UNIVERSITY OF NORTHERN COLORADO SCHOOL OF TEACHER EDUCATION GREELEY, COLORADO

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1 UNIVERSITY OF NORTHERN COLORADO SCHOOL OF TEACHER EDUCATION GREELEY, COLORADO COURSE: EDFE 501 Practicum Fall 2017 Supervised Practicum for World Language Education 3 credits INSTRUCTOR OF RECORD: Dr. I-Huei Lee I-Huei.Lee@unco.edu SUPERVISORS: Chinese: Dr. I-Huei Lee Other languages: TBA I-Huei.Lee@unco.edu PREREQUISITE: COURSE MEETING DAY AND TIME: School working days Field experience OFFICE HOURS: By appointment (Please schedule an appointment via .) COURSE DESCRIPTION This course is designed to provide on-site mentoring and supervision to world language teacher candidates in K-12 schools. The candidates in this course will be required to analyze, question, and reflect on teaching and learning in their placement settings. Mentoring and supervision will be aligned with the national and state standards for world language education. COURSE GOALS with Learning Objectives/Outcomes Colorado Quality Teacher Standards addressed: Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. Standard IV: Teachers reflect on their practice Standard V: Teachers demonstrate leadership. Standard VI: Teachers take responsibility for student growth Through on-site mentoring and supervision, world language teacher candidates seeking a Colorado world language teaching license will 1. Deepen knowledge needed for effective world language instruction by applying second language acquisition theories and principles of foreign language education in the K-12 settings: a. Apply an understanding of major language learning theories, especially sociocultural perspectives in relation to integration of language and culture, to instructional planning and implementation to support learners intellectual, EDFE 501 Practicum Fall 2017 Page 1

2 language, and personal development. To be assessed as follows: Teacher Work Sample; Evaluation by the University Supervisor. b. Demonstrate an understanding of the complexities of the curriculum by developing standards-based instructional plans that integrate and clearly articulate language and content/cultural objectives; that build on student s prior knowledge; that address the ACTFL and CAS standards for World Language Education; that are diverse in instructional delivery; and that effectively engage students in both the construction of cultural knowledge and the acquisition of an additional language for practical application. To be assessed as follows: Teacher Work Sample; Evaluation by the University Supervisor; Evaluation by the mentor teacher (host teacher) in the practicum school. c. Articulate second language acquisition theories and language education principles that are used to support the instructional design. To be assessed as follows: Teacher Work Sample; Evaluation by the University Supervisor. 2. Sharpen skills for effective delivery of world language instruction aligned with mandated national and state standards: d. Implement instruction in the field to accomplish the established lesson objectives/learner outcomes by utilizing a variety of language teaching strategies. To be assessed as follows: On-site class observation by the University Supervisor; Evaluation by the University Supervisor. e. Conduct classroom activities that promote integration of target language development and cultural understanding. To be assessed as follows: On-site class observation by the University Supervisor; Evaluation by the University Supervisor. f. Critically reflect on field experience by analyzing the strengths and areas for improvement in the instructional design and implementation for future instructional decision. To be assessed as follows: Post-observation conference; Teacher Work Sample. 3. Demonstrate competence in a K-12 classroom as a world language teacher: g. Follow Colorado Teacher Quality Standards as required by the practicum school. To be assessed as follows: Evaluation by the University Supervisor. EDFE 501 Practicum Fall 2017 Page 2

3 Course: Learning Objectives/outcomes 1. Apply an understanding of major language learning theories, especially sociocultural perspectives in relation to integration of language and culture, to instructional planning and implementation to support learners intellectual, language, and personal development. 2. Demonstrate an understanding of the complexities of the curriculum by developing standards-based instructional plans that integrate and clearly articulate language and content/cultural objectives; that build on student s prior knowledge; that address the ACTFL and CAS standards for World Language Education; that are diverse in instructional delivery; and that effectively engage students in both the construction of cultural knowledge and the acquisition of an additional language for practical application. 3. Articulate second language acquisition theories and language education principles that are used to support the instructional design. Standards CAE InTASC P (CAEP 1.1) Syllabus Guide Colorado Teacher Quality Standards CO WL , (3)(b), (3)(d), 3(f) 1.1 2, 5, 7 I, II, III 8.10 (3)(f), (6)(a)(b)( c), (7)(a-g), (8)(a-d) 1.1 1, 2, (3)(b), (3)(d) CAS ACTFL Readings & Assignments 1 See Appendices from p. 7: Teacher Work Sample; Evaluation by the University Supervisor. 1-4 See Appendices from p. 7: Teacher Work Sample; Evaluation by the University Supervisor; Evaluation by the mentor teacher in the practicum school 1,2,4 See Appendices from p. 7: Teacher Work Sample; Evaluation by the University Supervisor. EDFE 501 Practicum Fall 2017 Page 3

