Alignment of artifacts to TESOL Standards, INTASC Principles, and the LUTE TESOL Standard Standard 1.a.

Lang age as a S!stem . Candidates

demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics, pragmatics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions. Teachers use their knowledge of these interrelated aspects of language to help ELLs acquire English language and literacy to achieve in content areas. They understand the influence of the L1 on second language acquisition, the role of errors and targeted corrective feedback on the L2 acquisition process, the diversity of registers that students employ and encounter, and use all of these to shape instruction. They serve as good language models for their students.

INTASC Principle
Principle "1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s he or she teaches and can create learning e!periences that make these aspects of sub"ect matter meaningful for students.

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Annotated artifact list ' minimum of 2 required artifacts from among the underlined components

Standard 1.#. Lang age Ac$ isition and %e&elopment. Candidates understand and apply theories
and research in second language acquisition and development to support their ELLs social and academic English language and literacy learning and content-area achievement. They are able to take pertinent findings in such areas as age, interlanguage and the stages of L2 development, input and interaction, the impact of prior formal education and L1 literacy, socio(affective variables, code(s)itching, etc., and use them to create effective instruction.

Principle "'( The teacher understands ho) children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

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' minimum of 1 required artifact

Standard '. C lt re as it affects St dent Learning.

,andidates kno), understand, and use the ma"or theories and research related to the nature and role of culture in their instruction. -ecause of the )ay cultural identity influences self(esteem, candidates understand ho) cultural groups and individual cultural identities affect language learning and school achievement. They use a range of resources to discover more about their students. backgrounds. ,andidates kno) that students learn more readily )hen cultural factors are recogni/ed, respected, and accommodated, and they demonstrate this kno)ledge in their curriculum planning, material selection, and teaching. They involve students. families and community members in students. learning.

Principle ")( The teacher nderstands ho* st dents differ in their approaches to learning and creates instr ctional opport nities that are adapted to di&erse learners. Principle "+ , The teacher plans instr ction #ased pon -no*ledge of s #.ect matter, st dents, the comm nit!, and c rric l m goals.

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' minimum of 2 required artifacts, one of )hich must be your 1philosophy of teaching diverse students2 from 3*, 405

TESOL Standard Standard ).a. Planning for Standards/0ased ESL and Content Instr ction. Candidates know, understand, and
apply concepts, research, and !est practices to plan classroom instruction in a supportive learning environment for E"#L students. Candidates plan for multi-level classrooms with learners from diverse !ackgrounds using standards-!ased E"L and content curriculum. They use multiple modes of assessment and address their students. diverse backgrounds, developmental needs, and 3nglish proficiency as they plan their instruction. They plan to)ard specific standards(based 3*L and content ob"ectives, but include multiple )ays of presenting material. They collaborate )ith general education and content(area teachers to ensure that 3LLs access the )hole curriculum )hile learning 3nglish. ,andidates design their classrooms as supportive, positive learning climates. They recogni/e the array of needs of *673 students acclimating to the school environment and plan instruction accordingly.

INTASC Principle
Principle "1: The teacher understands and uses a variety of instructional strategies to encourage students8 development of critical thinking, problem solving, and performance skills. Principle "+: The teacher plans instruction based upon kno)ledge of sub"ect matter, students, the community, and curriculum goals.

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Annotated artifact list ' minimum of 1 required artifact

Standard ).#. Implementing and 2anaging Standards/ 0ased ESL and Content Instr ction. ,andidates kno),
manage, and implement a variety of standards(based teaching strategies and techniques for developing and integrating 3nglish listening, speaking, reading and )riting for a variety of social and academic purposes. ,andidates support 3*9L students in accessing the core curriculum by teaching language through academic content and vie) language and content as "oint means to achieve 3LLs. academic and language development goals. They understand that language is developed most effectively in meaningful conte!ts, and they manage and implement learning around both sub"ect matter and language learning ob"ectives. They use meaningful instruction to build relevant academic vocabulary.

Principle "3( The teacher ses an nderstanding of indi&id al and gro p moti&ation and #eha&ior to create a learning en&ironment that enco rages positi&e social interaction, acti&e engagement in learning, and self/moti&ation. Principle "+( The teacher plans instr ction #ased pon -no*ledge of s #.ect matter, st dents, the comm nit!, and c rric l m goals.

