam)

Interpretive Communication

Program requires evidence of ability to interpret beyond the literal level (including author’s and cultural perspectives and personal interpretation of text) a variety of authentic sources (read, heard, and viewed)

Program requires evidence of interpretive skill, focusing on main ideas and most important details, with some attention to author’s perspective and/or cultural perspectives)

Program relies on course grades to evaluate interpretive skills, targeted at mainly a literal comprehension level (main ideas and most important details)

Presentational Communication

Program requires evidence of oral (spontaneous and prepared) and written (polished) presentations, evaluated as at the equivalence of Intermediate-High (Intermediate-Mid for non-European languages)

Program requires evidence of oral and written performance without targeted levels of performance

Program relies on course grades to evaluate presentational communication


Education (C & I) Department Area: Communication Meets Requirements Approaches



Teaching Communication Strategies

Program requires evidence of the candidate teaching interpersonal communication, including the candidate’s explana-tion of how interpersonal communication strategies were being taught and modeled.

Program requires candidate to analyze own teaching in light of how interpersonal communication strategies were being taught, but no supporting evidence of the actual teaching is required (video).

Program requires candidate to describe communication strategies, but is not required to apply this knowledge to his/her teaching

Teaching interpretive skills Program requires lesson plans using authentic materials and showing adaptations to different language levels, identifying specific strategies being taught and/or practiced

Program requires lesson plans using authentic materials and evidence of knowledge of reading and/or listening strategies

Program requires lesson plans using authentic materials

Application of presentational skill to teaching

Program requires evidence of the candidate teaching the writing process or preparation for oral presentations, where the candidate explains the strategies being taught and modeled.

Program requires candidate to analyze own teaching in light of how presentational communication strategies were being taught, but no supporting evidence of the actual teaching is required (e.g., video).

Program requires candidate to describe how to teach the presentational skills, but is not required to apply his/her knowledge to the teaching.

Use of target language to conduct all aspects of the classroom instruction

Program requires evidence of the maximum use of the target language in the student’s teaching and a variety of means of making it comprehensible to

Program requires candidate to use the target language in instruction most of the time

Program requires candidate to explain how to use the target language in the classroom


students (for example, giving class directions, conducting activities, providing information, spontaneous conversation) and an analysis of why and how

Integration of communication modes in teaching

Program requires candidate to create lesson and unit plans based on the state standards for learning languages, integrating the three modes of communication in instruction and assessment, adapting any text materials as necessary

Program requires lesson and unit plans focused on teaching the three modes of communication, without attention to assessment or adapting materials

Program requires lesson and unit plans focused on teaching communication, without attention to the state standards or adapting materials

Sample Evidence: Communication 1. OPI (at least at Intermediate High) 2. Samples of student’s achievement in each mode (portfolio of best, sustained work in each mode) 3. Lesson plans to teach three modes of communication (interpersonal, interpretive, and presentational) 4. Assessments designed to evaluate student progress in the three modes of communication 5. Video of teaching experiences, showing maximum use of target language and teaching of communication strategies


Culture: 4. Cultural practices and perspectives including:

• Experiencing a period of language immersion in residence in a country in which the language is spoken (or a substitution that requires a comparable degree of language and culture immersion) and documenting the resulting increase in cultural knowledge and improved proficiency in the language.

• Daily living patterns, societal structures, institutions, and value systems of a variety of countries that speak the language being studied.

• Cultural practices such as religious celebrations, historical events, and rites of passage of a variety of countries that speak the language being studied.

• How various forces have shaped perspectives of the target cultures. • Design of assessment and instruction to measure and develop students’ knowledge of cultural practices and

perspectives, including how to observe, discuss, research, and reflect upon daily living patterns, societal structures, institutions, and value systems.

5. Cultural products and perspectives including:

• Historical, geographical, political, socioeconomic, literary, and artistic features of a culture. • The role and significance of other cultures on the target cultures and of the target cultures on other cultures (today

and in the past). • Design of assessment and instruction to measure and develop students’ knowledge of cultural products and

perspectives, including methods to connect the learning of culture with communicative practice.


Language Departments Area: Culture Meets Requirements Approaches



Immersion experience Program requires evidence of having experienced cultural and linguistic immersion in a target culture or community and the cultural insights and perspectives gained

Program requires a set period of immersion, but does not evaluate the cultural insights gained.

Program accepts travel or tourism experience in the target culture as fulfillment of this requirement.

Knowledge of cultural practices

Program requires evidence of candidate’s ability to analyze and hypothesize about cultural practices

Program presents syllabi and course grades as evidence of cultural knowledge

Program has not evaluated its coursework in terms of the cultural content (practices)

Knowledge of cultural products

Program requires that candidate can cite key cultural products, including historical, geographical, political, socioeconomic, literary, and artistic features of the target cultures.


