University of California Berkeley

Department of Spanish and Portuguese

Spanish Language Instruction

GSIs’ Handbook
 University of California, Berkeley
Department of Spanish and Portuguese
Spanish Language Instruction

GSIs’ Teaching Responsibilities

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 University of California, Berkeley
Department of Spanish and Portuguese
Spanish Language Instruction

GSIs’ Teaching Responsibilities

A. Teaching Load:
GSI workload is 20 hours per week for 9 months, and includes class hours, class
preparation, evaluation and grading of homework, exams and compositions, preparation of
weekly and daily lesson plans, assignments, tests, office hours and
administrative/pedagogical meetings as required for Spanish 302 course (see below).
Since the 20-hour per week workload constitutes average, it is expected that some
fluctuation above or below that number may take place throughout the term. It is each
GSI’s individual responsibility to control his/her time so as to avoid going over the 20-hour
limit. If a GSI regularly exceeds the 20-hour per week workload, then he/she should
consult with the designated supervisor.

Approximate distribution of time during a typical week:

Contact hours 5 (3 if Sp. 21, 22 or 25)

Class preparation 5
Office hours 2
Evaluating and grading 5-7
Meetings 1

B. Courses required:
1. Each GSI teaching for the first time in the Spanish and Portuguese Department is
required to take Spanish 375, Teaching Spanish in College. Attendance to all
sessions of this course is mandatory.

2. Each semester that GSIs teach, they must enroll in Spanish 302. The course is
scheduled Friday’s from 2:00-5:00 p.m. and all instructors are required to be
available during this time period. Spanish 302 is a practicum with required meetings
to discuss administrative and pedagogical matters related to the course the GSI is
teaching. A satisfactory performance grade is contingent on the instructor performing
all obligations related to his/her teaching in a professional manner.

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C. Requirements for a satisfactory grade in Spanish 302:
All instructors enrolled for Spanish 302 must comply with the requirements listed below.
Failure to abide by the requirements and policies will be noted in writing and placed in the
instructor’s file, and will result in an unsatisfactory grade:

1. From the beginning to the end of the semester:

Instructor is officially employed from the fist day through the last day of the
semester (inclusive). S/he must be available on the first day of the semester as
stated in the letter of hire, and check his/her email or mailbox for any assigned
administrative or teaching duties. The meetings and trainings during the first week of
each semester are mandatory. Except for academic holidays, the instructor is on duty
and may be assigned responsibilities related to instruction (period between the end of
classes and the date of the final exam).

While we expect to meet the stated deadlines for turning in grades, problems may
arise that require new schedules and new deadlines. The instructor is required to be
available if this happens, and should keep this in mind when making travel plans for
the end of the term, as the Department cannot accommodate individuals who make
different plans and do not allow for this contingency.

At the end of the semester, the instructors must turn in to their designated Supervisor
the evaluation rubric of the oral exams and final exams. The gradebook in bCourses
(same as “assignments”) must be updated with the corresponding grades for each item
stated in the syllabus.

Instructors are officially through with their duties once they have met with their
Supervisor to discuss grades, turn in all materials listed above, and post approved
grades in CalCentral.

2. During the semester

ADMINISTRATIVE ASSIGNMENTS:
a. Administer and grade exams and assess student written and oral performance
according to established guidelines.

b. Collaborate in the preparation of departmental exams. Follow instructions and

format requested. Meet all deadlines for submitting/revising exams and other
materials to course leader and/or other designated supervisors.

c. Participate in all meetings called by your Supervisor to discuss exams and/or

teaching matters.

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d. Obtain approval from your supervisor before using movies, inviting guest speakers
or assigning extra activities (i.e. talks) which do not appear on the syllabus. If you
choose to use copyright materials, you must include the complete citation.

e. Keep records of attendance and maintain updated grades in bCourses without

modifying the template. Each item of the grade must be updated at all times in
“assignments” in bCourses: unit exams, quizzes, compositions (first and second
drafts), homework and assigned written work including “talleres de escritura”.

f. If a student has a problem with his/her grade, the instructor must talk to the student
first, and then, the supervisor will meet with the individual instructor. This
procedure has an important function of maintaining a consistent standard and rigor
throughout multiple-section courses. It is also part of the instructor’s pedagogical
supervision and training.

g. Arrive on time at your Supervisor’s office to pick up final exams and receive any last
minute instructions for final examinations. All instructors must be at the specified
location to proctor their final examination and also attend specified grading session
for the final exam.

