Advanced Practicum Handbook

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Advanced Practicum Handbook Additional Licensure Program Teacher Education Department

Candidates/Cooperating Teachers/University Supervisors

Handbook for Candidates Admitted Prior to Fall 2015

Hamline University School of Education

Office of Clinical Experience

1536 Hewitt Avenue | MS-A1720

Drew Residence Hall Suite 72

Saint Paul, MN 55104-1284

Main Line: 651-523-2600

e-mail General Inquiries to: [email protected]

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Overview of Handbook

This handbook articulates the expectations and responsibilities of the Advanced Practicum for all additional

licensure (ADLI) teacher candidates. It also outlines the roles of the cooperating teachers and Hamline University supervisors.

Please read through this document carefully- there is a table of contents that specifies pertinent information for the Hamline ADLI teacher candidate, cooperating teacher, and Hamline University supervisor. Please

contact the Office of Clinical Experience if you have concerns or questions.

Frequently Asked Questions

1. What is the Advanced Practicum? The Advanced Practicum is the final requirement for Hamline ADLI teacher candidates who are finishing up licensure requirements. Eligible ADLI teacher candidates have had their files audited to ensure that they have met all academic and professional-readiness standards to enter the Advanced Practicum. The Advanced Practicum is similar to the student-teaching experience for an initial-licensure candidate, but has reduced hours because the ADLI teacher candidate already holds a valid teaching license. The Hamline

ADLI teacher candidate completes a minimum of 3 weeks of co-teaching and teaching under the supervision of licensed classroom teacher who must hold licensure in the area that the ADLI teacher candidate is seeking (see chart below). The ADLI teacher candidate also is assigned to a Hamline University supervisor who will evaluate the candidate’s performance during the Advanced Practicum and serve as a professional mentor.

2. What is each person’s responsibility?

3. What are the policies for Hamline ADLI teacher candidates being left alone in the classroom?

As the semester progresses, the ADLI teacher candidate will assume more responsibilities in the classroom. We believe the ADLI teacher candidate will benefit from the cooperating teacher's occasional time away from the classroom. The actual amount of time that the ADLI teacher candidate is left alone in the room depends on individual cases, taking into consideration what the cooperating teacher and ADLI teacher candidate are comfortable with.

When leaving the ADLI teacher candidate alone, however, the cooperating teacher should be in close proximity to the classroom and also available in short notice in case the candidate needs assistance. The candidate must also know where the cooperating teacher is at all times and how to contact her/him.

Hamline ADLI teacher candidates’ authority in the classroom is limited. Because of this, the cooperating teacher is ultimately responsible for his or her students at all times. It is also important to note that the ADLI teacher candidate may not serve as a substitute teacher. This policy is intended to protect the cooperating school system and its students as well as the Hamline ADLI teacher candidate.

Cooperating Teacher

•A licensed B-21 or K-12 teacher who evaluates, mentors, and works with a Hamline teacher candidate.

•Must be licensed in the area that the Hamline teacher candidate is seeking licensure.

Hamline Teacher Candidate

•A graduate student enrolled in a Hamline additional-licensure program- earning a second or subsequent license.

•Has completed all coursework, and has had an audit of her/his file before being cleared to enter the advanced practicum.

University Supervisor

•A supervisor hired by Hamline University (must be a licensed teacher in same area) to evaluate and mentor the Hamline teacher candidate during the advanced practicum.

•Works collaboratively with the cooperating teacher and Hamline teacher candidate.

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All ADLI teacher candidates are also held to the policies outlined in the student handbook, Hamline University’s code of conduct, and the requirements set forth by hosting districts and schools.

Table of Contents

I. Introduction ....................................................................................................... 5

A. Additional License (ADLI) Primary Contacts ............................................................ 5

B. School of Education Contacts ................................................................................ 5

C. Welcome ............................................................................................................ 5

D. About Hamline University ..................................................................................... 5

E. Additional Licensure Graduate Program .................................................................. 6

F. Conceptual Framework ......................................................................................... 6

G. Hamline University’s Anti-Discrimination Policy ....................................................... 6

II. Roles and Responsibilities ................................................................................. 7

A. The ADLI Teacher Candidate ................................................................................. 8

1. Placement Procedures ....................................................................................... 8

2. Steps for Getting Placed .................................................................................... 8

3. Liability Insurance ............................................................................................ 9

4. Background Checks .......................................................................................... 9

5. Length of Advanced Practicum Experience ........................................................... 9

6. Advanced Practicum Placement Length/Credits .................................................... 9

7. ESL Candidates Only ......................................................................................... 9

8. Lesson/Unit Plan Formats ................................................................................ 10

9. Professionalism .............................................................................................. 10

10. Mandatory Reporting of Child Abuse or Neglect ................................................ 10

11. Confidentiality .............................................................................................. 10

12. Substitute Teaching ...................................................................................... 10

13. Licensure ..................................................................................................... 10

B. The ADLI Cooperating Teacher/Mentor ................................................................. 11

1. Initial Contact with Teacher Candidate .............................................................. 11

2. Initial Meeting ................................................................................................ 11

3. Observation and Feedback ............................................................................... 11

4. Lesson Plan Review ........................................................................................ 11

5. Planning Time ................................................................................................ 11

6. Final Evaluation .............................................................................................. 11

7. Encourage Confidentiality ................................................................................ 11

8. Honorarium and Clock Hour Certificate .............................................................. 12

9. Questions or Concerns .................................................................................... 12

C. The ADLI University Supervisor ........................................................................... 12

1. Contact Your Teacher Candidate(s) ................................................................... 12

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2. Initial Meeting (Hamline University supervisor, cooperating teacher, and ADLI teacher candidate) ......................................................................................... 12

3. Observations ................................................................................................. 12

4. Post-Observation Conferences .......................................................................... 12

5. Final Evaluations ............................................................................................ 13

6. Exit Conference .............................................................................................. 13

7. Feedback ....................................................................................................... 13

III. Policies and Procedures ................................................................................. 14

A. Removal of a ADLI Teacher Candidate from Placement........................................... 15

1. Category 1: Placement-Related Issues .............................................................. 15

2. Category 2: Failing Advanced Practicum due to Candidate Conduct and/or Performance .................................................................................................. 15

3. Procedures for Removing ADLI Candidates from Placements ................................ 15

4. Initial Conversations ....................................................................................... 16

5. Intervention Options ....................................................................................... 16

B. Appeals ............................................................................................................ 17

IV. Appendix of General Resources ...................................................................... 18

A. Initial Meeting (Expectations Conference) Checklist ............................................... 19

B. 3-6 week Advanced Practicum Calendar ............................................................... 20

C. Supervisor Observation Schedule – 3-6 Week Placements ...................................... 22

D. Co-Teaching ..................................................................................................... 23

E. 3-2-1 Cooperating Teacher Feedback Form (Optional) ............................................ 24

F. Other Observation Suggestions ........................................................................... 25

G. Post Observation Suggestions for Conferencing ..................................................... 25

H. Hamline University Lesson/Unit Design Frame/Template ........................................ 26

I. Rubrics for use in evaluating lesson plans designed using the University Lesson/Unit

Design Frame/Template ...................................................................................... 29

J. Observation Form for ADLI University Supervisors ................................................. 31

V. Appendix of ADLI ESL Resources ..................................................................... 35

A. ESL ADLI Practicum Categories ........................................................................... 36

B. Hamline University ESL Lesson/Unit Design Frame/Template .................................. 37

C. Written Assignments for ADLI ESL/BIED Practicum ................................................ 40

D. Advanced ESL/BIED Hamline University Supervisor’s Practicum Evaluation ............... 42

E. TESOL Pre-K – 12 Teacher Standards .................................................................. 46

F. Instructions/sample/draft copy for TESOL Standards Index ..................................... 48

G. ESL and BiEd Second Licensure Standard Portfolio based on TESOL Standards ......... 49

H. Highly Qualified Requirements for ESL-Licensed Teachers ...................................... 53

I. Listserv Instructions ........................................................................................... 54

We have to reach their hearts, before we teach their minds. –Priscilla Vail

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I. Introduction

A. Additional License (ADLI) Primary Contacts

Our regular office hours are Monday-Friday from 8:30 a.m.-5:00 p.m. in Drew Residence

Hall/School of Education Suite 72.

Hamline Contact Areas of Assistance

Alyssa Vaj

Additional Licensure Adviser

Drew Residence Hall 72-D (office)

[email protected] | 651-523-2697

Audit files to make sure ADLI teacher candidates are ready and registers

candidates for Advanced Practicum

Amy Filo

Licensure Adviser

Drew Residence Hall 72-A (office)

[email protected]| 651-523-2631

Main contact for questions about procedures/ processes related to Advanced Practicum, including placement (for

questions about candidate dispositions or readiness, see below)

Assign University Supervisors

Dana Coleman

Clinical Experience Coordinator

Drew Residence Hall Suite 72-F (office)


Main contact between Hamline School of Education and school district

representatives

Bill Binkelman

License Certification Officer

Drew Residence Hall 118 (office)


Facilitates licensure process Liaison to the Minnesota Department of

Education Main point of contact for questions about

MTLEs

B. School of Education Contacts Hamline Contact Areas of Assistance

Rachel Endo

Department Chair, Teacher Education

Drew Residence Hall Room 196 (office)


Discuss concerns about classes or faculty members if issues cannot be resolved 1:1

Contact with concerns or questions about faculty and staff

Marcia Rockwood

Assistant Professor, Teacher Education

Drew Residence Hall Suite 72-B (office)


Administratively oversees all of the Office of Clinical Experience (OCE)

Contact to resolve conflict or concerns regarding ADLI candidates dispositions or readiness

Jesson Hunt

Student Placement Coordinator

Drew Residence Hall Suite 72-E (office)


Coordinates administrative logistics for ADLI teacher candidates, cooperating teachers, and Hamline University supervisors

C. Welcome

Hamline University thanks our cooperating teachers and Hamline University supervisors for

the many hours spent supporting and offering ideas to assist our ADLI teacher candidates.