4 4. Implement instruction in the field to accomplish the established lesson objectives/learner outcomes by utilizing a variety of language teaching strategies. 5. Conduct classroom activities that promote integration of target language development and cultural understanding 6. Critically reflect on field experience by analyze the strengths and areas for improvement in the instructional design and implementation for future instructional decision. 7. Follow Colorado Teacher Quality Standards as required by the school of employment: 1.1 7, 8 I, II, III 8.10 (7)(a-g), (8)(a-d) 1.1 7, 8 I, II, III 8.10 (6)(d), (7)(e)(f) 1.1 6, 7 IV, IV 8.10 (8)(a-d) 1.1 9, 10 I-VI (b) 1 See Appendices from p. 7: On-site class observation by the University Supervisor; Evaluation by the University Supervisor 1,2,4 See Appendices from p. 7: On-site class observation by the University Supervisor; Evaluation by the University Supervisor. See Appendices from p. 7: Post-observation conference; Teacher Work Sample. See Appendices from p. 7: Evaluation by the University Supervisor EDFE 501 Practicum Fall 2017 Page 4

5 OUTLINE OF COURSE CONTENT 1. Goals, Standards, and Learner Outcomes National CAS Instructional Standards --> Standards --> Learner Outcomes National standards: Standards for Foreign Language Learning: five Cs and three modes of communication. SPA for ACTFL Colorado Academic Standards for WL Education Learning outcomes: for both units and lessons standard-based language instruction integration of language and culture. 2. Standard-Based Foreign Language Instruction A sociocultural view as the theoretical foundation National Standards and CAS a. Five Cs b. Culture as content in a language curriculum Variations in standard-based language instruction 3. Classroom Management in reality: broadly defined as organizing and managing to facilitate instruction and learning. Will include: How to of a. grouping b. learning centers c. reading/writing workshops Physical environment a. learning centers b. classroom arrangement c. decoration Routines: daily a. planned interruptions b. unanticipated interruptions c. transitions d. record keeping Management systems a. self-discipline b. imposed discipline 4. Foreign Language Instructional Resources and Materials in the field a. Traditional materials b. Technology c. Selection, evaluation, adaptation, and use of materials d. Managing resources and materials for instructional purposes EDFE 501 Practicum Fall 2017 Page 5

6 5. Assessing and reporting student s performance and achievement a. Performance-based b. A variety of strategies c. Assessing three modes of communication while integrating the culture standards and indicators. 6. Diversity: a. Backgrounds: social, cultural, economic, linguistic b. Learning styles c. Multiple intelligences d. Abilities/Disabilities 7. The role of community in world language education a. home and school connection b. parents involvement c. family and community as resources 8. Professionalism: a. Professional ethics and responsibility b. Reflective practice c. Professional organizations d. Collaboration COURSE REQUREMENTS: Note: All candidates in the course are placed in a school teaching the target language; all will be observed by a University Supervisor at least one time or two times if needed; all will be evaluated by the designated mentor teacher from the practicum school. 1. Three seminars or individual conferences w/instructor in person &/or online 2. Teacher Work Sample: See Appendix 1 (completed in FL 541) 3. Lesson Plan Rubric: See Appendix 2 4. Lesson Observation Evaluation by University Supervisor 1 to 2 times: See Appendix 3 5. Lesson Observation Evaluation by mentor teacher from the practicum school 1 to 2 times: See Appendix 3 METHODS OF EVALUATION: Tasks % Participating in seminars &/or individual conferences 15% Program orientation before the semester; Practicum orientation; Practicum meeting. Teacher Work Sample: (completed in FL 541) 30% Context description Unit design Outlines of the lessons in the unit: EDFE 501 Practicum Fall 2017 Page 6