Program has not evaluated its coursework in terms of the cultural content (products)

Knowledge of cultural perspectives

Program requires evidence that candidate applies knowledge of the target culture’s perspectives to the interpretation of its products and practices


Program has not evaluated its coursework in terms of the cultural content (perspectives)

Process of analyzing cultures

Program requires evidence of candidate’s ability to analyze and hypothesize about unfamiliar or unknown cultural issues, and the impact of cultures on each other.

Program collects evidence of analyzing cultures in an arbitrary, not systematic, way

Program relies on evidence of cultural information learned, not analyzed by the candidate.


Education (C & I) Department Area: Culture Meets Requirements Approaches



Application to teaching Program requires evidence that candidate integrates culture into daily lessons and units of instruction, engaging students in exploring the products and practices that relate to specific perspectives in the target culture, and analyzing those perspectives.

Program collects evidence that candidate uses discrete pieces of cultural information in daily lessons and units of instruction.

Program relies on candidate’s evaluations in cultural coursework, without evidence of application to teaching.

Connecting culture and communication

Program requires evidence that candidate can conduct the culture lesson through the target language, and analyze different scenarios or approaches to teaching culture.

Program collects evidence of candidate conducting culture lessons through the target language, but without analysis or explanation of approaches used.

Program requires candidate to describe how to teach culture through the target language, but is not required to demonstrate it.

Sample Evidence: Culture 1. Projects (technology enhanced presentations) on literary or cultural topics 2. Performance on exams demonstrating understanding of a cultural framework of practices, products, and perspectives. 3. Observations and reflective journal entries of classroom teaching integrating culture with communication 4. Collection of cultural resources, including websites and literary texts, and how they would be used in language instruction for students at various levels 5. Setting linguistic and culture targets prior to immersion experience, followed by reflections on learning and new insights upon returning 6. Cooperating teachers evaluations of the candidate’s use of the target language in classroom instruction


Connections

6. Language connections across disciplines including: • Accessing resources in the target language and from the target cultures on topics being discussed or researched

from the general curriculum in other classes in the school. • Design of assessment and instruction that measure and use topics and skills from other subject areas as the

context for language learning and practice. 7. Language connections to add perspectives including:

• Information about and perspectives from the target culture(s) that can be related to different subject areas in the school curriculum (e.g. cultural attitudes toward environmental, political, social, and personal issues).

• Design of strategies to encourage students’ to bring the knowledge and skill learned in the language classroom to bear on learning in other subject areas, including strategies to help students make personal connections across disciplines through the study and use of another language.

Education (C & I) Department Area: Connections Meets Requirements Approaches



Accessing resources Program requires candidate to collect materials in the target language from other disciplines, and plan for using them in language instruction

Program accepts use of discrete pieces of information from other subject areas as they appear in a textbook as meeting this requirement.

Program does not require evidence of the use of materials from other disciplines in the teaching of the language

Use topics and skills from other disciplines in language instruction

Program requires candidate to seek out colleagues in other disciplines to create a unit of instruction for learning the target language and improve skills in that discipline

Program accepts the random inclusion of material from other disciplines (usually from a textbook) as sufficient evidence for integrating other disciplines with the language instruction

Program does not require evidence of the use of topics or skills from other disciplines in language instruction


Relating target culture perspectives to other disciplines

Program requires candidate to explain how cultural perspectives can add to the learning in another discipline (e.g., historical, social, arts), providing a variety of classroom examples from different ages and levels

Program requires candidate to use other disciplines in planning one lesson, but not to show the link with target culture perspectives or adaptation to other ages or levels

Program does not require evidence of applying cultural perspectives to another discipline

Strategies to develop students’ personal connections of language learning to other disciplines

Program requires candidate to show a variety of lesson plans to adapt target language materials from other disciplines to the age, grade level, program goals, and interests of a variety of students

Program requires candidate to show a lesson plan to adapt target language materials from other disciplines, but only for one student age or grade.

Program does not require candidate to adapt target language materials from other disciplines

Sample Evidence: Connections 1. Projects (technology enhanced presentations) on topics from other disciplines 2. Observations and reflective journal entries of classroom teaching integrating topics and materials in the target language from other disciplines with the teaching of communication 3. Collection of resources, including websites, video, and text materials, and how they would be used in language instruction for students at various levels 4. Lesson plans and analysis of what content can be drawn on as the basis for language learning, how to create interdisciplinary lessons, and the expectations of what students will demonstrate in the target language


Comparisons:

8. Language comparisons including: • Second language analysis (vocabulary, sound systems, and structures) with comparisons and contrast to English. • Second language acquisition theory and research, including implications for the language classroom. • Design of assessment and instruction to measure and develop students’ use of the target language for real

communication, including strategies to apply knowledge about the language to skill at using the language. 9. Cultural comparisons including:

• Historical, geographical, political, socioeconomic, literary, and artistic features of a culture. • Characteristics of the cultures of speakers of other languages in the United States. • Ways to use the language skills students bring to the classroom (as native speakers, heritage speakers, or

through prior experiences). • Design of assessment and instruction to measure and develop students’ understanding of cultural similarities and

differences, including strategies for helping students create valid cultural comparisons (moving away from stereotypes).

