Teacher Standards and Practices Commission

English to Speakers of Other Languages (ESOL) Dialogue

April 7, 2008  1-4pm

Black Bear Inn Conference Center, Salem OR

 

OUTCOMES:

·                                 Understand the benefits and potential drawbacks of an ESOL requirement.

·                                 Identify implementation issues that would result from establishment of an ESOL requirement.

·                                 Suggest next steps.

 

AGENDA

 

1-1:20          Welcome, introductions and overview

 

1:20-1:50      Benefits and drawbacks of an ESOL endorsement

 

1:50 – 2:15    Report out and identify themes

 

2:15 – 2:45    Implementation issues if ESOL endorsement is established.

 

2:45-3:10      Report out

 

3:10 -3:30     Priority Issues

 

3:30 – 3:45    Suggested next steps

 

GROUND RULES

 

¨       All ideas valued. Do not need to agree

¨       No long stories

¨       Ensure all have an opportunity to speak

¨       One conversation at a time

¨       Cell phones on vibrate. Take conversations out of the room.

¨       Start on time. End on time.

¨       Manage your own needs.

 


 

BENEFITS

 

GREATER EQUITY

Greater equity for all EL because all teachers are trained

Effective instructions for all ESL students

Student access to teachers with a broader background

Better prepared teachers = better student outcomes

Current system does not adequately prepare teachers to teach ESOL students

Students achieve more with higher trained instructors

ESOL training benefits all kids multiple uses

 

CONSISTENT PREPARATION

Consistent preparation for ESL teachers

Teachers who are better prepared (2)

Better prepare foundational language development

Better preparation (in-depth)

Consistent preparation (2)

Relevant preparation

Teachers become more prepared for closing the achievement gap for ELL

Better preparation = greater retention of staff in ESOL instruction

Teachers will feel more confident as a teacher with more knowledge acquired

 

HIGHER QUALITY

Higher quality ELL instructors

Adherence to national standards

Academic program fully addresses the standards that TSPC has developed

Consistency in teacher training

Measure of quality

Supervised practicum to provide guidance & development for teacher

Be able to see pre-service teacher performance

TSPC standards are complete – symbolic value of program is important

 

SCHOLARSHIP & COMMON KNOWLEDGE

Scholarship and common knowledge connected to research

Better knowledge base for all teachers

Knowledge of methodology & strategies

Consistency in knowledge & practice

All have at least a basic understanding of ESOL pedagogy

Demonstrated proficiency in methodology

Will address pedagogy not just content 

Explicit knowledge is shared, learned, practiced

Quality control over pedagogy-knowledge

Deeper level of understanding & knowledge, instruction of ELs

Broad base of knowledge can result in systemic change in programs and practice Facilitate evaluation of teaching – those who sign off on practica will be knowledgeable & qualified

Develop/build candidates’ understandings of language development for ESOL

children/adults

Other areas of competence require a program as part of demonstrating competence

Pedagogy germane to ESOL

Consistent pedagogy preparation for ELL

 

FULL SCOPE OF ELL TEACHER RESPONSIBILITY

Better preparation for full scope of ELL teacher responsibility such as: cultural experts; leadership; professional development; consultants; IEP/ESOL experts

Alignment with reading & special education requirements (greater equity)

Closer alignment between needs of ELL and the instruction in the classroom

Greater support for ELL standards in order to transition to content standards

 

EFFECTIVE INVOLVEMENT & ENGAGEMENT OF BILINGUAL/BICULTURAL parents & communities

Demonstrated cultural proficiency

Greater understanding of the culture in the community and how it affects classroom learning

Prep in ESOL often includes work on culture

            More likely to address social justice issues

            More likely to read Freire

 

EMPLOYMENT

More employment at training institutions

Candidates would be more marketable

Pay raises for teachers

Builds a community and network to ensure professional collaboration

Prepare teachers for mentoring role in school/district

 

RESIST THE OVER-RELIANCE on standardized assessment for teachers

Weeds out good test-takers

 

Raise PROFESSIONAL STATURE of the ESOL field

Greater status respect of Ell educators and students

Increases expertise for closing the achievement gap

Meeting the AMAOs (AYP for ELLs under NCLB) for reclassification

Shows compassion for ESL as a content

 

NUMBER OF PROGRAMS to select from -- univ/colleges cooperative partners

Better support to the college student – supervision & quality instruction by professors

Consistency of qualifications for those recruiting ESOL candidates

 

 

Comments:  Frequent battle to reduce teacher preparation to “normal school” status that suggests that teacher is “learned” based on a practicum alone.