No one may be excused from proctoring or attending all grading sessions unless
s/he has a final examination scheduled during that period of time. S/he will be
excused to take the scheduled exam and will then return to the grading session.
Your supervisor(s) must be informed ahead of time.

h. The instructor must check his/her mailbox and email twice a day during the
semester. Respond appropriately, and in a timely manner to all communications
from the Director or Assistant Director.

CLASSROOM MANAGEMENT:
a. Teach the course to which you are assigned, following established policies and
guidelines. All classes are to be taught in the assigned classroom (or language
lab/media services room) and can’t be taught off campus or outdoors. Classes
taught in the Language Center must be approved by the Director or Assistant
Director.

b. Begin and finish your class on time.

c. Keep posted office hours every week. Each GSI is required to hold two office
hours per week, each office hour on different days.

d. All teaching absences (whether one day or more) must be preauthorized by the
Director. You must notify your Supervisor of all substitutions.
 If you are ill and cannot teach your class, find a substitute among your colleagues
and inform the Director who will be teaching your class.

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 If you have an emergency, call the Department and ask the staff person to whom
you talk to leave the information in writing in your Supervisor’s mailbox. Also, notify
by email the Director with copy to the assistant director.
 All substitutes must be currently teaching in the Department of Spanish and
Portuguese. In every case, the Supervisor must be notified who will be
substituting for you.

e. Classes cannot be canceled unless you get previous authorization by the

Director. Do not cancel class for attending job interviews, for personal vacation,
days previous to holidays, or at the end of the semester because you need fewer
than the assigned days to administer oral exams. Oral exams should be
administered during class time in your classroom on the days assigned in the
syllabus. If you have a small class and require only 3 days to administer oral
exams, then you should hold class hours to allow students to practice work they
have learned over the semester. Class time may not be cancelled because the
instructor is holding a review session closer to the final. During the RRR week,
review session is always optional and is over and above class instructions days.
These sessions do not replace class hours.

f. Consult with your designated Supervisor when unforeseen classroom management,

difficulties or potential problems with students arise.

INTERACTION WITH STUDENTS:

a. Use no English in the classroom, and gently but firmly discourage your students
from interacting in English or other language different from Spanish.

b. Make your expectations of students clear. Hold your students accountable: Make
sure they understand in advance the consequences if they do not work within the
parameters you set. Follow through and be consistent.

c. Notify in advance, any student who is in danger of failing or who is close to the limit
of absences.

d. Follow the composition rubrics and give students the necessary feedback on their
compositions, so they know what areas to improve.

e. Be vigilant with regard to cases of cheating and plagiarism. Report these cases to
you Supervisor. Confront students as diplomatically as possible.

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 Testing and Grading Basic Procedures

1. Creation of common tests: All instructors including GSIs will participate in the creation of
common tests, for the course they are teaching. When making the tests, instructors will
collaborate in pairs or trios with the supervision of the Director or Assistant Director. The
assigned instructors are responsible for turning in their work in a well formatted electronic
version of the exams to the supervisor by the due date agreed upon in advanced. All
instructors are responsible for reviewing the exam and giving feedback to their colleagues.
The Director or Assistant Director will change or request changes, and approve the final
version of the test.

2. “Assignments” in bCourses (gradebook): After every assignment, test, quiz, etc. instructors
will enter the corresponding grades following the pre-determined time period.

 Unit Tests grades are due no later than 72 hours after test has been
administrated.
 Composition grades are due no later than 9 days for the first version and 7 days
for the second version after the composition has been submitted.

3. Rescheduling class tests: Test must be administered to the class the day specified in the
syllabus. Individual students, i.e. athletes, may only make up a test at another time if they
provide proper documentation (a letter from the couch indicating the dates the student will
be absent). Discuss the situation with the Director or Assistant Director beforehand.

4. Grades:
Grade Rounding: Grades on course assignments and examinations determined by
percentages involving decimals SHOULD NOT BE ROUNDED. For example a score of
87.34% should be recorded as 87.34%, not 87%. A score of 87.66% should be recorded as
87.66%, not 88%. This policy also applies to final course grades.

Extra Credit: There are to be NO EXTRA CREDIT ASSIGNMENTS, under any

circumstances.

