Professional Documents
Culture Documents
The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s)
he or she teaches and can create learning experiences that make these aspects of subject matter
meaningful for students.
Rationale
Cambell, Cignetti, Melenyzer, Nettles & Wyman (2007) say that an effective teacher
plans instruction based on four factors: 1) subject matter, 2) individual needs of learners, 3)
community needs, and 4) curriculum goals (p.49). I took FL561 Teaching Second Languages:
Theory into Practice in the fall of 2009 with Dr. Joanne Burnett. One of our first assignments
was to learn about our field by utilizing four exploratory tasks outlined in Shrum and Glisan’s
book “Teacher’s handbook: Contextualized language instruction”. The tasks were: 1) to learn
about your national language-specific organization and your state language association, 2) to
learn about your regional language conference, 3) to familiarize yourself with foreign language
resources ( I checked out CARLA, which has resources for ESL teachers) and 4) to compare
organization, TESOL (Teaching English to Speakers of Other Languages) and my state language
extremely educational. The third task, familiarizing yourself with foreign language resources, led
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Standard 7 – Instructional Planning Skills Artifact 1 Joely Rogers
Acquisition), which contains a wealth of resources for foreign language and ESL teachers and
provides access to the most current research on language teaching and 2nd language acquisition.
The final task required us to compare teacher standards across the career continuum in these
the TESOL, NBPTS (National Board for Professional Teaching Standards) and the state of Texas
ESL teacher standards. This comparison exercise was a serious learning experience. I discovered
current level and determine what specific areas needed improvement. I feel this type of exercise
is priceless to a pre-service teacher, who is not quite sure what is expected of her on the job.
Standard 7 – Instructional Planning Skills says that the teacher should understand the
central concepts, tools of inquiry, and structure of the discipline she teaches, so that she can
create meaningful learning experiences for her students. I have included this artifact, Learning
about your Field: Four Exploratory Tasks, because I feel it demonstrates my efforts to learn
about the field of teaching English as a second language. During this task I was exposed to the
resources and professional expertise I need to skillfully plan and implement meaningful
instructional activities, which will support the individual needs of my students, while meeting the
needs of the community and upholding the goals of the national and state curriculum for ESL.
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Standard 7 – Instructional Planning Skills Artifact 1 Joely Rogers
References
Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H. & Wyman, R.M. (2007).
How to develop a profession portfolio (4th ed.). Boston, MA: Pearson Education.
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Standard 7 – Instructional Planning Skills Artifact 1 Joely Rogers
Tasks
Task One
Learning about your national language-specific organization and your state
language association
TESOL: TESOL's mission is to develop and maintain professional expertise in English language
teaching and learning for speakers of other languages worldwide.
Texas TESOL: Texas TESOL's mission is to develop and maintain professional expertise in
English language teaching and learning for speakers of other languages worldwide. (The same
as TESOL.)
2. How do you join each organization? What is the cost of joining and what are
the member benefits (e.g., publications received, discounts on conference
attendance)?
TESOL: You can join TESOL online or by filling out a membership application and mailing with
payment. The annual membership dues are $95 ($35 for full-time students).
Texas TESOL: You can join Texas TESOL by filling out a membership application and mailing
with payment. The annual membership dues are $15 ($10 for students).
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Standard 7 – Instructional Planning Skills Artifact 1 Joely Rogers
I joined Texas TESOL last year. Aside from attending last year’s Texas TESOL conference, I
have not had the time to participate in any of their local meetings. Texas TESOL appears
useful for networking and professional development opportunities (serving on the board,
etc.).
I believe the main reasons for joining TESOL would be access to information, and discounts
on the annual convention (which will be in Dallas in 2013) and educational programs.
Task Two
Learning about your regional language conference – Dr. Burnett, on the
Teacher’s Handbook website it lists the Southwest Conference on Language
Teaching as the regional conference for Texas. However, this conference is for
FOREIGN language teaching and I’m in TESOL. I’m sticking with the Texas
TESOL for the Task Two info.
1. What is the name of your regional conference(s) and where are the
headquarters?