7 Lesson Plans for the lessons to be observed Assessment Plan for the whole unit Analysis of student learning based on instructional implementation Lesson Plan Rubric 15% Lesson Observation(s) Evaluation by University Supervisor 20% Lesson Observation(s) Evaluation by Mentor Teacher 20% Total 100% REQUIRED TEXT/READING All textbooks and reading materials used in the program. UNIVERSITY POLICIES Disability Support Services Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner. Liability Statement pertaining to field experiences: applicable only to unpaid field related requirement such as practicum, service learning, intern, student teaching. UNC purchases insurance that provides liability coverage to teacher candidates (subject coverage limitations and deductibles of the applicable insurance policy) for claims made against the teacher candidate while s/he is acting in the course and scope of her/his responsibilities in field experience. Such coverage is subject to limitations and exclusions for, among other things, alleged intentional acts and other uncovered claims. In addition, the teacher candidate, during her/his practice teaching in a school is deemed an employee of the school district for the purposes of workers compensation and liability insurance as provided for other school employees. Personal Liability It is each teacher candidate s choice to determine if s/he wishes to purchase additional liability coverage. Several professional organizations, including but not limited to the Colorado Education Association, the Council for Exceptional Children, and the National Education Association, offer personal professional liability insurance that can be purchased by the teacher candidate at her/his expense. Sexual Misconduct/Title IX Statement The University of Northern Colorado prohibits and will not tolerate sexual misconduct or gender-based discrimination of any kind. UNC is legally obligated to investigate sexual misconduct (including, but not limited to sexual assault, sexual harassment, stalking, and intimate partner violence). If you disclose an incident of sexual misconduct to a faculty member, they have an obligation to report it to UNC s Title IX Coordinator. Disclosure may include communication in-person, via /phone/text message, or through in/out of class assignments. EDFE 501 Practicum Fall 2017 Page 7

8 If you wish to speak confidentially about an incident of sexual misconduct, please contact the UNC Counseling Center ( ) or the Assault Survivors Advocacy Program ( ). If you would like to learn more about sexual misconduct or report an incident, please visit Equity and Inclusion Statement The University of Northern Colorado embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and worldviews. In this course, people of all races, religions, national origins, sexual orientations, ethnicities, genders and gender identities, cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran statuses, size and/or shapes are strongly encouraged to share their rich array of perspectives and experiences. Course content and campus discussions will heighten your awareness to each other s individual and intersecting identities. The Office of Student Rights & Responsibilities (located in Decker Hall) serves as resource to anyone seeking support or with questions about equity and inclusion at the University of Northern Colorado (UNC). If you are a witness to or experience acts of bias at UNC and would like to learn more about bias response or report a bias incident, please visit Bias Response at Academic Integrity Statement You are expected to practice academic honesty in every aspect of this course. Make sure you know and understand the pillars of the UNC Honor Code: Honesty, Trust, Responsibility, Respect, and Fairness. Become familiar the Student Code of Conduct, especially the section on acts of dishonesty. Students who engage in academic misconduct are subject to grading consequences with regard to this course and/or university disciplinary procedures through the office of Student Rights and Responsibilities. If faculty would like to provide more information about Academic Integrity, please visit: EDFE 501 Practicum Fall 2017 Page 8

9 Appendix 1: Initial Teacher Work Sample (completed in FL 541) 1. Brief description of the assessment. WL teachers in the course are required to produce an Initial Teacher Work Sample which is an instructional unit that is aligned with the ACTFL and CAS for WL education. Each TWS includes three core elements, a comprehensive set of tasks constructed to assess a teacher s ability to plan, teach, and assess all learners ACTFL Standards Addressed: 2.a, 2.b, 2.c, 3.a, 3.b, 4.a, 4.b, 4.c, 5.a, 5.b, 5.c, 6.a. 2. Project Requirement: A. Contextual Description: Provide a description of the community, the school district, the school, the classroom, and the learners you are teaching. B. Unit Rationale, goals, and objectives/outcomes with an assessment plan; C. Instructional Design: Lesson Outlines for all lessons to be taught in the unit; detailed lesson plans for the lessons to be observed w/instructional materials D. Analysis of student learning (pre and post testing) E. Organization and readability Components Requirements Max. Points Community 1 District 1 A. Contextual School 1 Description Classroom: physical environment 1 and learning atmosphere. 10 Learner characteristics including 6 pre-instructional status using the ACTFL definition of proficiency levels; learners' prior knowledge of the topic; students with disabilities; gifted and talented students; B. Rationales, Rationale based on L2 acquisition 10 goals,objectives theories/principles and education & the philosophy supporting the unit assessment design: How does your unit plan. systematically integrate language 25 and content and thus is important for students' academic, cognitive and linguistic development? Earned points Professor s comments EDFE 501 Practicum Fall 2017 Page 9