 

The breadth of what is there in yellow; reminiscent of national preparation standards for teachers as it should be;

 

It appears to be very student centered; teacher centered and quality centered.

 

It sure looks an awful lot we are leaning toward “just a license” in ESOL.

 

DRAWBACKS

 

ACCESS TO/CAPACITY OF HE PROGRAMS

Finding higher education faculty to teach courses

Staffing challenge for universities

Are universities ready to meet increased demand?

Not enough placement sites for practicum

Limited access to programs

Challenges for IHE to hire more faculty (adjunct?) to teach the courses

Accessibility of program – where can teachers go to take a program?

Access to university coursework is limited and expensive

Limited number of qualified practicum placements

Access to ESOL program

There are not enough qualified mentor (cooperating) teachers for practicum students

Requiring an academic program at undergraduate level– overwhelms undergrad students. Need pedagogy, content and experience – adds complexity

 

CONSISTENCY OF PROGRAM QUALITY ACROSS UNIVERSITIES

No program consistency. Currently different – programs

Is there a compromise in the quality in classroom if teacher gets endorsement just to get a job & doesn’t have the passion for ESOL?

 

VALUE OF THE PRACTICUM

No credit for successful teaching experience

Can’t get culture component in academic program alone

 

LIMITS FLEXIBILITY

Limit flexibility to school districts

Challenge for appropriate use of FTE at the district level

Decreasing flexibility (of staff)

Does not address what “I” bring to the table? – Competence

 

LIMITS POOL OF TEACHERS

Exacerbates the ESOL shortage that exists

Hinder hiring (Pam says “there’s lead in time!”)

Smaller pool of teachers

Limits ELL hiring pool especially in rural areas

Limited pool of candidates

Limited pool of qualified cooperating teachers (endorsed)

Not enough mentor teachers who are endorsed (short-term problem)

Current shortage of qualified ESOL licensed teachers

Need v. timeline (supply v. demand)

Limits ability to serve small #’s of students in rural area.

 

DISCOURAGES TEACHERS

May discourage potential teachers

Time & effort required from individuals in addition to other requirements

Adding a layer of difficulty for candidates/districts

 

COST

Capacity & cost to the institutions & individuals

Time & $ for candidates/students

Economic issues (cost) for teachers and districts

Increased expense for candidates

Costly for universities, school districts & students to do a program $$$ (or to reimburse teachers for tuition)

Financial hardship on students

Hardship on small & rural districts (financial & staffing) 

 

TIME

Time needed to get the coursework done

Transition time needed for compliance for new requirements

Too time consuming for content/classroom teachers who want to differentiate for the ELLs in their classrooms.

 

OTHER

Rule Shift

May discourage integration of ESOL training for all teachers as CA has required for licensure

Could set of a firestorm of requiring endorsements (other endorsements)

Ignores the need for reform of practicum requirements

Idea: Revision of what constitutes a practicum

May avoid – issue should it be part of regular teacher training.  Embedded (dual programs)

K-12 endorsement or by authorization levels?

Why can’t ESOL be its own license?

Negotiation & collaboration will be needed between districts and universities/colleges

Can professors model good practice with online courses?

 

IMPLEMENTATION ISSUES

 

PRACTICUM
Customize the practicum to meet the needs and logistics of currently practicing teachers.

Academic program requirements reduce the pipeline of ESOL students.  Relaxing practicum requirements could compensation without cost to quality.  Relaxing the practicum = allowing a single practicum placement to count for both subject matter & ESOL endorsement.

