Teacher Standards and Evaluation

National Chinese Language ConferenceChicago, Illinois

April 30-May 2, 2009

Marty AbbottDirector of Education

American Council on the Teaching of Foreign Languages (ACTFL)

National Council for the Accreditation of Teacher Education

www.ncate.org

INTASCINTASC

www.ccsso.org/intasc

INTASC: Interstate New Teacher INTASC: Interstate New Teacher Assessment and Support Assessment and Support

ConsortiumConsortium Program of the Council of Chief State Program of the Council of Chief State

School OfficersSchool Officers Established to promote collaboration Established to promote collaboration

among states in standards-based reform among states in standards-based reform of teacher preparation, licensing, and of teacher preparation, licensing, and professional developmentprofessional development

Centered around performance-based Centered around performance-based standards and assessmentsstandards and assessments

Compatible with the National Board for Compatible with the National Board for Professional Teaching StandardsProfessional Teaching Standards

Can be downloaded from www.ccsso.orgCan be downloaded from www.ccsso.org

www.nbpts.org

NCATENCATE determines which colleges of education determines which colleges of education

meet rigorous national standards in meet rigorous national standards in preparing teachers and other preparing teachers and other classroom specialists. classroom specialists.

is a coalition of 33 national education is a coalition of 33 national education organizations representing teachers, organizations representing teachers, teacher educators, subject matter teacher educators, subject matter specialists, and policy makers.specialists, and policy makers.

NCATE Standards:NCATE Standards:

Are performance-based – radical departure Are performance-based – radical departure from input-based systemfrom input-based system

Focus on what teacher candidates should Focus on what teacher candidates should know, be able to do, & be disposed to doknow, be able to do, & be disposed to do

Require institutions to show candidate Require institutions to show candidate performance dataperformance data

Required Program ComponentsRequired Program Components

Development of proficiency, especially oralDevelopment of proficiency, especially oral Ongoing assessment of proficiencyOngoing assessment of proficiency Language, linguistics, culture, & literature Language, linguistics, culture, & literature

componentscomponents Methods course: on teaching of foreign Methods course: on teaching of foreign

languages, taught by qualified facultylanguages, taught by qualified faculty

Program Components cont’d.Program Components cont’d.

Early field experiences in foreign language Early field experiences in foreign language classroomsclassrooms

Field experiences supervised by qualified Field experiences supervised by qualified facultyfaculty

Opportunities for candidates to experience and Opportunities for candidates to experience and use technologyuse technology

Opportunities for structured study-abroad Opportunities for structured study-abroad and/or immersion experiencesand/or immersion experiences

Language, Linguistics, Language, Linguistics, ComparisonsComparisons

1.a Demonstrating language proficiency1.a Demonstrating language proficiency

1.b Understanding linguistics1.b Understanding linguistics

1.c Identifying language comparisons1.c Identifying language comparisons

Cultures, Literatures, Cross-Cultures, Literatures, Cross-Disciplinary ConceptsDisciplinary Concepts

2.a Demonstrating cultural understandings2.a Demonstrating cultural understandings

2.b Demonstrating understanding of literary 2.b Demonstrating understanding of literary and cultural texts and traditionsand cultural texts and traditions

2.c Integrating other disciplines in 2.c Integrating other disciplines in instructioninstruction

Language Acquisition Theories and Language Acquisition Theories and Instructional PracticesInstructional Practices

3.a Understanding language acquisition and 3.a Understanding language acquisition and creating a supportive classroomcreating a supportive classroom

3.b Developing instructional practices that 3.b Developing instructional practices that reflect language outcomes and learner reflect language outcomes and learner diversitydiversity

Integration of Student Standards Integration of Student Standards into Curriculum and Instructioninto Curriculum and Instruction

4.a Understanding and integrating student4.a Understanding and integrating student standards in planningstandards in planning

4.b Integrating student standards into 4.b Integrating student standards into instructioninstruction

4.c Selecting and designing instructional 4.c Selecting and designing instructional materialsmaterials

Assessment of Languages and Assessment of Languages and CulturesCultures

5. a Knowing assessment models and using 5. a Knowing assessment models and using them appropriatelythem appropriately

5. b Reflecting on assessment5. b Reflecting on assessment

5. c Reporting assessment results 5. c Reporting assessment results

ProfessionalismProfessionalism

6. a Engaging in professional development6. a Engaging in professional development