D. About Hamline University

Hamline University, founded in 1854 as Minnesota’s first university, is a nationally ranked,

private liberal arts institution with more than 3,000 degree-seeking students in the College of

Liberal Arts, School of Law, School of Education, School of Business, Graduate School of Public

Administration and Management and Graduate Liberal Studies Program. Future and continuing

educators find several options to meet their needs, including the MAT first licensure program,

the additional licensure program, continuing professional development for teachers, the

Center for Excellence in Urban Teaching, the Center for Global Environmental Education, the

Master of Arts in education, and the doctorate in educational leadership.

mailto:[email protected]







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E. Additional Licensure Graduate Program

The Additional Licensure program provides an opportunity for adult learners to obtain

Minnesota teaching licensure through graduate-level coursework. In keeping with Hamline

University’s vision, the program also strives to prepare teachers for life, leadership, and

service in the 21st century.

F. Conceptual Framework

The Hamline School of Education’s licensure programs are high-quality professional education

programs derived from a conceptual framework that is knowledge-based, articulated, shared,

coherent, and consistent with our institutional mission. The four areas of the conceptual

framework are an integral part of the ADLI teacher candidates’ course work and ongoing

professional development.

Promoting Equity in Schools and Society

Understand the role education has played and plays in shaping society

Value all children and youth regardless of race, class, gender, exceptionality, home

language, or other social, physical, or cultural characteristics

Utilize social and cultural backgrounds and the variety of ways individuals learn to

enhance teaching and learning

Act as change agents in their classroom and schools

Building Communities of Teachers and Learners

Construct supportive communities with learners and colleagues

Recognize teaching and learning is a social and cultural process

Create physically and psychologically welcoming environments that foster positive

self-worth

Constructing Knowledge

Understand that bodies of knowledge are constructed and interpreted

Transfer theoretical, foundational, and pedagogical knowledge to practice

intentionally

Use best practice, including technology, in construction of learning

Practicing Thoughtful Inquiry and Reflection

Reflect on practice to improve teaching and learning

Research issues related to educational practice and theory

Use practice as a basis for more in-depth study

G. Hamline University’s Anti-Discrimination Policy

All Hamline-affiliated representatives (faculty, staff, and supervisors), in addition to ADLI

teacher candidates, are expected to follow Hamline University’s Anti-Discrimination Policy:

“Description: Hamline University will not tolerate harassment, discrimination, or retaliation

based on race; color; gender/sex; ethnic background; national origin; sexual orientation;

gender presentation; marital, domestic partner or parental status; status with regard to public

assistance; disability; religion; age; or veteran status in its employment or educational

opportunities.”

Any concerns should be immediately reported to the Office of Clinical Experience staff. The

proper legal and university authorities may also be alerted in cases where there is an

immediate risk and/or significant cause for concern. To view the full policy, visit: http://www.hamline.edu/Policy.aspx?id=2147488077

http://www.hamline.edu/Policy.aspx?id=2147488077

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II. Roles and Responsibilities

A. The ADLI Teacher Candidate

B. The ADLI Cooperating Teacher/Mentor

C. The ADLI University Supervisor

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A. The ADLI Teacher Candidate

1. Placement Procedures

The Office of Clinical Experience Coordinator will facilitates all clinical and Advanced

Practicum placements for candidates. All eligible ADLI teacher candidates receive regular

announcements and updates from the Additional Licensure Staff Adviser or Office of

Clinical Experience about deadlines, procedures, and requirements for applying forto the

Advanced Practicum. Placements requested after communicated deadlines will not be

accepted

ADLI teacher candidates who plan on completing their Advanced Practicum in their own

classrooms/schools must complete and submit the online Secured Placement Form by the

specified deadline. An ADLI teacher candidate who needs a placement may not contact

schools independently; all communication must be facilitated the Office of Clinical

Experience. The Office of Clinical Experience Coordinator will make an effort to place each

candidate within reasonable proximity to her/his primary residence. Once placed, each

ADLI teacher candidate is expected to honor her/his commitment with the assigned

school(s).

Hamline School of Education does not modify placements due to personal requests except

under extraordinary circumstances that are approved by the Office of Clinical Experiences.

Moreover, candidates may not modify their placement arrangements without prior written

approval from the Office of Clinical Experience.

The ADLI teacher candidate will be notified by e-mail when the appropriate placement(s)

have been secured. Once a candidate receives official notification that she/he has been

matched to a school for a clinical or from the Placement Office, he/she has an obligation to

complete all required hours at that site.

Being removed from an Advanced Practicum placement may lead to dismissal from

Hamline University.

2. Steps for Getting Placed

1. One semester prior to Advanced Practicum, all eligible ADLI teacher candidates will

fill out the “Intent to Begin” Advanced Practicum form and submit it along with their

Profile and Secured Placement Form (if applicable).

2. Prior to Advanced Practicum, each ADLI teacher candidate’s file will be audited to

ensure that she/he has met all academic standards including minimum content and

pedagogy GPAs, completed all coursework (or is on track to complete by the start

of Advanced Practicum), and has been approved by the faculty to continue to this

stage.

3. The Office of Clinical Experience Coordinator keeps a master list of all ADLI teacher

candidates by licensure area and where they live. A placement is secured once the

audit is complete and paperwork is submitted.

4. The Office of Clinical Experience Coordinator directly contacts district coordinators

to place all Hamline ADLI teacher candidates.

5. School district coordinators communicate with all of the schools in a particular

district. The school coordinators look at elementary, middle, and high schools all at

the same time. The license areas are B-21 (birth to age 21), K-6 (elementary), 5-8

(middle), 5-12 (secondary), or K-12 (elementary & secondary). Since there are not

any specific licenses by grade level, each ADLI teacher candidate must be flexible

to teach any grade in the range of her/his licensure area.

6. The Office of Clinical Experience Coordinator works to place ADLI teacher

candidates in specialized or saturated (i.e., higher demand for placements) license

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areas in a timely manner. There are times when it is necessary to go further away

from the candidate’s primary residence to find an appropriate placement.

3. Liability Insurance

In her/his placement, the ADLI teacher candidate may be held legally responsible for

injuries and other situations which could take place on school grounds. The candidate must

obtain liability coverage through Education Minnesota before the start of Advanced

Practicum; it will cover you for the full school year for up to $1 million. Applications for

liability insurance are available online at www.educationminnesota.org. (Go to Who We

Are, Student Members, Online application.) You may also enroll by U.S. mail. The cost of

this coverage is minimal.

4. Background Checks

Information about completing a background check for the school district to which a ADLI

teacher candidate has been assigned may be found at the Office of Clinical Experience

website (www.hamline.edu/education/office-of-clinical-experience/). Background checks

must be completed before the Advanced Practicum placement begins.

5. Length of Advanced Practicum Experience

Advanced practicum usually consists of 3-6 weeks for non-ESL candidates and 3-10 weeks

for K-12 ESL license seekers. Teacher candidates seeking a K-12 World Language license

typically complete a 6 weeks Advanced Practicum (3 weeks at elementary and 3 weeks at

secondary level). Teacher candidates seeking a B-21 Autism Spectrum Disorder license

typically complete an 8-weeks Advanced Practicum (4 weeks at elementary, 2 weeks at

middle, and 2 weeks at secondary level).

6. Advanced Practicum Placement Length/Credits

License Area Length of

placement

Credits for

Advanced

Practicum

ADLI

Elementary K-6 3-6 weeks 2-3

Mathematics 5-12 3-6 weeks 2-3

Social Studies 5-12 3-6 weeks 2-3

Communication Arts/Literature 5-12 3-6 weeks 2-3

General Science 5-8, Mathematics 5-8, Social

Studies 5-8, Communication Arts/Literature 5-8 4-6 weeks 2-3

Physics 9-12 3-6 weeks 2-3

Chemistry 9-12 3-6 weeks 2-3

Life Science 9-12 3-6 weeks 2-3

Dance/Theatre K-12 3-6 weeks 2-3

Autism Spectrum Disorders B-21 8 weeks 4

ESL K-12 3-10 weeks 2-6

World Languages K-12 6 weeks 3

7. ESL Candidates Only

If ESL Additional License candidates have questions about the TESOL standards, portfolios,

and/or models of ESL instruction, these should be discussed with the university supervisor

or an ESL faculty member.

http://www.educationminnesota.org/

http://www.hamline.edu/education/office-of-clinical-experience/

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8. Lesson/Unit Plan Formats

Hamline ADLI teacher candidates are required to have a written lesson plan for every

lesson taught throughout their practicum experience. All lesson plans should be shared

with the cooperating teacher at least two days in advance of the lesson, and should also

be available to the Hamline University supervisor. ADLI teacher candidates will use the

Teacher Education Department common lesson/unit framework template (see Appendix)

unless the district or school uses another format. At the beginning of the practicum, ADLI

teacher candidates are encouraged to have whole lessons scripted. As the placement

progresses, detailed lesson plans may move to more abbreviated formats.

The lesson plan template is available on the Office of Clinical Experience (OCE) website.

9. Professionalism

ADLI teacher candidates must maintain a professional demeanor at all times. Being well-

prepared, engaging actively, maintaining a positive attitude and a collaborative disposition,

and showing respect and courtesy are the major elements of being a professional. Please

familiarize yourself with the Code of Ethics for Minnesota Teachers (Rule 8700.7500):

https://www.revisor.mn.gov/rules/?id=8700.7500.

Professional conduct also includes appropriate hygiene (e.g., clothing, hair, physical

appearance, and not wearing heavy scents), being dressed appropriately (business casual

or formal- ask your cooperating teacher for guidance), modeling appropriate language,

arriving early, and demonstrating safe and sound judgment.

10. Mandatory Reporting of Child Abuse or Neglect

By law, teachers must report suspected abuse. If you know or have reason to believe that

one of your students is the victim of child abuse or neglect, Minnesota law requires that

you report it to the local-area police. It is not sufficient to simply report it to the principal,

although you should start there first. Report any suspicion you have right away, for the

child’s protection and yours.

11. Confidentiality

Information about students, parents, and families must be kept confidential, as well as

what is learned in professional conversations about school policies. ADLI teacher

candidates should disclose confidential information only when required to do so by law.

