ACTFL/NCATE Standards - caepsite.orgcaepsite.org/events/Fall2012/SPA_D.pdf · ACTFL/NCATE Standards...
Transcript of ACTFL/NCATE Standards - caepsite.orgcaepsite.org/events/Fall2012/SPA_D.pdf · ACTFL/NCATE Standards...
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ACTFL/NCATE Standards
Dr. Judith L. Shrum
ACTFL SPA Coordinator
American Council on the Teaching of Foreign Languages (ACTFL)
ACTFL Executive Director: Marty Abbott
ACTFL SPA contact: Judith Shrum, [email protected]
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ACTFL developed the ACTFL/NCATE standards in 2002. These standards are aligned with
National student standards for foreign languages
INTASC Standards for beginning teachers
National Board for Professional Teaching Standards for accomplished teachers
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NCATE Standards:
Are performance-based – radical departure from input-based system
Focus on what teacher candidates should know, be able to do, & be disposed to do
Require institutions to show candidate performance data
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Components of Successful Programs
Development of proficiency, especially oral
Ongoing assessment of proficiency
Language, linguistics, culture, & literature components
Methods course: on teaching of foreign languages, taught by qualified faculty
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Program Components cont’d.
Early field experiences in foreign language classrooms
Field experiences supervised by qualified faculty
Opportunities for candidates to experience and use technology
Opportunities for structured study-abroad/immersion experiences
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ACTFL/NCATE PROGRAM STANDARDS FOR THE PREPARATION OF FOREIGN LANGUAGE TEACHERS
www.actfl.org
Six content standards
Sixteen supporting standards
Supporting explanations
Rubrics
Sample evidence
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Program Standards Describe:
Knowledge of foreign language content and pedagogy
Skills in teaching (planning, assessing, etc.)
Dispositions (attitudes, beliefs about foreign language teaching and professional growth)
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Language, Linguistics,
Comparisons
1.a Demonstrating language proficiency
1.b Understanding linguistics
1.c Identifying language comparisons
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Cultures, Literatures, Cross-Disciplinary Concepts
2.a Demonstrating cultural understandings
2.b Demonstrating understanding of literary and cultural texts and traditions
2.c Integrating other disciplines in instruction
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Language Acquisition Theories and Instructional Practices
3.a Understanding language acquisition and creating a supportive classroom
3.b Developing instructional practices that reflect language outcomes and learner diversity
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Integration of Student Standards into Curriculum and Instruction
4.a Understanding and integrating student standards in planning
4.b Integrating student standards into instruction
4.c Selecting and designing instructional materials
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Standards for Foreign Language Learning in the 21st Century (2006) [SFLL, Five Cs, for students]
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Assessment of Languages and Cultures
5. a Knowing assessment models and using them appropriately
5. b Reflecting on assessment
5. c Reporting assessment results
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Professionalism
6. a Engaging in professional development
6. b Knowing the value of foreign language learning
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Rubrics
Exceeds standard: in depth knowledge / systematic approach to teaching
Meets standard: knowledge / teaching performance at a satisfactory level
Approaches standard: awareness level
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Required Assessment #1: Content Knowledge
Data from licensure tests or professional examinations of content knowledge
Standards 1 and/or 2
If licensure tests/professional examinations not required by state, describe assessment used.
E.g., PRAXIS II
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Required Assessment #2: Content Knowledge
Assessment of content knowledge in the languages to be taught ACTFL standards 1, 2
Comprehensive examinations that address candidate performance in communication, culture, and/or interdisciplinary content
Portfolio evidence of interpretive/presentational tasks
Grades
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Use of Grades http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedu
res/DocumentingCourseGrades/tabid/456/Default.aspx
1. Description of courses, rationale for selection & alignment of courses w/ACTFL/NCATE standards and analysis of grade data
2. Alignment with ACTFL/NCATE Standards critical!
3. Advising sheet for courses transferred into MA w/alignment
4. Grade policy & minimum expectations
5. Data tables, grade distributions, mean course grades, consistent N
Assessment #1 (if there is no state test), #2, or an optional assessment
Required courses only: all courses in major, a cluster of courses, or 1 course (with curriculum requirements, course numbers, titles & 2 sentence descriptions) if title is unclear, match Program of Study
Composite GPA Include grade policy, minimum
expectations, definitions of grades
Disaggregate by program (BA/MA); licensure category (language); program site
NOT syllabi
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Required Assessment #3: Candidate Ability to Plan Instruction
Assessment that demonstrates candidates can effectively plan classroom instruction ACTFL Standards 3, 4, 5
Ex: lesson / unit plans, individualized educational plans, needs assessments, intervention plans
Assessment gathered in methods/student teaching
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Required Assessment #4: Assessment of Student Teaching
Assessment that demonstrates candidates’ knowledge, skills, and dispositions are applied effectively in practice
ACTFL Standards 3, 4, 5, and 6
Submit assessment instrument used in student teaching or internship
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Required Assessment #5: Candidate Effect on Student Learning
Assessment that demonstrates candidate effects on student learning
ACTFL Standards 3, 4, 5
E.g., Assessments based on teacher work samples, portfolio tasks, case studies
Data gathered from student teaching and other field experiences
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Required Assessment #6: Candidate Oral Proficiency
Assessment that demonstrates candidates’ oral proficiency
Submit results of an official version of the OPI (www.languagetesting.com and select NCATE)
Minimal Advanced Low expectation must be explicitly stated as a program requirement (Intermediate High for Arabic, Chinese, Japanese, Korean)
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What is Advanced Low? Speakers Are Able to:
Narrate & describe in present, past, future time frames
Speak in a connected paragraph
Handle successfully a situation that has an unexpected turn of events
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Assessment #6: Evidence
Requirement for the OPI with AL proficiency is in place (i.e., in catalog)
Standard may be met even if all candidates are not at AL provided that a remediation plan is included.
The OPI is administered is an official option, i.e., through Language Testing Int’l (www.languagetesting.com).
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Required Assessment #7: Focus on ACTFL Standards
Additional Assessment that addresses ACTFL Standards Institutional choice of assessment that
provides evidence of program’s addressing standards
ACTFL Standard 6: Professional development experiences, memberships in professional organizations, conference attendance by teacher ed candidates
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Additional Assessment #8: Focus on ACTFL Standards (Optional)
Additional Assessment that addresses ACTFL Standards
E.g., Evaluations of field experiences, case studies, portfolio tasks
Report on participation in and outcomes for study abroad programs
Community outreach
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To view and download the sample assessments from the ACTFL website www.actfl.org
Go to Home/About ACTFL/Special Projects/NCATE/Appendices to the Program Report
Appendix F: Sample Assessment #1 (Content Knowledge) Appendix G: Sample Assessment #2 (Content Knowledge) Appendix H: Sample Assessment #3 (Planning
Classroom-Based Instruction) Appendix I: Sample Assessment #4 (Evaluation of Student Teaching) Appendix J: Sample Assessment #5 (Effect on Student
Learning)