Teacher Standards and Practices Commission
English to Speakers of Other Languages (ESOL) Dialogue
· 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.
1-1:20 Welcome, introductions and overview
1:20-1:50 Benefits and drawbacks of an ESOL endorsement
Report out and identify themes
Implementation issues if ESOL endorsement is established.
-3:30 Priority Issues
Suggested next steps
¨ 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.
Greater equity for all EL because all teachers are trained
Effective instructions for all
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 for
Teachers who are better prepared (2)
Better prepare foundational language development
Better preparation (in-depth)
Consistent preparation (2)
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 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
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
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
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
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.
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
Limit flexibility to school districts
Challenge for appropriate use of
Decreasing flexibility (of staff)
Does not address what “I” bring to the table? – Competence
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.
May discourage potential teachers
Time & effort required from individuals in addition to other requirements
Adding a layer of difficulty for candidates/districts
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 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.
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?
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
Changes should move us closer to requiring ESOL “endorsement” (or
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
Consider offering an ESOL endorsement for administrators
Specialist license ESOL vs. endorsement
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
Create a consortium effort online
Use technology effectively to deliver courses & make them accessible
Provide online access with strong practicum component
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)
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)
Investigate grant money to support tuition & associated costs
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)
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
Define: 1) Who needs the endorsement? 2) What are the objections of the endorsement?
ESOL population in
Coordinate programs with student demographics in cooperating districts
Establish a timeline for implementation of new requirements (universities & districts)
Parking Lot Issues:
Idea: Revisit requirement that ESOL can only be added to dual endorsements (authorizations)
Review the quality of practicum idea