Any questions regarding confidentiality should be addressed to the Hamline University

supervisor or the cooperating teacher. Please keep confidentiality (and professionalism) in

mind when making posts to your personal social media sites.

12. Substitute Teaching

ADLI teacher candidates must work under the supervision of certified personnel. Only in

case of emergency on a short-term basis (i.e. until the substitute arrives) may the ADLI

teacher candidate temporarily serve as substitute teacher. In this case, the principal

assumes full responsibility of the ADLI teacher candidate.

13. Licensure

Candidates can begin the paper work process after Advanced Practicum is completed, but

the paperwork will not be sent to the state until AFTER the Hamline University supervisor

has submitted a grade (pass/fail) for Advanced Practicum and the Licensure Officer has

verified that all necessary MTLE tests have been passed. After all the paperwork has been

forwarded to the state, the license is issued in 3-10 weeks. If you need a letter stating

that all license requirements have been fulfilled and you are in good standing (no holds on

your transcript), the License Officer can write a letter to that effect for you.

https://www.revisor.mn.gov/rules/?id=8700.7500

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B. The ADLI Cooperating Teacher/Mentor

1. Initial Contact with Teacher Candidate

The ADLI teacher candidate will contact the cooperating teacher once he/she is placed. Please take

the time to meet with the ADLI teacher candidate to introduce yourself, communicate your

expectations, and to begin your collaborative working relationship.

2. Initial Meeting

The initial meeting will be conducted at the school site just prior to, or during, the first

week of Advanced Practicum. The purpose of this meeting is to get to know the

Hamline University supervisor, to establish a collaborative working relationship, and to

clarify expectations for all parties involved in the Advanced Practicum placement.

3. Observation and Feedback

Please provide your ADLI teacher candidate with honest and timely feedback throughout

the practicum while she/he is in your classroom. Concerns, suggested areas of

improvement, and areas of growth should be shared frequently so that the ADLI teacher

candidate has the opportunity to grow in her/his teaching. To provide feedback you may

choose to use the 3-2-1 Cooperating Teacher Feedback form (see Appendix). Please

contact the Office of Clinical Experience or the Hamline University supervisor with any

major or minor concerns about the ADLI teacher candidate.

4. Lesson Plan Review

ADLI teacher candidates are required to provide written lesson plans to demonstrate

content-area knowledge and mastery of effective instruction. These plans should be

prepared at least two days prior to the candidate teaching the lesson for your approval and

review. Please look at each plan critically before the lesson is taught and provide feedback

as needed. As your candidate becomes more experienced, he/she may switch to a lesson-

plan format that is shorter in length. Additionally, as the ADLI teacher candidate becomes

more experienced, you may decide together how far ahead of time lesson plans must be

finished for your review.

ADLI teacher candidates will use the Hamline University Teacher Education Department

common lesson/unit framework template unless your district or school uses a specific

format (see Appendix).

5. Planning Time

Planning time should be set aside each day to connect with your ADLI teacher candidate,

which might be before school hours, after school hours, during the lunch period or during a

prep period. The time should be used for planning, answering questions, and working

together to benefit your students.

6. Final Evaluation

The cooperating teacher and the Hamline University supervisor complete a final evaluation

that allows Hamline University to improve its programs and relationships with our partner

schools. It is critical that our ADLI teacher candidates receive professional

feedback on the final evaluations; therefore, we ask that cooperating teachers document

specific strengths and areas for improvement in the evaluation forms.

The final evaluation form may be found on the Office of Clinical Experience website. To

access the form, click here.

7. Encourage Confidentiality

Information about students, parents, and families must be kept confidential, as well as

what is learned in professional conversations about school policies. Confidential

http://www.hamline.edu/education/advanced-practicum-final-evaluation/

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information should only be shared when required to do so by law. Please encourage your

ADLI teacher candidates to practice these principles at all times.

8. Honorarium and Clock Hour Certificate

Once the final evaluation of your ADLI teacher candidate has been received, a request for

payment and W-9 form will be e-mailed to you. Receipt of these forms will be necessary to

process the honorarium payment.

9. Questions or Concerns

Should you have any concerns about an ADLI teacher candidate’s performance or

readiness to teach, please contact the Office of Clinical Experience.

C. The ADLI University Supervisor

1. Contact Your Teacher Candidate(s)

Please contact your ADLI teacher candidate(s) by phone within a few days of receiving

your list of students. The Hamline University supervisor observation schedule is detailed in

this section, and is also described in the Appendix.

2. Initial Meeting (Hamline University supervisor, cooperating teacher, and ADLI

teacher candidate)

The initial meeting will be conducted within the first three days of the Advanced

Practicum. The purpose of this meeting is to get to know the ADLI teacher candidate and

the cooperating teacher, to establish a collaborative working relationship, and to clarify

expectations for all parties involved. The checklist of items to be covered is included in this

handbook (see Appendix for Initial Meeting/Expectations Conference Checklist).

3. Observations

Two observation visits will be made during a 3-4 week experience. For K-12

teacher candidates, four observation visits (two during the elementary experience

and two during the secondary) are made. For B-21 teacher candidates (ASD), six

observation visits (two at elementary, two at middle and two at secondary level) are

made. It may be necessary to increase the number of visits for some ADLI teacher

candidates to document areas of improvement.

Before each observation, the ADLI teacher candidate should give the Hamline University

supervisor the typed lesson plan, text(s), and any handouts or other materials for the

lesson being observed. Additionally, the ADLI teacher candidate should provide the

Hamline University supervisor with the lesson plans for the previous lessons in the unit (if

the teacher candidate taught those lessons). The Hamline University Supervisor will use

the provided rubric (see Appendix) to evaluate lesson plans. Lesson plans may be provided

ahead of time by e-mail or hard copy. Hamline University Supervisors do not need to turn

in the ADLI teacher candidates’ lesson plans to the OCE.

After the completion of each lesson, please evaluate the ADLI teacher candidate’s

lesson/teaching using the observation form on the OCE website. (A sample of the online

form is available in the Appendix). To access the online form, click here.

Should you have any concerns about an ADLI teacher candidate’s performance or

readiness to teach, please contact the Office of Clinical Experience.

4. Post-Observation Conferences

Conferencing with the ADLI teacher candidate after each observation is critical to a

Hamline University supervisor’s evaluation of progress made. If it is not possible to confer


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immediately following the observation, an appointment should be made as soon after the

observation as possible.

During the conference, the Hamline University supervisor will:

Reflect on the written lesson plan and the lesson delivered.

Discuss the effect of the lesson on the class as a whole and on individual students.

Review the strongest features of the lesson, weakest features of the lesson, and

provide alternatives for improving the lesson.

Observation forms, lesson/unit templates, and Post-Observation Conferencing can be

found in the Appendix.

5. Final Evaluations

Final evaluations for each ADLI teacher candidate are completed by the cooperating

teacher and the Hamline University supervisor. These forms will be submitted online at the

Office of Clinical Experience website. Click here to access the form.

6. Exit Conference

At the conclusion of the Advanced Practicum placement, an exit conference will take place

between the Hamline University supervisor and the ADLI teacher candidate. The purpose

of the exit conference is to review assignments, discuss targeted growth areas and to put

closure on the Advanced Practicum experience. The Hamline University supervisor will

review the final evaluation with the ADLI teacher candidate, and after that meeting, a final

grade will be submitted.

7. Feedback

Hamline University supervisors are responsible for monitoring and giving feedback to their

ADLI teacher candidates on all assignments. See the appendices for lesson/unit plan

templates. The department will need all evaluation forms submitted before final payments

are processed.


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III. Policies and Procedures

A. Removal of a ADLI Teacher Candidate from Placement

B. Appeals

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A. Removal of a ADLI Teacher Candidate from Placement

1. Category 1: Placement-Related Issues

There are rare occasions when an ADLI teacher candidate may be removed from the

placement due to factors outside of her/his control such as school closings or that the

cooperating teacher is unable to continue to serve in the mentorship role. In such cases,

the Office of Clinical Experience, in consultation with the appropriate Hamline University

administrators, will find the ADLI teacher candidate a new placement. While the intent

would be to place the ADLI teacher candidate in a new placement within the same

semester, the timing is not guaranteed due to the demand of placements. In such a case,

the ADLI teacher candidate will receive an “Incomplete” grade if a new placement is found

in the subsequent semester, will not have to reregister/repay tuition, and will, upon

successfully completing all requirements, and pass the Advanced Practicum.

2. Category 2: Failing Advanced Practicum due to Candidate Conduct and/or

Performance

Candidates who fail to meet one (1) or more Advanced Practicum requirements may be

allowed one (1) additional opportunity to complete all expectations. Failure to pass the

requirements during the second placement will be grounds for dismissal from the program

with no opportunity for reentry. Candidates who are pulled from their placements in

advance of the semester’s refund deadlines may be eligible for full or partial tuition

refunds. However, the responsibility lies with the ADLI teacher candidate to contact the

Student Administrative Services Office to adhere to deadlines and requirements.

When an ADLI teacher candidate is pulled from a placement for issues pertaining to

conduct, dispositions, and performance, then she/he, at the discretion of the Department

Chair and Office of Clinical Experience staff, may be allowed to reenter at a later time or

dismissed from the program entirely.

If allowed reentry, the ADLI teacher candidate may, at the discretion of the Teacher

Education Department, need to wait a minimum of 6 months before she/he reapplies for

Advanced Practicum. Example: Candidate is pulled from Advanced Practicum in fall 2010.

She/he may re-register to the Advanced Practicum in spring 2011, and may be eligible to

complete the Advanced Practicum in fall 2011. In such cases, the ADLI teacher candidate

will also be required to reregister for Advanced Practicum requirements, and will need to

repay all credits at the current tuition rate when she/he is reenters Advanced Practicum.

3. Procedures for Removing ADLI Candidates from Placements

The Hamline University Teacher Education Department provides this policy to ensure

appropriate action is taken if issues arise during an ADLI teacher candidate’s placement(s)

that are raised by the cooperating teacher, Hamline University supervisor, or any other

party involved with the placement. An ADLI teacher candidate may be removed from a

placement due to but not limited to the following reasons:

Concerns about teaching abilities and skills.