Language Departments Area: Comparisons Meets Requirements Approaches



Comparisons between target and other languages

Program requires candidate to explain a variety of language comparisons such as dialectical differences and appropriate register.

Program requires candidate to identify a variety of language comparisons such as dialectical differences and appropriate register.

Program does not address the issue of a variety of language comparisons

Comparisons between target and other cultures

Program requires candidate to identify and analyze a variety of ways their students will make cultural comparisons

Program requires candidate to identify cultural differences between US and target cultures

Program does not require demonstration of an understanding of cultural similarities and differences


Education (C & I) Department

Second language analysis Program requires candidate to demonstrate understanding of the key grammatical rules of the target language and provide examples of how students will apply them in meaningful situations to develop communicative skills

Program requires candidate to demonstrate mastery of the key grammatical rules of the target language (a required assessment)

Program accepts course grades as evidence of understanding of the key grammatical rules of the target language

Second language acquisition

Program requires candi-date to apply language acquisition theories to analyze a variety of learning situations in the language classroom

Program requires candidate to explain language acquisition theories, but without application to actual teaching situations

Program accepts course grades as evidence of understanding of second language acquisition

Heritage speakers in the classroom: characteristics of language and culture

Program requires evidence of how lesson plans could be adapted to meet the needs of heritage speakers (while this may apply more to languages with sizable minority populations in the US, such as Spanish, Russian, or Korean, all language teachers need some ideas for meeting the unique needs of heritage speakers)

Program requires the candidate to explain the unique needs of heritage speakers

Program does not require special attention to meeting the needs of heritage speakers

Sample Evidence: Comparisons 1. Performance on examinations demonstrating knowledge of comparisons of languages and cultures 2. Reports/papers in which candidates make comparisons of languages and cultures 3. A variety of lesson plans adapted to show how language and culture comparisons will be learned and how the needs of heritage speakers will be met.


Communities:

10. Communities for practical applications including: • Resources (including technology) to connect the classroom to native speakers locally and around the world. • Demonstrating strategies for adapting learning to the widest possible range of ages, learning styles, and ability

levels, including incorporating native speakers into the classroom, motivating and challenging them. • Design of assessment and instruction to measure and develop students’ ability to explore the resources of the

culture(s) within their community and to use the language within the local and global community. 11. Communities for personal enrichment including:

• Plan for and demonstrate the use of technology and various media to bring authentic materials to the classroom to achieve clear language learning goals.

• Applying knowledge learned from participating in workshops, seminars, and/or conferences of professional language and/or teaching organizations and planning ongoing professional development.

• Beginning to regularly reflect on the effectiveness of lesson and unit plans, identifying areas for change, and implementing new approaches of instruction and assessment, and analyzing the results.

Language Departments Area: Communities Meets Requirements Approaches



Participate in target culture’s community

Program requires evidence of how candidate has connected to target-language communities and/or used technology to make such a link

Program requires candidate to identify characteristics of the cultures of speakers of other languages in the United States

Program relies on course grades to provide evidence of attention to the cultures of speakers of other languages in the US


Education (C & I) Department Area: Communities Meets Requirements Approaches



Resources Program requirescandidate to use technology and other media to locate authentic materials and then show how to adapt them for use with a variety of levels

Program requires candidate to identify sources for authentic materials to use in the classroom

Program does not address the use of authentic materials

Participate in professional community

Program requires candidate to identify and participate in at least one professional organization

Program requires candidate to identify professional organizations

Program does not address participation in professional organizations

Professional development and reflective teaching

Program requires candidate to create a detailed professional development plan

Program requires candidate to outline a professional development plan

Program does not address planning for professional development

Adapting teaching Program requires candidate to create and teach lessons adapted to a variety of ages, learning styles, and ability levels (including heritage speakers), adapting the instruction based on student assessment data

Program requires candidate to provide lesson plans and to describe how, in general, lessons could be adapted to meet various ages, learning styles, and ability levels

Program requires lesson plans, but no adaptation to meet the needs of various learners

Sample Evidence: Communities 1. A variety of lesson plans, adapted to meet the needs of a variety of learners 2. Action research project, based on own teaching experiences 3. List of professional development activities and explanation of how they fit into a focused plan


Linguistics and Second Language Acquisition:

12. A basic understanding of linguistics and second language acquisition, including: • Basic principles of and research on theories of second language acquisition. • Demonstrate an understanding of the various linguistic elements (phonology, morphology, syntax, semantics,

register, and pragmatics) and their interaction with social, cultural, and psychological factors in the language learning classroom.