5. Final exams: You should announce in the first week of classes that there is a final examination
at the time indicated by the official examination schedule of the University. Only those
students who have another officially scheduled final exam at the same hour as the regular
exam will be permitted to take the conflict exam. Verification will be required for all cases
by requesting a print out of his/her current class list. It is the responsibility of the instructor
to provide the names and SINs of the students taking a make-up final exam to the Director
and the Assistant by the third week of classes. The conflict exam does not apply to other
language final exam conflict.

6. Compositions: All sections will have common composition topics. Compositions must be
corrected with the composition-grading rubric. The grades of the composition will be based
on the process of writing and not on the final version exclusively. For this reason, the
instructor must to assign a grade to each version of the composition.

7. Oral exams. Oral exams must be administered to the class in the classroom and during the
days specified in the syllabus. Detailed procedure and format for each course will be
discussed with the Director or Assistant Director. All instructors will follow same
procedures.
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 Participation Grade and Attendance
Spanish 1- 4 and 21-22
ATTENDANCE:

The attendance policy is very strict. If a student misses one class during the first two
weeks, he or she will be dropped from the course. If necessary, after the second week
of classes, the student may be absent three times (for 5 days courses) or 2 times (for 3
day courses) during the semester without his or her grade being affected.
If students miss class more than three times, the final grade will be lowered 2% per
each additional absence. A student with twelve or more unexcused absences will
receive an F in the course. Being late twice will count as one absence.

 An example of the final grade penalty for excessive absences: A student

accumulates 5 absences during the semester. The first three do not count against
the student. The additional two absences will result in 4% being subtracted from the
final grade. Therefore, the student’s proposed final grade of 93 will be lowered to an
89.28 (93 final grade x 4% (2 absences) ÷ 100 = 89.28).
 We consider tardiness when a student arrives late, leaves early or is not in class for
at least 40 minutes. Two tardies count as one absence.
 Athletes or musicians, who may be absent more than 3 times, must present to the
instructor an official print schedule at the beginning of the semester.

IN-CLASS PARTICIPATION:

The quality of students’ oral performance includes the extent and willingness of the
students’ participation, preparedness of assigned material for that day, pronunciation,
fluency, attempted use of new structures and vocabulary, careful listening and responding
appropriately to your peers and volunteering when the instructor asks for comments or
opinions. Absences will lower the participation grade. If a student is not present, s/he can’t
get a participation grade. Participation grade is individual and will be based on the
students’ preparation and performance during the semester. For the final participation
grade, instructors will take into consideration the self-evaluation guide and his/her own
assessment of each student’s participation.

Self-Evaluation Guide
0 Absent or in class, but speaks English
1 In class for entire period, but falls asleep or is otherwise inattentive.
2 In class, but does not participate; or arrives late or leaves early
3 In class for 100% of class time, participates in small group activities, but does not
participate voluntarily in class discussions.
4 In class 100% of class time, participates, participates voluntarily in small group activities
and class discussions
5 In class for 100% of class time, preparation is evident, voluntary participation in small
group activities and class discussions, language use is of very good quality, clear
communication of ideas.

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 ********** For your students ******
Participation grade

How absences affect your grade:

Keep in mind that if you miss one class during the first two weeks you will be dropped
from the course. If necessary, after the second week of classes, you may be absent
three times during the semester without your grade being affected. More than three
absences will mean the subtraction from your final grade in the course of two percent per
additional absence.

 An example of the grade penalty for excessive absences: A student accumulates 5

absences during the semester. The first three do not count against the student. The
additional two absences will result in four points being subtracted from the final
grade. Therefore, the student’s proposed final grade of 93 will be lowered to an
89.28.
 Athletes or musicians, who may be absent more than 3 times, must present to the
instructor an official print schedule at the beginning of the semester.

Punctuality is essential for this course. Please note that being late twice will count as one
absence. Tardies will also affect your participation grade.

Participation grade is individual and will be based on your preparation and performance
during the semester. For the final participation grade, your instructor will take into
consideration your self-evaluation and his/her own general assessment of your
participation and progress in class.

Here is a guide to keep in mind when completing your self-evaluation. Be honest when
writing your participation grade.