Concerns with interpersonal interactions that may impede the ability to effectively

communicate content, expectations, and other information to the K-12 learners.

Inappropriate behaviors or interactions with parents, school personnel, or students

on or off of school grounds.

Concerns with professional conduct, including illegal and/or unethical activities on

or off of school grounds.

The cooperating teacher may, at any time, determine that she/he is unwilling to

work with the ADLI teacher candidate, which may result in immediate removal from

16

the placement. The Office of Clinical Experience staff will determine whether

another placement will be secured in the same or subsequent semester.

This section outlines some of the outcomes and procedures for removing ADLI teacher

candidates from their placements for cause. The appropriate Hamline administrators may

use their professional judgment to proceed with any of the steps outlined below, including

immediate removal without opportunity for replacement. An ADLI teacher candidate who is

allowed to reenter the program will be placed on a written development plan that will

outline required action steps and a detailed plan for remediation.

4. Initial Conversations

As soon as possible, a three-way conference with the ADLI teacher candidate, the

cooperating teacher, and the Hamline University supervisor should be scheduled; other

Hamline administrators may be present if necessary. The person or persons reporting the

difficulty must present documented evidence:

If applicable, the cooperating teacher, Hamline University supervisor, or other

parties must present documented evidence that demonstrates the reason for

his/her concern. Examples of this could be failure to establish a rapport with the

students, performance deficiencies, and/or inappropriate behavior.

If applicable, the ADLI teacher candidate must present evidence of his/her effort to

complete his/her assignments in a professional and effective manner. Examples of

this could be lesson plans, milestones realized, and/or any personal achievements.

5. Intervention Options

If intervention is required as a result of the initial conference, the following options may

occur.

Option 1: Improvement Plan (Remain in Placement)

The following steps will be taken and clearly documented:

Step 1: Identify specific areas in need of improvement.

Step 2: Outline a means for improving areas of concern. Input from all parties is

preferred.

Step 3: Establish a time-line for improvements to be realized. Clearly define

success criteria.

At the conclusion of the established time line, a second conference will be

scheduled to evaluate the ADLI teacher candidate’s performance. The outcome of

this conference concludes the review process unless the ADLI teacher candidate has

not made satisfactory progress. In this case, options include permanent removal or

temporary removal with the opportunity for replacement.

Option 2: Removal (With Opportunity for Replacement)

After gathering and reviewing the evidence pertaining to the concern(s), Hamline

parties agree that the nature and scope of the reported difficulties warrant removal

from the current assignment, reserving the opportunity for placement in a new

assignment in the future. The ADLI teacher candidate may (at the discretion of the

Office of Clinical Experience) need to wait a minimum of 6 months before she/he

reapplies to the Advanced Practicum. Example: Candidate is pulled from Advanced

Practicum in fall 2010. She/he may reapply to complete the Advanced Practicum in

spring 2011, and may be eligible to reenter the practicum in fall 2011. Complete

17

documentation of the removal process must be filed with the Teacher Education

Department and a copy placed in the ADLI teacher candidate’s file.

Option 3: Removal (Without the Opportunity for Replacement)

After gathering and reviewing the evidence pertaining to the concern(s), Hamline

parties agree that the nature and scope of the reported difficulties warrant removal

from the current assignment, and further recommend that the ADLI teacher

candidate not be permitted to pursue licensure through Hamline University.

B. Appeals

ADLI teacher candidates who disagree with the decision made by the Hamline Teacher

Education Department parties may appeal their case to the Hamline School of Education’s

Student Appeals Committee.

The steps to submit an appeal are outlined below:

1. You must submit an appeal by e-mail to the Hamline School of Education’s Office of

the Dean within two (2) business weeks of receiving a written decision. Send an e-mail

to [email protected]; the subject line should include your name and appeal (e.g.,

Jesson Hunt Appeal).

2. Write a professional letter of appeal, clearly explaining your concerns and request

for an appeal. Clearly describe evidence indicating why you believe the department’s

decision should be appealed. Clearly explain what outcomes you are asking for.

3. The committee meets on an as-needed basis. The committee reviews all evidence,

may call in parties to gather additional information, and then will vote on a decision,

which includes approved, approved with conditions, or denied. The decision will be

communicated to ADLI teacher candidates within two (2) business weeks. The

committee’s decision will be final.


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IV. Appendix of General Resources

A. Initial Meeting (Expectations Conference) Checklist

B. 3-6 week Advanced Practicum Calendar

C. ADLI Supervisor Observation Schedule for 3-6 Week Placements

D. Co-Teaching

E. 3-2-1 ADLI Cooperating Teacher Feedback Form

F. Other Observation Suggestions

G. Post Observation Suggestions for Conferencing

H. Hamline University Lesson/Unit Design Frame/Template

I. Rubric for use in evaluating lesson plans designed using the Hamline Lesson

Design Frame

J. Observation Form for ADLI University Supervisors

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A. Initial Meeting (Expectations Conference) Checklist

This forum is intended to facilitate a meeting between the practicum teacher, the cooperating

teacher and the Hamline University supervisor. Its purpose is to clarify expectations and

responsibilities. After your conference, you will want to make a copy of this document for all three

parties.

Teacher Candidate Name: Cooperating Teacher Name: University Supervisor Name:

School Phone #: School Phone #:

Primary Phone #: Primary Phone #: Primary Phone #:

Grade Level: _______ Content Area: ______________________________________

□ Introductions

□ Review beginning and ending dates.

□ Review arrival and departure times. Emphasize the requirement to keep full-time teaching hours. Give a copy of daily schedule to Hamline University supervisor.

□ Remind everyone that the ADLI teacher candidate follows the K-12 school calendar.

□ For illnesses and emergencies, call cooperating teacher immediately and leave a message for the Hamline University supervisor. In the event of a missed day, the time must be made up at the end of the placement.

□ Provide ADLI teacher candidate with a copy of school policies. Learn emergency procedures immediately.

□ Review and plan your implementation of the co-teaching model (see Appendix) and Advanced Practicum calendar template (also in Appendix).

□ The ADLI teacher candidate and cooperating teacher should choose a time for daily planning and reflection.

□ Lesson plans. ADLI teacher candidates will give their lesson plans to the cooperating teacher in advance for review (see Appendix for the Lesson/Unit Design Frame/Template). A copy of the plan should be available for the Hamline University supervisor during observations.

□ Grading/Assessment - what are the ADLI teacher candidates’ responsibilities?

□ Expect ADLI teacher candidate to be actively involved in school life whenever possible (e.g. extra duties, faculty meetings, parent-teacher conferences).

□ Hamline University supervisor visits include the initial meeting, several observations with time to conference afterwards, and an exit conference.

□ Evaluations include: final evaluation by cooperating teacher, and final evaluation by the Hamline University supervisor. An example of the evaluation form is included in this handbook; all evaluations are to be submitted online (www.hamline.edu/education/office-of-clinical-experience/ -- Click on ADLI Additional Licensure, then Cooperating Teacher).

□ Importance of Feedback: regular feedback between the cooperating teacher and the ADLI

teacher candidate is important, as well as with the Hamline University supervisor.

Please contact the Hamline University supervisor with any concerns about the ADLI teacher

candidate.



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B. 3-6 week Advanced Practicum Calendar

Each Advanced Practicum situation is unique. The following calendar is simply a guide. The

cooperating teacher and the ADLI teacher candidate should work cooperatively in the

planning, teaching, and the assessing of their teaching.

CT = Cooperating Teacher TC = ADLI Teacher Candidate

Week One

Co-Planning: CT takes lead and shares curricular pacing plan, content, and information

on students. TC shares University requirements, personal strengths, SEPBT goals, etc.

Co-Teaching: Spend most of the week observing specific teaching practices of the CT and

specific behaviors of the students (One Teach, One Observe). These observations

should be purposeful and should aid in helping students achieve more. In addition, the TC

should assist the cooperating teacher during instruction (One Teach, One Assist).

Team-teaching or teaching part of a lesson or two is recommended as well.

Co-Assessing: TC can compile data and assess classroom work; both discuss class

outcome and data.

Other: A specific time each day should be established for the TC and the CT to meet to

plan, provide feedback, and to look at assessments.

Lead your TC on a tour of the building and introduce him/her to the principal and other

faculty they will have the opportunity to work with.

Week Two

Co-Planning: CT leads discussion on what and how to teach the lesson. TC asks questions

to ensure understanding.

Co-Teaching: TC begins planning and lead-teaching at least two lessons during the

week as the lead teacher with CT assisting. Implementing Parallel Teaching may be a

logical next step. TC should submit each lesson plan to CT in advance for approval and

copies to show Hamline Supervisor.

Co-Assessing: Both review an example together, then assess their own groups and swap.

Have a discussion about reliability.

Week Three

Co-Planning: CT leads discussion on what and how to teach lessons. TC gives feedback

on plans.

Co-Teaching: TC should plan and lead-teach at least one lesson per day. Try

implementing another co-teaching strategy (station teaching, supplemental, or alternative

or differentiated teaching.

Co-Assessing: Continue to share in the assessment of students. TC assesses own lesson

and shares outcomes with CT.

Week Four

Co-Planning: TC and CT begin sharing in the discussion on planning.

Co-Teaching: TC should plan and lead-teach at least two lessons per day. Try

implementing another co-teaching strategy (station teaching, supplemental, or alternative

or differentiated teaching.

Co-Assessing: Continue to share in the assessment of students. TC assesses own lessons

and shares outcomes with CT.

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Week Five

Co-Planning: CT and TC share lead in planning co-teaching lesson presentations. Focus

on one’s teaching strengths.

Co-Teaching: TC should plan and lead-teach at least ½ of each day.

Co-Assessing: CT and TC debrief on outcome of co-teaching instruction; divide student

work to grade and then discuss.

Week Six - Nine

Co-Planning: TC assumes responsibility for planning under the guidance and mentorship

of the CT.

Co-Teaching: TC writes daily lesson plans and lead teaches the entire program.

Hamline recommends that the CT spend some time away from the classroom to give the

TC the experience of teaching alone (see handbook page titled “Hamline

Recommendations for In-Class Supervision).