Identify specific placement criteria for practica

Define/clarify practicum standards for practicum that reflect best practice

Begin to identify training locations/supervisors for practica; creative options – rural areas

Address authorization issue (dual level vs. K-12)

Define endorsement requirement threshold

 

ENDORSEMENT CLARIFICATION

Changes should move us closer to requiring ESOL “endorsement” (or authorization) of ALL teachers

Decide whether 584-065-0100 is used as a baseline for program approval

Changes should move us closer to an increase in number of Bilingual educators to classrooms

Create university task force to review alignment of program design & TSPC standards

(Fluorescent Orange) Re-examine “white pages.”  May not be sufficient for competent ESOL instruction

Consider offering an ESOL endorsement for administrators

(Fluorescent Orange) Identify what staff or assignments don’t need the endorsement

Specialist license ESOL vs. endorsement

 

DELIVERY

Establish waivers & appeals for experience and/or rural areas

Increase variety of offerings for coursework

Establish number of credits for coursework (minimum & maximum)

Look at ways to offer program that is most flexible & cost effective

Develop equivalencies across (Institutes of Higher Education) IHEs in Oregon

Create a consortium effort online

Use technology effectively to deliver courses & make them accessible

(Fluorescent Orange) Identify courses designed to fulfill skills needed to do “the white pages” or more

(Fluorescent Orange) Identify what universities would offer endorsement program

Provide online access with strong practicum component

 

EMBED? HOW?

Consider requiring an ESOL endorsement for any teacher who has a large number of ELLs (not only for those teaching English Language Development Standards (ELDs)

Embed it into regular preservice teacher training

Special ESOL needs area that needs its own endorsement

 

Regular teacher training contain basic courses – shorten runway for courses needed for full endorsement

Embed basic ELL courses in general education teacher licensure programs – hands on pieces (reduce # ESOL endorsement courses)

(Fluorescent Orange) Who needs what? What does ELL specialist need vs. classroom teacher?

 

FUNDING

Encourage districts to use Title III grant funds for scholarships for tuition for teachers to get ESOL endorsed

Ask ODE to create grants for small schools to support teachers to get endorsed.

Establish district-university partnerships and write grants to obtain funding for the endorsement

Ask local unions (e.g. OEA) to use funding to support teachers to get endorsed

Address cost & access issues (partnerships with districts)

(Fluorescent Orange) Investigate use of Title III $ to help teachers gain endorsement

Investigate grant money to support tuition & associated costs

$ -- Title IA; Title II

 

QUESTIONS

For what teaching assignment will you need the ESOL endorsement?

Is preparation the same for ELL specialist and general practitioner with an ESOL endorsement?

Identify licensure specialist vs. ESOL endorsement (classroom teacher)

(Fluorescent Orange) How will ESOL endorsement affect bilingual endorsement? (program & numbers)

Learn from California experience with CLAD (ELA)

 

RESEARCH

Develop ways to determine what the learning issues are language? learning? (Sped/language PSU)

Ask ODE & TSPC to compile relevant data on ELLs

Analyze data on number of ELLs, teachers and programs available in order to determine real needs

(Fluorescent Orange) Investigate states with the add-on endorsement – what have been results/issues?

Define: 1) Who needs the endorsement? 2) What are the objections of the endorsement?

 

DEMOGRAPHIC FORCES

ESOL population in Oregon is increasing rapidly.  New policies need to balance higher quality and teachers supply concerns.

Coordinate programs with student demographics in cooperating districts

 

TIMELINE

Establish a timeline for implementation of new requirements (universities & districts)

 

NEXT STEPS:

 

  1. Materials from today printed & disseminated  by TSPC staff
  2. TSPC staff will bring issues and information before the commission and test commission’s support
  3. Answer questions identified in strategies; research other states’ experience (OACTE/districts – following dissemination to the commission)
  4. Clarify endorsement definition issues
  5. Bring back specific proposal for further discussions.

 

Parking Lot Issues:

 

Idea: Revisit requirement that ESOL can only be added to dual endorsements (authorizations)

Review the quality of practicum idea