Self-Evaluation Guide
0 Absent or in class, but speaks English
1 In class for entire period, but falls asleep or is otherwise inattentive.
2 In class, but does not participate; or arrives late or leaves early
3 In class for 100% of class time, participates in small group activities, but does not
participate voluntarily in class discussions.
4 In class 100% of class time, participates, participates voluntarily in small group activities
and class discussions
5 In class for 100% of class time, preparation is evident, voluntary participation in small
group activities and class discussions, language use is of very good quality, clear
communication of ideas.

************ ************** ****************

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 SUPERVISION OF SPANISH GRADUATE STUDENT INSTRUCTORS

The supervision of your work as an instructor of Spanish exists in order to help you
develop as a language instructor, and to promote effective teaching within the Spanish
Language Instruction Program. These observations will have a collaborative approach.
After the observation takes place, you will analyze and reflect on the events of that lesson,
and will discuss them during the meeting with the Director. Remember that the ultimate
goal is to foster your professional development. New GSIs teaching Spanish courses will
be observed three times during the academic year (two in the fall and one in spring).
Continuing GSIs may be observed once during the academic year with previous
notification.

The class observation process will follow the steps below:

1. Class observations aim to be non-disruptive to your classrooms and will

always be announced to instructors.

2. You will be notified of the class observation two weeks in advanced. You will
need to provide a lesson plan (or outline) and copy of the materials used
during the lesson to be observed.

3. After the observation, you need to reflect on the lesson observed and be
ready to talk about strengths and weaknesses.

4. After the observation, you will have an approximate 20-minute meeting with
the Director to talk about your strengths and ways to improve and develop
your teaching skills.

5. An observation form will be completed by the supervisor (see sample

attached) and added to your file after the meeting.

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 University of California, Berkeley
Department of Spanish and Portuguese
Spanish Language Instruction

INSTRUCTOR EVALUATION FORM

Name of instructor: ______________________________ Date: ______________________

Supervisor: ____MIRIAM HERNANDEZ-R._____________ Signature: ______________________________________
I have read this evaluation. Course: _________
GSI’s signature: ________________________________________ Instructor on time? _________

Very Good Fair Poor

Amount of foreign language
good used: 100% __________
Grammatical accuracy
Knowledge of subject Almost entirely _________
Rapport established with students
Poise Too much English __________
Class response
Use of pair/group work
Error correction
Paced lesson appropriately

Native Very Good Fair Poor

good
Foreign language fluency
Accent

Positive aspects:

Overall evaluation and suggestions:

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 Guide for Class Observation

Class ___________________________
Observer ________________________ Date ___________________________
Objectives (as stated by the teacher or based on observations)
______________________________________________________________________

1. Did the class start on time?

2. Lesson Presentation. Was there a clear beginning to the class? Was there a warmup
activity? If so, describe it.

3. Input/Language use. Did the instructor maintain a constant flow of comprehensible

input? Did the instructor make the input comprehensible by using cognates, visuals,
gestures, etc.? Was the use of English minimal?

4. Sequencing. Did the lesson seem organized? Were the tempo appropriate and the
time used effectively and efficiently? Was there a logical progression of activities? If
so, describe it.

5. Activities. Were the instructions for activities clear? Was communication purposeful
and did it reflect authentic language use? Did the activities have a clear goal and
were they effective?

6. Student participation / classroom atmosphere. Were students on task? Were all

students actively involved in the lesson? Was the class atmosphere relaxed and
positive? Was the type and amount of teacher feedback effective? Describe any
techniques that the instructor used to motivate and/or relax students.

7. Teacher qualities. Does the teacher show enthusiasm? Is she/he patient?

Confident and poised? Was he able to adapt to the lesson dynamics and flow of the
class? How was his physical movement and presence?

8. Overall.

a. What aspect of the lesson do you think was most valuable? How might you
borrow or modify that aspect to fit what you are teaching?

b. What aspect of the lesson would you try to avoid in the future.

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 LESSON PLAN FORM Name________________________________________________
Date____/___/____ Time: ________
GOAL:

Level:
Previous knowledge:

Activities Skill Time Groups / Materials Comments

Pairs
Individually
1. Warm up

2. . . Criticize yourself. My
suggestions are the following:
* Write an opinion for each
activity.
* Think if the time you spent on
each activity was enough.
* If you may consider any
change in the instructions, the
order of the activity, etc.

3.
 LESSON PLAN FORM Name________________________________________________
Date____/___/____ Time: ________
4.

5.

TOTAL

NOTES: (Write new ideas that can help you to present the topic in a more attractive way and to be more creative).