Co-Assessing: TC assumes responsibility for assessing under the guidance and

mentorship of the CT.

Adapted from the work of Wendy Murawski, California State University, Northridge:

[email protected]

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C. Supervisor Observation Schedule – 3-6 Week Placements

(*Contact ADLI teacher candidate before the first week of placement.)

Supervisor Observation Schedule – 3-Week Placement

Week 1: Facilitate an initial meeting with ADLI teacher candidate and cooperating teacher

Week 2: Schedule first observation.

Week 3: Schedule second observation.

Schedule a final meeting within 2 weeks after the end of the last observation.

Supervisor Observation Schedule – 6-Week Placement

Week 1: Facilitate an initial meeting with ADLI teacher candidate and cooperating teacher

Week 2: Schedule first observation.

Week 3: Schedule second observation.

Week 4: Schedule third observation.

Week 5: Schedule fourth observation.

Week 6: Schedule fifth and six observation.

Schedule a final meeting within 2 weeks after the end of the last observation.

** Please communicate any serious concerns about an ADLI teacher candidate in jeopardy of not

being recommended for licensure during this meeting. This is done so that there is time to write

and implement an improvement plan.

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D. Co-Teaching

Co-Teaching is two teachers (cooperating teacher and ADLI teacher candidate) working together

with groups of students who share in the planning, organization, delivery, and assessment of

instruction, as well as the physical space. Hamline University is part of a Twin Cities Collaborative

called TC2 that has adopted a co-teaching model implemented since the fall of 2012. We

encourage our cooperating teachers to become familiar with these seven strategies and to begin

implementing them with your ADLI teacher candidate.

Co-Teaching Strategies & Examples

Strategy

Definition/Example

One Teach, One Observe

One Teacher has primary responsibility while the other gathers specific observational information on students of the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific

behaviors. Example: One teacher can observe students for their understanding of directions while the other leads.

One Teach, One Assist

An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behavior, or

corrects assignments. Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties.

Station Teaching The co-teaching pair divides the instructional content into parts -each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each

station - often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change.

Parallel Teaching Each teacher instructs half the students. The two teachers are addressing the same

instructional material and presenting the material using the same teaching strategy.

The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy.

Supplemental

Teaching

This strategy allows one teacher to work with students at their expected grade level,

while the other teacher works with those students who need the information and/or materials re-taught, extended or remediated. Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment.

Alternative

(Differentiated)

Alternative teaching strategies provide two different approaches to teaching the same

information. The learning outcome is the same for all students; however, the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story.

Team Teaching Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the

students are hearing two voices.

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E. 3-2-1 Cooperating Teacher Feedback Form (Optional)

This form is one way to provide a structured format for providing feedback to the ADLI teacher

candidate.

What are three strengths you observed in this lesson?

What are two suggestions you would give to improve this lesson?

What is one area in which you have seen improvement?

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F. Other Observation Suggestions

In addition to observing and providing feedback to the ADLI teacher candidate for areas of

planning and preparation, classroom environment, instruction, and professional practice, pay

attention to specific ADLI teacher candidate behaviors. These might include:

1. Incidences of students called on by gender or race or by seating placement

2. Frequency of attending to students or groups of students during work time

3. Asking questions when they don’t want an answer or the use of “okay?” at the end of a

sentence

Ex. “Will everyone sit down?” “We will begin now, okay?”

4. Use of wait time or pacing of the lesson

5. Write some questions at the bottom of the form to discuss during your post observation

discussion, such as “How else might you have ‘hooked’ your students into the discussion?”

G. Post Observation Suggestions for Conferencing

Please incorporate the following recommendations as you supervise ADLI teacher candidates. If

any concerns arise, please keep the Office of Clinical Experience informed.

Ask candidates to begin by assessing themselves – for example, at least two things that went well

and two things they might do differently next time.

1. Describe rather than judge. Describe your own reaction to the person’s behavior – not

whether it was “good” or “bad.” Direct comments at behavior that the other person can do

something about. Ask the ADLI teacher candidate for ideas on what else might be done.

Then, give some suggestions based on your experience.

2. Be specific rather than general. Describe the exact words, looks, actions and

circumstances that you are referencing.

3. Feedback is most useful when the receiver solicits it. Consider asking the ADLI teacher

candidate to tell you specific areas in which s/he wants feedback.

4. Try to make sure you are not being misinterpreted by asking clarifying questions.

5. Conclude with something positive as well as establish goals or areas you want your ADLI

teacher candidate to work on for your next observation. Put these goals in writing and

share with the cooperating teacher as well so that you are working as a team.

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H. Hamline University Lesson/Unit Design Frame/Template

Directions for ADLI University Supervisors:

1. The Hamline ADLI teacher candidate will use Hamline’s lesson/unit design

framework/template. (ESL ADLI teacher candidates will use the modified Lesson/Unit

Design Frame/Template located in the ESL Appendix.)

2. The ADLI teacher candidate should contact her/his cooperating teacher and Hamline

University supervisor to make arrangements for how the lesson/unit should be sent

(including how far in advance).

3. The Hamline university supervisor will evaluate each lesson/unit plan and teaching

demonstration using the criteria in the final evaluation form.

4. Contact the ADLI University Supervisor with concerns or questions.

ADLI Teacher Candidate Name: Lesson Title:

(K-12) Course name: Grade Level:

Topic: Day in Lesson Sequence:

Today’s Date:

Lesson Rationale: What is the central focus of the lesson? What is the purpose for the content you will teach? How are you

helping students build conceptual understandings, procedural fluency (if relevant), and critical thinking skills in this lesson? How will students make connections to other course content and to their experiences? What requisite skills do students need in order to access the lesson and participate fully? Where does this lesson fall within a learning sequence (What would come before? What will happen after?)?

Type here

Content Standards: (Minnesota State, Common Core, and/or National Standards, English Language Development Standards): Cite constellation of standards, using the numeric code reference as well as the text, that are the focus of this lesson. If addressing only a part of a standard, italicize that part.

Type here

Content Objectives: What do you want students to be able to do as a result of this lesson. Use one of the following sentence frames: Given (learning activities or teaching strategies), the learner(s) will (assessable action) in order to demonstrate (connection to standards). or Students will be able to (assessable action) by (evidence) or Students will be able to (assessable action). Type here

Academic Language/Language Objectives: What language do you want students to be able to produce to demonstrate what they have learned in this lesson?

•Technical Vocabulary: What key vocabulary (“the bricks”) do you need to introduce/review with students and how will you engage students with that vocabulary in the lesson? Is this vocabulary being introduced, developed, or reviewed in this lesson?

o Type here

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• Academic language functions: What function is essential for students to engage in learning within your instructional purpose? (eg. analyze, compare/contrast, explain, interpret, argue, persuade, categorize, describe, predict, question, retell, summarize, justify with evidence )

o Type here • Language forms: What phrases and words (“the mortar,” language and phrases typically invisible to native speakers) do students need in order to engage with the content concepts?

o Type here • Interaction: What opportunities will you provide for students to interact with the new technical vocabulary, academic language function and language forms to develop fluency (written and/or oral)?

o Type here

Assessment & Feedback

• Prior Knowledge Assessment: How have/will you formally and/or informally assess what students already know, think, or

can do relative to each objective? What misconceptions, alternative conceptions, or common errors does research show you could expect students to demonstrate related to the objectives? How will you plan to reveal and address misconceptions and common errors during the learning sequence?

Type here

• Formative Assessment: In what ways will you informally and formally monitor student progress towards the objectives

during the lesson? How will those assessments inform your teaching decisions during the lesson and in planning subsequent instruction? How will your students be able to use self-assessment and teacher feedback to deepen their understanding, refine their skills, and demonstrate subsequent growth?

Type here

• Summative Assessment: What culminating assessment(s) will students complete in the future that will allow you to

evaluate their final mastery of the objective(s)? Type here

Provisions for Learning Differences: How does the design of instruction meet the needs of individual students and groups

of students with particular learning needs (English Language Learners, students with IEPs, students with 504 plans, underperforming students, students with gaps in academic knowledge, struggling readers, and gifted students in need of greater support or challenge)? What adaptations and modifications will you make for specific individuals or small groups of learners?

Type here

Materials: What materials will you need in order to teach this lesson? What materials will students need? **ATTACH ANY HANDOUTS, SLIDES, READINGS, ETC. NECESSARY TO COMPLETE THE LESSON.**

Type here

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Learning Activities

Time Learning Activities For each section, clearly articulate:

What the teacher will be doing;

What students will be doing;

Directions that will be given (including time cues, getting materials, forming groups, determining roles, tasks to be completed, etc.)

Examples and/or information the teacher will provide;

Questions and prompts the teacher will pose before, during, and following completion of an activity to elicit student articulation of their learning;

Expected on and off-target student responses; planned teacher interventions;

Any additional information that a principal, mentor teacher, or substitute teacher would need to observe or to carry out the lesson flawlessly

Rationale For each learning experience (there may be multiple learning experiences within each section), clearly articulate: • why you selected this instructional

strategy; • how individual and group learning needs

are met, • what learning you want to result from the

experience.

Lesson Launch (Also know as a HOOK or anticipatory set) How will you motivate your students? How will you connect to your students’ previous experiences/background knowledge? How will you help students transition from the previous lesson to this one?

Type here

Type here

Instructional Task(s) Sequence What learning experiences will you engage students in that will help them build the understandings and skills needed to meet the content and language objectives?

Type here

Type here

Lesson Summary and Closure How will key points of the lesson be articulated and summarized? By whom? How will you help students transition to the upcoming lessons on this topic?

Type here

Type here

Management and Safety Issues: Are there management and safety issues that need to be considered when teaching this

lesson? If so, list them. What will you do to prepare students for these issues?

Type here

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I. Rubrics for use in evaluating lesson plans designed using the University Lesson/Unit Design Frame/Template [Note: These rubrics are adapted from content-specific rubrics in order to be used for any licensure area.]

Rubric 1: Planning for Understanding

How do the candidate’s plans help students build conceptual understandings, procedural fluency, and critical thinking skills?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate’s plans focus solely on

students learning facts and

learning or following procedures

with no connections to larger

concepts and no use of critical

thinking skills.