6. b Knowing the value of foreign language 6. b Knowing the value of foreign language learning learning

RubricsRubrics

Approaches standard: awareness levelApproaches standard: awareness level

Meets standard: knowledge / teaching performance at Meets standard: knowledge / teaching performance at a satisfactory levela satisfactory level

Exceeds standard: in depth knowledge / systematic Exceeds standard: in depth knowledge / systematic approach to teachingapproach to teaching

Required Assessment #1Required Assessment #1

Data from licensure tests or professional Data from licensure tests or professional examinations of content, pedagogical, and examinations of content, pedagogical, and professional knowledgeprofessional knowledge

Required Assessment #2Required Assessment #2

Assessment of content knowledge: Standards 1 Assessment of content knowledge: Standards 1 and 2and 2

Examples: comprehensive exams, capstone Examples: comprehensive exams, capstone projects, research reports addressing cross-projects, research reports addressing cross-cultural content; written cultural content; written interpersonal/presentational tasks; philosophy interpersonal/presentational tasks; philosophy of teaching that addresses the role of culture, of teaching that addresses the role of culture, literature, etc.literature, etc.

Required Assessment #3Required Assessment #3

Demonstrates that candidates can effectively Demonstrates that candidates can effectively plan instructionplan instruction

Standards 3, 4, 5Standards 3, 4, 5 Examples: Evaluation of candidates’ ability to Examples: Evaluation of candidates’ ability to

develop lesson or unit plans, individualized develop lesson or unit plans, individualized education plans, needs assessments, education plans, needs assessments, intervention plansintervention plans

Required Assessment #4Required Assessment #4

Demonstrates that candidates’ knowledge, Demonstrates that candidates’ knowledge, skills, dispositions are applied effectively to skills, dispositions are applied effectively to practicepractice

Standards 3, 4, 5, 6Standards 3, 4, 5, 6 Examples: Results of student teaching, Examples: Results of student teaching,

internshipinternship

Required Assessment #5Required Assessment #5

Demonstrates candidates’ effect on student Demonstrates candidates’ effect on student learninglearning

Standards 3, 4, 5Standards 3, 4, 5 Examples: Based on student work samples, Examples: Based on student work samples,

portfolio tasks, case studies, follow-up studies, portfolio tasks, case studies, follow-up studies, employer surveysemployer surveys

Required Assessment #6Required Assessment #6

Results of the Oral Proficiency Interview Results of the Oral Proficiency Interview (OPI) to demonstrate oral proficiency level(OPI) to demonstrate oral proficiency level

Required Assessment #7Required Assessment #7

ProfessionalismProfessionalism Standard 6 (and others)Standard 6 (and others) Examples: Evaluations of professional Examples: Evaluations of professional

development experiences, memberships in development experiences, memberships in professional organizations, philosophy professional organizations, philosophy statement, case studiesstatement, case studies

Additional Assessment #8 (optional)Additional Assessment #8 (optional)

May address any of the standardsMay address any of the standards Examples: Evaluations of field experiences, Examples: Evaluations of field experiences,

case studies, portfolio tasks, licensure tests not case studies, portfolio tasks, licensure tests not reported in #1, follow-up studiesreported in #1, follow-up studies

To view and download the sample To view and download the sample assessments from the ACTFL website assessments from the ACTFL website

www.actfl.orgwww.actfl.org Go to Site Map/Special Programs/NCATE/Appendices to the Program Go to Site Map/Special Programs/NCATE/Appendices to the Program

ReportReport

Appendix F: Appendix F:  Sample Assessment #1 (Content Sample Assessment #1 (Content Knowledge)Knowledge)

Appendix G:   Sample Assessment #2 (Content Appendix G:   Sample Assessment #2 (Content Knowledge)Knowledge)

Appendix H:   Sample Assessment #3 (Planning Appendix H:   Sample Assessment #3 (Planning Classroom-Based Instruction)Classroom-Based Instruction)

Appendix I:    Sample Assessment #4 (Evaluation of Appendix I:    Sample Assessment #4 (Evaluation of Student Teaching)Student Teaching)

Appendix J:    Sample Assessment #5 (Effect on Student Appendix J:    Sample Assessment #5 (Effect on Student Learning)Learning)

ACTFL PERFORMANCE GUIDELINES FOR K-12 LEARNERS

Integrated Performance Assessment (IPA)

INTASC