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' minimum of 2 required artifacts, one of )hich must relate to the teaching of academic vocabulary in one of the content areas

TESOL Standard Standard ).c. Using 4eso rces Effecti&el! in ESL and Content Instr ction. Candidates are familiar with a wide
range of standards-!ased materials, resources, and technologies, and choose, adapt, and use them in effective E"L and content teaching. :aterials selected are challenging, culturally appropriate, interesting, motivating, linguistically accessible and age( appropriate, and supportive of student learning. ,andidates find, create, adapt and use a )ide range of print and nonprint resources, including 3*L curricula, trade books, '; materials, )ebquests, podcasts, and other forms of multimedia. They are able to select and use computer soft)are, internet resources, and other technological tools to enhance language and content instruction.

INTASC Principle
Principle "5( The teacher uses kno)ledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

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Annotated artifact list ' minimum of 1 required artifact

TESOL Standard Standard 1.a. Iss es of Assessment for ELLs.

Candidates demonstrate understanding of assessment issues as they affect ELLs, such as accounta!ility, !ias, special education testing, language proficiency, and accommodations in formal testing situations. ,andidates understand the different purposes of assessment and that assessment must be fair, valid, reliable, and easy to administer. They should understand ho) and )hy to implement authentic or performance(based assessment and the difference bet)een formative and summative assessment. They understand the particular issues and biases regarding 3LLs that stem from high(stakes testing. ,andidates )ork )ith other school professionals )ho assess 3LLs in 3nglish and their native language to distinguish among normal language development, language differences, and learning problems, using multiple sources of information to make ad"ustments before concluding that the problem resides )ithin the learner and making a special education referral. Standard 1.#. Lang age Proficienc! Assessment . Candidates know and use a variety of standards-!ased language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs . ,andidates are familiar )ith national and state requirements, procedures, and instruments for 3LL identification, reclassification, and e!it from language support programs. They use criterion( and norm(referenced language proficiency instruments effectively and appropriately. They design assessments that measure students. discrete and integrated language skills and their ability to use social and academic language in a range of conte!ts. They use formal and informal test results to inform their instruction. They teach effective test(taking strategies.

INTASC Principle
Principle "6: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

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Annotated artifact list ' minimum of 1 required artifact

Principle "6: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

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' minimum of 1 required artifact (an artifact demonstrating test(taking strategies cannot be the only artifact presented for this standard

Standard 1.c. Classroom/0ased Assessment for ESL.

Candidates know and use a variety of performance-!ased assessment tools and techniques to inform classroom instruction. They can assess learners. content(area achievement independently from their language ability and should be able to adapt classroom tests and tasks for 3LLs at varying stages of 3nglish language and literacy development. ,andidates understand that portfolios are important tools in the assessment of 3LL learning and are familiar )ith and can use a variety of rubrics to assess portfolios and their individual contents. They also use peer( and self( assessment to encourage students to monitor their o)n learning.

Principle "6( The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

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' minimum of 1 required artifact

TESOL Standard Standard 3.a. ESL 4esearch and 7istor!. Candidates

demonstrate knowledge of history, research, educational pu!lic policy, and current practice in the field of E"L teaching and apply this knowledge to inform teaching and learning. ,andidates are familiar )ith the history of 3*L teaching, including legal decisions and "udicial mandates that have had an impact on the development of the field of 3*L. They understand the impact of <,L- and other federal, state, and local la)s and policies on the instruction and achievement of 3LLs. They stay current )ith recent research, methodologies, and strategies in the field. They use this kno)ledge to design effective instruction for 3LLs. They can e!plain the impact of legislation on their classrooms and the school.s community.

INTASC Principle

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Annotated artifact list ' minimum of 1 required artifact

Standard 3.#. Professional %e&elopment, Partnerships, and Ad&ocac!. Candidates take advantage
of professional growth opportunities and demonstrate the a!ility to !uild partnerships with colleagues and students families, serve as community resources, and advocate for ELLs. ,andidates participate in professional gro)th activities. They vie) their 3LL students. families as vital resources that inform their classrooms and schools. They are a)are of community resources to assist 3LLs and share this information. They kno) and understand public issues that affect 3LLs. education and support 3LLs and their families socially and politically. They promote school environments that value diverse student populations and provide equitable access to resources for 3LLs. They collaborate )ith school staff to provide educational opportunities for 3LLs and advocate for appropriate instruction and assessment by sharing their kno)ledge of 3LLs )ith their general(education and content(area colleagues and )ith the community. ,andidates engage in collaborative teaching in general education, content(area, special education, and gifted classrooms.

Principle "8: The teacher is a reflective practitioner )ho continually evaluates the effects of his=her choices and actions on others (students, parents, and other professionals in the learning community and )ho actively seeks out opportunities to gro) professionally. Principle "19: The teacher fosters relationships )ith school colleagues, parents, and agencies in the larger community to support students8 learning and )ell(being.

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