-OR there are significant content

inaccuracies that will lead to student

misunderstandings.

-OR Standards, objectives, and

learning tasks and materials are not

aligned with each other

Plans for instruction support student

learning of facts and procedures with

vague connections to concepts OR

with limited use of critical thinking

skills.

Plans for instruction build to support

learning of facts or procedures with

clear connections to concepts AND

include use of critical thinking

skills.

Plans for instruction support student

learning with clear and consistent

connections to concepts AND

development of critical thinking

skills.

Level 4 plus:

Candidate explains how they will lead

students to build explicit

connections between this lesson,

the academic field, and real life.

-OR - candidate shows how they will

lead students to apply their new

understandings and skills

independently.

Rubric 2: Planning to Support Varied Student Learning Needs

How does the candidate use knowledge of his/her students to target support for students to develop conceptual understanding, procedural

fluency, and critical thinking skills?

There is little or no evidence of

planned supports. OR Candidate

does NOT attend to individual, skills,

interests, and abilities.

Planned supports are loosely tied to

learning objectives or the central

focus of the learning segment. AND

Candidate attends to individual, skills,


Planned supports are tied to learning

objectives and the central focus with

attention to the characteristics of

the class as a whole. AND

Candidate attends to individual, skills,


Planned supports are tied to learning

objectives and the central focus.

Supports address the needs of

specific individuals or groups with

similar needs. AND Candidate

attends to individual, skills, interests,

and abilities while maintain high

expectations for all.

Level 4 plus: Supports include

specific strategies to identify and

respond to preconceptions,

common errors, and

misunderstandings.

AND maintains high expectations for

all students.

Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

How does the candidate use knowledge of his/her students to justify instructional plans?

Candidate’s justification of learning

tasks is either missing OR

represents a deficit view of students

and their backgrounds.

Candidate justifies learning tasks with

limited attention to students’ prior

academic learning OR

personal/cultural/community assets.

Candidate justifies why learning

tasks (or their adaptations) are

appropriate citing how they would

connect to students’ prior academic

learning AND/OR examples of

personal/cultural/ community assets.

Candidate makes superficial

connections to research and/or

theory.

Candidate justifies why learning tasks

(or their adaptations) are appropriate

citing how they would connect

instruction to

students’ prior academic learning

personal/cultural/ community assets

Candidate makes connections to

research and/or theory.

Level 4 plus: Candidate’s

justification is supported by

principles from research and/or

theory.

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Rubric 4: Identifying and Supporting Language Demands

How does the candidate identify and support language demands associated with a key learning task?

Language demandsi identified by the

candidate are not consistent with

the selected language functionii OR

task.

OR Language supports are missing

or are not aligned with the language

demand(s) for the learning task.

Candidate identifies vocabulary and/or

symbols as the major language

demand associated with the language

function. Attention to additional

language demands is superficial.

Language supports primarily

address definitions of vocabulary

and/or symbols.

Candidate identifies vocabulary

and/or symbols AND additional

language demand(s) associated with

the language function. Plans include

general support for use of

vocabulary and/or symbols as well

as additional language demand(s).

Candidate identifies vocabulary and/or

symbols AND additional language

demand(s) associated with the

language function. Plans include

targeted support for use of vocabulary

and/or symbols as well as additional

language demand(s).

Level 4 plus: Instructional supports

are designed to meet the needs of

students with different levels of

language learning.

Rubric 5: Planning Assessments to Monitor and Support Student Learning

How are the informal and formal assessments selected or designed to monitor students’ progress toward the standards/objectives?

The assessments only provide

evidence of students' procedural

skills or factual knowledge,

OR assessments are NOT aligned

with the central focus and

standards/objectives for the learning

segment,

OR assessment adaptations required

by IEP or 504 plans are NOT made.

The assessments provide limited

evidence to monitor students’

conceptual understanding, procedural

fluency, OR critical thinking skills

during the learning segment.

The assessments provide evidence

to monitor students conceptual

understanding, procedural fluency,

AND critical thinking skills during the

learning segment.

The assessments provide multiple

forms of evidence to monitor

students’ progress toward developing

conceptual understanding, procedural

fluency, and critical thinking skills

throughout the learning segment.

Level 4 plus: The assessments are

strategically designed to allow

individuals or groups with specific

needs to demonstrate their

learning.

Rubric 8: Deepening Student Learning

How does the candidate plan to elicit student responses to promote conceptual understanding, essential strategies, and critical thinking?

Plans indicate that the teacher will do

most of the talking and students

provide few responses

Plans include mainly surface-level

questions about content and

procedures.

Candidate’s plans will elicit student

responses to include higher-order

thinking and use of essential

strategies

Candidate’s plans will elicit student

responses to build on their own

thinking, think critically, and employs

effective use of higher order thinking

and strategies.

Level 4 plus: Candidate plans to

facilitate interactions among students

so they can evaluate their own

abilities and monitor their own

progress.

________________________ 1 Language demands include: language function, vocabulary, syntax, and discourse (organizational structures, text structure, etc.).

1 Language function refers to the learning outcome (verb) selected in prompt 4a (e.g., categorize, describe…).

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J. Observation Form for ADLI University Supervisors

Note:

ESL ADLI University Supervisors click here to go to online observation form.

All other ADLI Univserity Supervisors click here to go to online observation form.

Sample only – ADLI University Supervisors must submit online observation form.

Name of Hamline ADLI Candidate School

ADLI Cooperating Teacher Class/Subject

ADLI University Supervisor Date

1-PROFESSIONAL READINESS Exceeds Meets Approaches Does not Meet Not

Expectations Expectations Expectations Expectations Observed

The ADLI teacher candidate… 1. started the class/lesson promptly 4 3 2 1 0

(dispositions)

2. presented self in a professional manner 4 3 2 1 0

(dispositions)

3. dressed appropriately (dispositions) 4 3 2 1 0

4. demonstrated a commitment to teaching (dispositions) 4 3 2 1 0

5. actively sought appropriate ways to be involved

in students’ learning 4 3 2 1 0

(dispositions)

6. interacted appropriately with the teacher(s) in the classroom 4 3 2 1 0

(Standard 10)

7. demonstrated ability to collaborate with others 4 3 2 1 0

(Standard 10)

8. communicated effectively with all students 4 3 2 1 0

(Standard 6)

9. established an appropriate rapport with all students 4 3 2 1 0

in the classroom

(Standard 5)

10 was confident and competent in subject matter 4 3 2 1 0

(Standard 1)

Comments:

http://www.hamline.edu/education/advanced-practicum-supervisor-evaluation/


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2- PLANNING Exceeds Meets Approaches Does not Meet Not

Expectations Expectations Expectations Expectation s Observed

The ADLI teacher candidate…

1. planned adequately for lessons 4 3 2 1 0

(Standard 7)

2. planned lesson content that is consistent with

curricular goals 4 3 2 1 0

(Standard 7)

3. plans appropriate content objectives 4 3 2 1 0

(Standard 7)

4. planned appropriate academic language objectives 4 3 2 1 0

(Standard 7)

5. planned appropriate language development objectives

(applicable to ESL ADLI candidates only) 4 3 2 1 0

(Standard 7)

6. planned for student-to-student dialogue around content

learning (Standard 2) 4 3 2 1 0

7. planned appropriately for student differences 4 3 2 1 0

(Standard 3)

8. planned appropriately for responsive instruction 4 3 2 1 0

(Standard 7)

Comments:

33

3- INSTRUCTION Exceeds Meets Approaches Does not Meet Not



1. conveyed the content objectives to students 4 3 2 1 0

(Standard 6)

2. conveyed the academic language objectives to students 4 3 2 1 0

(Standard 6)

3. used materials and media appropriate to the interests and 4 3 2 1 0

skill levels of students (Standard 4)

4. adapted instruction within the lesson as necessary 4 3 2 1 0

(Standard 4)

5. exhibited an appropriate command of content 4 3 2 1 0

(Standard 3)

6. integrated academic language skills into content instruction 4 3 2 1 0

(Standard 2)

7. exhibited effective classroom management skills 4 3 2 1 0

(Standard 5)

8. effectively implemented planned lessons (Standard 4) 4 3 2 1 0

9. facilitated student to student dialogue around

content learning (Standard 2) 4 3 2 1 0

Comments:

4- ASSESSMENT Exceeds Meets Approaches Does not Meet Not



1. utilized formative assessment 4 3 2 1 0

(Standard 8)

2. utilized summative assessment 4 3 2 1 0

(Standard 8)

3. applied what was learned from assessing a lesson to 4 3 2 1 0

future lessons

(Standard 9)

4. aligned assessment with objectives and instruction 4 3 2 1 0

(Standard 8)

Comments:

34

5- ANALYSIS OF TEACHING Exceeds Meets Approaches Does not Meet Not



1. demonstrates ability to receive feedback in a constructive 4 3 2 1 0

manner (Standard 9)

2. demonstrates reasoned responses to feedback 4 3 2 1 0

(Standard 9)

3. appropriately examines own practice (Standard 9) 4 3 2 1 0

4. responds to own reflection (Standard 9) 4 3 2 1 0

5. evaluated the strengths and weaknesses of a lesson 4 3 2 1 0

after having taught it

(Standard 9)

Comments:

6- FINAL SECTION: 1. Goals for next observation (include standards):

2. Other comments/feedback:

35

V. Appendix of ADLI ESL Resources

A. ADLI ESL & BIED Practicum Categories

B. Hamline University ESL Lesson/Unit Design Frame/Template

C. Written Assignments for ADLI ESL Practicum

D. Advanced ESL/BIED Hamline University Supervisor’s Practicum Evaluation

E. TESOL Pre-K – 12 Teacher Standards

F. Instructions/sample/draft copy for TESOL Standards Index

G. ESL and BiEd Second Licensure Standard Portfolio based on TESOL Standards

H. Highly Qualified Requirements for ESL-Licensed Teachers

I. Listserv Instructions

36

A. ESL ADLI Practicum Categories

Category A (one semester credit)

1. Teaching Experience Required: three years ESL, including at least one year at each level

(elementary and secondary)

2. Requirements

a. Two weeks in current position, observed by Hamline faculty for two hours

b. Formal lessons plans for observed lessons

c. Letter from a supervisor (such as a principal) for teaching at the level not observed by

Hamline faculty

d. Written assignments (see ESL Appendix)

Category B (two semester credits)

1. Teaching Experience Required: one-two years of ESL

2. Requirements

a. Three weeks at level of least experience, observed by Hamline faculty. Practicum must

be done with a licensed ESL teacher.


c. Letter from a supervisor (such as a principal) for teaching at the level not observed by

Hamline faculty

d. Written assignments (see ESL Appendix)

Category C (four semester credits)

1. Teaching Experience Required: two years of teaching experience, but less than one year of ESL

2. Requirements

a. Seven weeks of practicum, four weeks at level of least experience (based on level of

licensure and/or teaching experience), and three weeks at the other level.


c. Written assignments (see ESL Appendix)

Category D (six semester credits)

1. Teaching Experience: less than two years

2. Requirements

a. Four weeks at level of original license, six weeks at other level


c. Written assignments (see ESL Appendix)

BIED ADLI Practicum Categories

BIED practicum will be Category A if the requirement of one year of full-time BIED teaching has

been met, if not the practicum will be Category B.