• Demonstrate an understanding of both first and second language development and their interrelationship (including language interference and strategies for error correction tailored to the learner).

• Demonstrate the use of developmentally appropriate first language literacy strategies in the second language classroom and an understanding of the connection between first and second language literacy.

Language Departments

Area: Linguistics and Second Language Acquisition

Meets Requirements Approaches Requirements

Does Not Meet Requirements


Linguistic elements Program requires candidate to analyze the linguistic elements of the target language in reaction to students’ errors in order to improve students’ pronunciation, grammar, and syntax.

Program requires an assessment of candidate’s knowledge of linguistic elements of the target language, without attention to how to apply this knowledge to analyzing students’ errors

Program relies on course grades to provide evidence of candidate’s knowledge of linguistic elements of the target language.

Education (C & I) Department

Area: Linguistics and Second Language Acquisition




Second language acquisition theories

Program requires candi-date to explain the use of target language input, negotiation of meaning, interaction, and a

Program relies on course grades to provide evidence of learning about second language acquisition theories

Program does not require evidence of candidate learning about second language acquisition theories


supportive learning environment in learning a second language.

L1 and L2 language development

Program requires candi-date to identify similarities and differences in first and second language develop-ment, and the impact of one on the other; requires candidate to identify non-linguistic factors involved in language learning and how to address them in the classroom.

Program requires a course comparing first and second language development and the linguistic factors involved in language learning.

Program does not require evidence of knowledge of first and second language development

Literacy strategies Program requires candi-date to identify the literacy strategies (for reading and writing) used in a variety of specific teaching lessons.

Program presents syllabi and course grades as evidence of knowledge of literacy strategies

Program does not require evidence of knowledge of literacy strategies

Application to teaching Program requires candidate to analyze one of the candidate’s lessons as to how language acquisition theories and error correction were consciously applied to improve students’ learning

Program presents syllabi and course grades as evidence of knowledge of application of language acquisition theories to the classroom

Program does not require evidence of an application of language acquisition theories to the classroom

Sample Evidence: Linguistics and Second Language Acquisition: 1. Analysis of classroom lessons to reflect application of principles of language acquisition 2. Course examinations and papers


Application to Teaching Languages:

13. Lesson preparation and teaching performance, including: • Applying an understanding of the theoretical principles of a variety of teaching strategies to produce the desired

learning outcomes. • Making critical curriculum decisions. • Selecting, preparing, adapting, and evaluating instructional and assessment materials. • Developing, sequencing, and implementing creative and communicative learning activities that integrate

language, culture, and content. • Evaluating effectively the total teaching-learning process, including continuous self-assessment and student

assessment related to learner goals. Education (C & I) Department

Area: Application to Teaching Languages




Teaching communication Program requires evidence of candidate’s use of spontaneous interaction in a classroom setting and explicit teaching of ways to negotiate meaning; pre-sent activities to develop meaningful interaction of students with one another.

Program requires candidate to explain how to teach communication strategies, without evidence from actual teaching situations

Program requires candidate to present lesson plans as evidence of teaching communication strategies

Curriculum and unit planning

Program requires candi-date to integrate student standards into a unit of instruction, showing how students’ proficiency will improve and identifying specific learning targets

Program requires candidate to present lesson plans with specific focus on teaching to the student standards, without development of an entire unit of instruction

Program requires candidate to present lesson plans during student teaching

Materials Program requirescandidate to use knowledge of the standards and curricular

Program requires candidate to identify materials to use at various levels, without evaluation

Program requires candidate to list materials used in a lesson plan


goals to evaluate, select, adapt, and design materials appropriate for teaching various levels

or analysis of appropriateness

Assessment Program requirescandidate to design formative assessments to measure progress within a unit of instruction and summative assessments to measure performance at the end of a unit; to develop appropriate holistic and/or analytical scoring methods for summative assessments

Program requires candidate to create an end of unit assessment (summative only)

Program does not require candidate to present self-created assessments, may rely on text materials for assessments

Self-assessment of teaching

Program requires candidate to present evidence of reflective assessment of own teaching, based on student performance data, targeting paths for improvement in teaching and students’ learning

Program requires candidate to reflect on own teaching, without reference to student performance data

Program does not require candidate to self-critique his/her teaching

Sample Evidence: Application to Teaching Languages 1. Sample lesson plans and units of instruction 2. Evaluations of commercially prepared materials (textbooks) and websites 3. Assessments and rubrics designed for a variety of purposes 4. Reflective journal about actual teaching experiences


Documents

Rubric for Evaluating Teacher Training Programs in … for Evaluating Teacher Training... · Rubric for Evaluating Teacher Preparation Programs in World Languages - PI 34 CONTENT