Texas TESOL is divided into 5 regions – I, II, III, IV and IV. I am in region V, which is
headquartered in Dallas,
The Texas TESOL V conference will be held on October 3, 2009 at Brookhaven College in
Dallas, Texas. [I plan on attending.]
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Standard 7 – Instructional Planning Skills Artifact 1 Joely Rogers
3. What services and/or resources does the conference offer to teachers (e.g.,
publications, teaching materials, job announcements)?
I’m not sure what this year’s Texas TESOL V offers as the schedule is not posted yet, but last
year’s state conference offered discounted books and software, free demonstration classes on
teaching software, and half-day workshops (for an additional fee).
4. How might your attendance at this regional conference enable you to gain a
broader perspective of the foreign language profession?
Last year Dallas hosted a state conference for all five regions. It was a great experience. I
was able to attend a number of presentations on various topics such as: language anxiety,
phonetics, and cultural experiences of ESL students. I also attended a workshop called “An
Introduction to Teaching Accent Reduction” led by Leslie Neal of Brookhaven College. I
enjoyed the workshop so much I asked Ms. Neal if I could sit in on one of her classes. It was
a great experience and she invited me to do my practicum in her class when I take FL694.
This year will be my first region V conference. It will be a much smaller conference lasting
only one day. I suspect this conference will be a good opportunity to network with practicing
ESL teachers.
Task Three
Familiarizing your self with foreign language resources
Go to the Teacher’s Handbook Web site and visit the Web site of one of the resources listed in
the chapter that most interests you. List three to five ways in which this resource can provide
valuable assistance to foreign language teachers.
I selected CARLA – the University of Minnesota Center for Advanced Research on Language
Acquisition - http://carla.acad.umn.edu/ and have joined their email/mail list.
• Access to Research – topics include pragmatics & speech arts, ESL and a working paper
series (fee).
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Standard 7 – Instructional Planning Skills Artifact 1 Joely Rogers
Task Four
Comparing teacher standards across the career continuum
Go to the Teacher’s Handbook Web site and access the links to the Web sites for the following
three sets of foreign language teacher standards: ACTFL/NCATE or TESOL/NCATE, INTASC,
NBPTS. Then find the foreign language/ESL teacher standards for the state in which you reside.
Compare these sets of standards in the following areas of teacher performance.
I compared the TESOL, NBPTS and the state of Texas ESL teacher standards.
Texas – (Standard I) The ESL teacher understands fundamental language concepts and knows
the structure and conventions of the English language.
Cultural Understanding:
TESOL – (Identity and Context Standard) Teachers understand the importance of who learners
are and how their communities, heritages and goals shape learning and expectations of learning.
Teachers recognize the importance of how context contributes to identity formation and therefore
influences learning. Teachers use this knowledge of identity and settings in planning, instructing,
and assessing.
Texas – (Standards II & V) The ESL teacher has knowledge of the foundations of ESL education
and factors that contribute to an effective multicultural and multilingual learning environment.
The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic
content, language, and culture.
Instructional Strategies:
TESOL – (Planning and Instructing Standard) Planning - Teachers plan instruction to promote
learning and meet learner goals, and modify plans to assure learner engagement and
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Standard 7 – Instructional Planning Skills Artifact 1 Joely Rogers
achievement. Instructing - Teachers create supportive environments that engage all learners in
purposeful learning and promote respectful classroom interactions.
Texas – (Standard IV) The ESL teacher understands ESL teaching methods and uses this
knowledge to plan and implement effective, developmentally appropriate ESL instruction.
TESOL – (Assessment Standard) Teachers recognize the importance of and are able to gather
and interpret information about learning and performance to promote the continuous intellectual
and linguistic development of each learner. Teachers use knowledge of student performance to
make decisions about planning and instruction ‘on the spot’ and for the future. Teachers involve
learners in determining what will be assessed and provide constructive feedback to learners,
based on assessments of their learning.
Texas – (Standard VI) The ESL teacher understands formal and informal assessment procedures
and instruments (language proficiency and academic achievement) used in ESL programs and
uses assessment results to plan and adapt instruction.
Professionalism:
Texas – (Standard VII) The ESL teacher knows how to serve as an advocate for ESL students
and facilitate family and community involvement in their education.