Assessment of Prior Experience

Prior experience will be credited to your program in the following manner:

1. A school day consists of five student contact hours

2. A school year is nine months long.

3. A year of teaching consists of 800-900 student contact hours.

4. An ESL or Bied "class" consists of two or more students.

37

B. Hamline University ESL Lesson/Unit Design Frame/Template

Directions for ADLI University Supervisors:

1. The Hamline ADLI ESL teacher candidate will use Hamline’s ESL lesson/unit design

framework/template.

2. The Hamline ADLI candidate should contact her/his cooperating teacher and Hamline

University supervisor to make arrangements for how the lesson/unit should be sent

(including how far in advance).

3. The Hamline University supervisor will evaluate each lesson/unit plan and teaching

demonstration using the criteria in the final evaluation form.

4. Contact the ADLI University Supervisor with concerns or questions.

ADLI ESL Teacher Candidate Name: Lesson Title:

(K-12) Course name: Grade Level:

Topic: Day in Lesson Sequence:

Today’s Date:

Lesson Rationale: What is the central focus of the lesson? What is the purpose for the content you will teach? How are you

helping students build conceptual understandings, procedural fluency (if relevant), and critical thinking skills in this lesson? How will students make connections to other course content and to their experiences? What requisite skills do students need in order to access the lesson and participate fully? Where does this lesson fall within a learning sequence (What would come before? What will happen after?)?

Include a description of students’ language proficiency levels. Type here

Academic Language/Language Objectives: What language do you want students to be able to produce to demonstrate what they have learned in this lesson?

•Technical Vocabulary: What key vocabulary (“the bricks”) do you need to introduce/review with students and how will you engage students with that vocabulary in the lesson? Is this vocabulary being introduced, developed, or reviewed in this lesson?

o Type here • Academic language functions: What function is essential for students to engage in learning within your instructional purpose? (eg. analyze, compare/contrast, explain, interpret, argue, persuade, categorize, describe, predict, question, retell, summarize, justify with evidence )

o Type here • Language forms: What phrases and words (“the mortar,” language and phrases typically invisible to native speakers) do students need in order to engage with the content concepts?

o Type here • Interaction: What opportunities will you provide for students to interact with the new technical vocabulary, academic language function and language forms to develop fluency (written and/or oral)?

o Type here

Content Standards: (Minnesota State, Common Core, and/or National Standards, English Language Development Standards): Cite constellation of standards, using the numeric code reference as well as the text, that are the focus of this

lesson. If addressing only a part of a standard, italicize that part.

Cite specific language objectives. Type here

38

Content Objectives: What do you want students to be able to do as a result of this lesson. Use one of the following sentence

frames: Given (learning activities or teaching strategies), the learner(s) will (assessable action) in order to demonstrate (connection to standards). or Students will be able to (assessable action) by (evidence) or Students will be able to (assessable action).

Cite specific skill objectives. Type here

Assessment & Feedback

• Prior Knowledge Assessment: How have/will you formally and/or informally assess what students already know, think, or

can do relative to each objective? What misconceptions, alternative conceptions, or common errors does research show you could expect students to demonstrate related to the objectives? How will you plan to reveal and address misconceptions and common errors during the learning sequence?

Type here

• Formative Assessment: In what ways will you informally and formally monitor student progress towards the objectives

during the lesson? How will those assessments inform your teaching decisions during the lesson and in planning subsequent instruction? How will your students be able to use self-assessment and teacher feedback to deepen their understanding, refine their skills, and demonstrate subsequent growth?

Type here

• Summative Assessment: What culminating assessment(s) will students complete in the future that will allow you to

evaluate their final mastery of the objective(s)?

Type here

Provisions for Learning Differences: How does the design of instruction meet the needs of individual students and groups

of students with particular learning needs (English Language Learners, students with IEPs, students with 504 plans, underperforming students, students with gaps in academic knowledge, struggling readers, and gifted students in need of greater support or challenge)? What adaptations and modifications will you make for specific individuals or small groups of learners?

Type here

Materials: What materials will you need in order to teach this lesson? What materials will students need? **ATTACH ANY HANDOUTS, SLIDES, READINGS, ETC. NECESSARY TO COMPLETE THE LESSON.**

Type here

39

Learning Activities

Time Learning Activities For each section, clearly articulate:

What the teacher will be doing;

What students will be doing;

Directions that will be given (including time cues, getting materials, forming groups, determining roles, tasks to be completed, etc.)

Examples and/or information the teacher will provide;

Questions and prompts the teacher will pose before, during, and following completion of an activity to elicit student articulation of their learning;

Expected on and off-target student responses; planned teacher interventions;

Any additional information that a principal, mentor teacher, or substitute teacher would need to observe or to carry out the lesson flawlessly

Rationale For each learning experience (there may be multiple learning experiences within each section), clearly articulate: • why you selected this instructional

strategy; • how individual and group learning needs

are met, • what learning you want to result from the

experience.

Lesson Launch (Also know as a HOOK or anticipatory set) How will you motivate your students? How will you connect to your students’ previous experiences/background knowledge? How will you help students transition from the previous lesson to this one?

Type here

Type here

Instructional Task(s) Sequence What learning experiences will you engage students in that will help them build the understandings and skills needed to meet the content and language objectives?

Type here

Type here

Lesson Summary and Closure How will key points of the lesson be articulated and summarized? By whom? How will you help students transition to the upcoming lessons on this topic?

Type here

Type here

Management and Safety Issues: Are there management and safety issues that need to be considered when teaching this

lesson? If so, list them. What will you do to prepare students for these issues?

Type here

40

C. Written Assignments for ADLI ESL/BIED Practicum

1. Reflective Journal

Your reflective journal must contain at least one entry per week assessing and reflecting on your

practicum experience and including the feedback you receive from your cooperating teacher and

your Hamline University supervisor. In your journal, include the answers to these questions:

1. What language/ cultural issues do your students have?

2. What are you doing to address them?

3. Identify what is going well and why. Identify what could have been better and why.

4. Identify alternatives to what you did.

Your journal can contain reflection beyond the above questions, but must include answers to the

above questions. It should be at least two pages for every week of your Advanced Practicum

(assuming approximately 500 words/page).

2. Professional Development Plan (fill out at the end of your Advanced Practicum experience)

A. How would you rate yourself on your ability to teach ESL in the following areas? You are not

expected to be strong in all areas, and you will not be graded on this assessment. It will serve as

a basis for you to develop your Professional Development Plan for your post-licensure work.

Area very

strong strong fair

needs

work

Oral skills: pronunciation

Oral skills: error correction

Oral skills: speaking and listening

Pragmatics (meaning in context)

Semantics (meaning)

Sociolinguistics

Grammar

Spelling

Reading: teaching second language learners of all

age groups (learning to read and reading to learn)

Writing skills: process writing

Writing skills: error correction

Coordinating with mainstream curriculum

Teaching language through content

Language used in math

Text analysis

Other area you identify:

41

B. Write a professional development plan for the next two years. Reflect on your areas of strength

as well as areas in which you wish to become more competent. Make a list of goals, and plans to

reach those goals.

Ways to reach your goals may include:

· becoming active in a professional organization such a MinneTESOL and/or TESOL

· taking part in professional development offered by your employer or a university;

· enrolling in an MA program;

· networking with colleagues in your school and making a plan to work on a

particular issue;

· reading the literature and discussing issues with colleagues;

· Writing grants.

Your professional development plan should be at least two pages (approximately 1,000 words).

3. Curriculum Unit with Assessment of Student Learning Component

All professionals in education track student learning. We would like you to pay particular attention

to assessment of student learning in your Advanced Practicum placement.

A. Develop a unit (content-based whenever possible) that you actually teach and is at least

five lessons in length. Provide lesson plans and materials based on expectations/format set

out in the ESL Methods course.

B. Develop an assessment system that will demonstrate student learning by following these

steps:

1. Select one or more of the language objectives from your unit.

2. Develop and describe your pre-assessment of the selected objective(s). Include a

copy of any assessment tool that you used.

3. If you do any formative (during instruction) assessment, include a description of

that.

4. Describe your final, or summative assessment, including a copy of any tool that you

used.

5. Aggregate student results and report them.

6. Reflect on how students have responded in comparison to your expectations. What

modifications might you make if you were to teach this unit again?

42

D. Advanced ESL/BIED Hamline University Supervisor’s Practicum Evaluation

Student teacher: __________________________________________Date: _________________

Grade level (check one): ___elementary ___middle school ___high school ___adult

School Name______________________________ School District_______________________________

Street/City/Zip:_________________________________________________________________

Hamline Supervisor: ______________________Supervisor’s SSN________________

Street/City/Zip:_________________________________________________________________________

Return to: SLTL Dept, MS-A 1790, Hamline Graduate School of Education, 1536 Hewitt Ave. St. Paul, MN 55104 or email to

[email protected]

Evaluation Scale 3 = Exceeds Standard

2 = Meets Standard 1 = Approaches Standard NO = Not Observed

Circle the number that most closely corresponds to your judgment about the levels of competency and performance of

the ADLI teacher candidate. After each section is a space for comments.

Language

1.a.10 Demonstrate proficiency in English and serve as a good language model for ESOL students (for Bied teachers also a good model for the student's' L1).

3 2 1 NO

1.b.1 Provide rich exposure to English. 3 2 1 NO

1.b.2 Provide comprehensible input and scaffolding. 3 2 1 NO

1.b.3 Provide opportunities for meaningful interaction. 3 2 1 NO

1.b.4 Create a secure, positive and motivating learning environment. 3 2 1 NO

43

1.b.5 Understand and apply current theories and research in language and literacy development.

3 2 1 NO

1.b.6 Recognize and build on the processes and stages of English language and literacy development.

3 2 1 NO

1.b.7 Recognize the importance of ESOL students’ home languages and language varieties and build on these skills as a foundation for learning English.

3 2 1 NO

1.b.8 Understand and apply knowledge of sociocultural and political variables to facilitate the process of learning English.

3 2 1 NO

1.b.9 Understand and apply knowledge of the role of individual learner variables in the process of learning English.

3 2 1 NO

1.b.10 Provide appropriate instruction and feedback. 3 2 1 NO

1.b.11 Help ESOL students to communicate in socially and culturally appropriate ways. 3 2 1 NO

1.b.12 Help ESOL students develop academic language proficiency. 3 2 1 NO

Comments:

Culture 2.b.3 Understand and apply knowledge about the impact of students’ socioeconomic

status, race, religion, class, national origin, disability, and gender on learning and teaching ESL.

3 2 1 NO

Comments:

44

Planning, Implementing, and Managing Instruction 3.a.1 Plan standards-based ESL and content instruction. 3 2 1 NO

3.a.2 Create environments that promote standards-based language learning in supportive, accepting classrooms and schools.

3 2 1 NO

3.a.3 Plan students’ learning experiences based on assessment of language proficiency and prior knowledge.

3 2 1 NO

3.b.1 Organize learning around standards-based subject matter and language learning objectives.

3 2 1 NO

3.b.2 Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn about content-area material.

3 2 1 NO

3.b.3 Provide activities and materials that integrate listening, speaking, reading, and writing.

3 2 1 NO

3.b.4 Develop students’ listening skills for a variety of academic and social purposes. 3 2 1 NO

3.b.5 Develop students’ speaking skills for a variety of academic and social purposes. 3 2 1 NO

3.b.6 Provide standards-based instruction that builds upon students’ oral English to support learning to read and write.

3 2 1 NO

3.b.7 Provide standards-based reading instruction adapted to ESOL learners. 3 2 1 NO

3.b.8 Provide standards-based writing instruction adapted to ESOL learners. Develop students’ writing through a range of activities, from sentence formation to expository writing.

3 2 1 NO

3.c.1 Select, adapt, and use culturally responsive, age-appropriate, and linguistically accessible materials.

3 2 1 NO

3.c.2 Select materials and other resources that are appropriate to students’ developing language and content-area abilities, including appropriate use of L1.

3 2 1 NO

3.c.3 Employ an appropriate variety of materials for language learning, including books, visual aids, props, and realia.

3 2 1 NO

3.c.4 Use appropriate technological resources to enhance language and content-area instruction for ESOL students (e.g. Web, software, computers, and devices).

3 2 1 NO

3.c.5 Use software and Internet resources effectively in ESL and content instruction.

3 2 1 NO

Comments:

45

Assessment 4.b.3 Understand, develop, and use criterion-referenced assessments appropriately

with ESOL learners.

3 2 1 NO

4.b.4 Understand, construct, and use assessment measures for a variety of purpose for ESOL students.

3 2 1 NO

4.b.5 Assess ESOL learners’ language skills and communicative competence using multiple sources of information.

3 2 1 NO

4.c.1 Use performance-based assessment tools and tasks that measure ESOL learners’ progress toward state and national standards.

3 2 1 NO

4.c.2 Use various instruments and techniques to assess content-area learning (e.g., math, science, social studies) for ESOL learners at varying levels of language and literacy development.

3 2 1 NO

Comments:

46

E. TESOL Pre-K – 12 Teacher Standards

Domain: Language

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.

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.

Domain: Culture

2.a. 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.

Domain: Planning, Implementing and Managing Instruction

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.

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.

3.c. Using Resources 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.

Domain: Assessment

4.a. Issues of Assessment for ELLs

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.

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.

47

4.c. Classroom-Based Assessment for ELLs

Candidates know and can use a variety of performance‐based assessment tools and

techniques to inform instruction for in the classroom.

Domain: Professionalism

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.

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.

48

F. Instructions/sample/draft copy for TESOL Standards Index

Instructions:

Review assignments that you have completed during your ESL coursework as well as lessons and

assignments that you have created during your practicum and teaching. Read the descriptions of

the TESOL Pre-K-12 Teacher Standards, and decide which standard your various items (papers,

projects, curriculum units, lessons etc.) meet. Many assignments will fit into more than one

category. Organize your portfolio items accordingly and fill in the index (use the form on the next

page as a sample).

When you have finished Advanced Practicum and this portfolio, make an appointment with your

advisor and present your portfolio. Your advisor may ask you to explain why each item shows

that you have competence in the standard. She will also ask you to give concrete examples of

how you have applied your knowledge related to these standards in teaching ELs. Your advisor

will keep a copy of the index, and you will take your portfolio home with you.

You must get a “meets” or “exceeds” on 80% of the standards to pass this assessment. Any

standard that does not warrant a “meets” or “exceeds” assessment must have an “approaches”

designation in order to pass the assessment.

Sample: Please fill in the index as shown below providing the course number and the title of the

assignment. If you don’t recall the title of the assignment, create one that describes it.

TESOL Standard/Assignment in which standard was addressed

1b. Language Acquisition and Development __ESL 7776 SLA philosophy paper__

“Approaches” means that you have knowledge about the standard.

“Meets” means that you are able to apply your knowledge about the standard to your teaching.

“Exceeds” indicates that you have taken a leadership role among colleagues related this standard.

49

G. ESL and BiEd Second Licensure Standard Portfolio based on TESOL Standards

Name_______________________________ Date Submitted____________________________

TESOL Standard and Assignments/projects in which standard was addressed. You may use an

assignment for more than one category. (Include number or name of course in which the

assignment was completed.)

Language

1.a. Language as a System

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Approaches___________ Meets______________ Exceeds _______________ Standard

1.b. Language Acquisition and Development

________________________________________________________________

________________________________________________________________

________________________________________________________________


Culture

2.a. Culture as it Affects Student Learning

________________________________________________________________

________________________________________________________________

________________________________________________________________


50

Planning, Implementing and Managing Instruction

3.a. Planning for Standards - Based ESL and Content Instruction

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


3.b. Implementing and Managing Standards-Based ESL Content and Instruction

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


3.c. Using Resources Effectively in ESL and Content Instruction

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


51

Assessment

4.a. Issues of Assessment for ESL

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


4.b. Language Proficiency Assessment

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


4.c. Classroom-Based Assessment for ESL

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


52

Professionalism

5. a. ESL Research and History

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


5.b. Professional Development Partnerships and Advocacy

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


If an ADLI teacher candidate does not approach a standard or higher, he or she will have to redo

it.

This ADLI teacher candidate has____ /has not_____ successfully completed Advanced

Practicum and the exit portfolio and is recommended_____ / not recommended______

for licensure.

Signature of Hamline Supervisor or Faculty ____________________________

Date ____________________________

53

H. Highly Qualified Requirements for ESL-Licensed Teachers

A teacher holding Minnesota ESL licensure can provide credit-bearing instruction to LEP-identified

students in core content areas if the teacher is “highly qualified” in the core content area. A

teacher can be considered highly qualified by completing one of the following in each core area

taught:

Praxis II core content test

Academic major in a core content area

Full licensure in the core content area

HOUSSE – if eligible, see MN Plan

www.education.state.mn.us Click on Teacher Support >Educator Licensing>Highly

Qualified Teacher Requirements

An ESL-licensed teacher hired as a new teacher to Minnesota (even though the teacher may have

had prior teaching experience in another state), may no longer use the HOUSSE option unless

he/she is a multi-subject secondary teacher in a school district officially identified in this

document as an “eligible rural district.”

A teacher is considered “new to the profession” until he/she has taught a minimum of one school

year. To clarify, for ESL new teacher means: a current teacher with a new ESL license or a newly

hired teacher with a new ESL license

A “not-new” ESL-licensed teacher who was employed when the HOUSSE process was in place

may become highly qualified in a core content area if eligible using the district’s HOUSSE process.

The district must ensure that the curriculum of the core content class taught by the ESL-licensed

teacher who is highly qualified in the core content area is fully aligned to the class as taught in

the mainstream to assure adequate coverage of the content standards. If a school district grants

credit in a core academic subject taught by an ESL-licensed teacher to LEP-identified students,

the teacher must be “highly qualified” for that core academic subject.

Please note: the highly qualified provision does not apply to content based (or theme based) ESL

classes as part of the regular ESL program. Individuals must be licensed in ESL in order to

provide ESL services.

April 2, 2008

54

I. Listserv Instructions

Hamline University

Second Language Teaching & Learning

ESL/Bied/TEFL

We have created a mailing list for your use in the ESL and TEFL programs at Hamline University.

The mailing list will be used primarily for sending announcements of interest to those in the

program, including general class announcements and job postings.

You may subscribe to the list by sending the following subscribe command to

[email protected]

subscribe esl-tefl “Your Name”

Once you have submitted your information, an email will be sent to you

so that you can confirm your subscription. This is to ensure you are not

subscribed by another person.

Additional Minnesota teacher and administrator job postings can be found at MASA Jobsite Online

(MASA) http://www.mnasa.org

i Language demands include: language function, vocabulary, syntax, and discourse (organizational structures, text structure, etc.). ii Language function refers to the learning outcome (verb) selected in prompt 4a (e.g., categorize, describe…).

Advanced Practicum Handbook

Documents

Transcript of Advanced Practicum Handbook