10 C. Design for Instruction 25 D. Analysis of Student learning 20 E.Organization and readability: 20 Goals and objectives for the unit embracing the five Cs and CAS: 2 to 3 goals; 6 to 12 objectives: language, culture, modes. Unit Assessment Plan with assessment strategies aligned with learner outcomes: matrix: pre-test formative, and post-test summative; narrative about each strategy. Outline for each lesson to be taught in the unit organized chronologically: objectives and activity ideas. Detailed lesson plans for lessons to be observed: see rubrics Two assessment strategies for selected learner outcomes for this case. A brief description of how the two assessment strategies are used in the field. Results of the assessment in relation to the associated learner outcomes A paragraph analyzing the reasons for the assessment results Direction for instruction based on the analysis of the assessment results A note to parents: results of your assessments; inviting for a discussion. Be professional Easy for reader to follow; professional and appropriate use of language Total 100 EDFE 501 Practicum Fall 2017 Page 10

11 Appendix 2: Lesson Plan Rubric: specific requirements targeting ACTFL standards are bolded and italicized. (25 points) Elements Not Met Met Target Score Lesson Duration 1 3.a Learner Outcomes: Cultural or content learner outcomes; language learner outcomes 4 2.a; 2.c; 3.a; 4.a; 4.b 4a, 4b *Neither learner outcomes or procedures can be demonstrated within the time frame that has been identified. (0) *Learner outcomes are not developmentally appropriate. *Learner outcomes are not measurable. * Learner outcomes are not aligned with national, state, and/or local standards. *No identification of specific modes of communication to be developed in the articulation of learner outcomes. *No learner outcomes reflect integration of language development and cultural learning. (0) *Learner outcomes can be achieved in the time frame that has been identified, but procedures cannot be completed or procedures can be implemented, but student outcomes can not be achieved. (.7) * Learner outcomes are appropriate for the subject, but not developmentally appropriate. * An attempt to write a measurable outcome is made, but not fully achieved. * An attempt to align the learner outcomes with is made, National and State K-12 student standards but not fully achieved. * identification of specific modes of communication to be developed in the articulation of some learner outcomes. * Some learner outcomes reflect integration of language development and cultural learning. (3) *Learner outcomes and procedures can be achieved in the time frame that has been identified. (1) *Learner outcomes are written at an appropriate level for grade level/age (subject) as specified in the identifying information. *Learner outcomes are expressed in measurable terms. *Learner outcomes are aligned with National and State K-12 student standards. * identification of specific modes of communication to be developed in the articulation of all learner outcomes. *all learner outcomes reflect integration of language development and cultural learning. (4) EDFE 501 Practicum Fall 2017 Page 11

12 Standards 1 2.c; 4.a; 4.b Procedures/Ass essment: activities that involve thought, communication, and experience (10); use of graphic organizers for organizing and communicating knowledge; activities for enrichment; alignment between assessments and outcomes. 2.c; 3.a; 3.b; 5.a; 5.b 2a, 4b, 3a, 5a *Identifies appropriate CAS for a few procedures and assessments. (0) * Does not activate prior knowledge and does not establish the purpose of the *Does not include practical application of the content material. *Does not engage all learners in the *Does not employ appropriate and varied strategies to accomplish learner outcomes during the *Provides no opportunities for student selfreflection. *Does not monitor learner progress throughout the *Does not incorporate technology into the * No planned activity to allow exploration of the target-language, cultural practices, products, and/or perspectives in an integrated way *Identified appropriate CAS Standards for some procedures and assessments. (.7) *Activates prior knowledge of all learners, but does not establish the purpose of the lesson or establishes the purpose of the lesson, but does not activate prior knowledge. *An attempt to include practical application of the content material is made, but not fully achieved. *Engages some learners through active participation in the *Employs appropriate, but not varied strategies to accomplish learner outcomes during the lesson or employs varied, but not appropriate strategies. *Provides limited opportunities for student self-reflection. *Monitors learner progress at the end of the *Incorporated technology, but not appropriately in the * Includes one planned activity to allow exploration of *Identified appropriate CAS Standards for all procedures and assessments. (1) *Activates prior knowledge of all learners and establishes the purpose of the *Includes practical application of the content material. *Engages all learners through active participation in the *Employs appropriate and varied strategies to accomplish learner outcomes during the * Provides ample opportunities for student selfreflection. *Monitors learner progress regularly throughout the *Incorporated technology appropriately into the * Includes more than one planned activity to allow exploration of the target-language, cultural practices, products, and/or EDFE 501 Practicum Fall 2017 Page 12

13 Modifications/ Accommodatio ns 2 3b Materials: Use of literary and cultural texts 2 2.b; 4.c 2b, 2c, 4b, 4c, * No evident effort is made to provide comprehensive input and encourages meaningful learner output appropriate for the targeting developmental level of language acquisition. * No use of multiple ways of assessments that are age- and level-appropriate to measure established language and cultural outcomes during the (0-6) *Does not indicate any modifications or accommodations based on demonstrated needs of the learners. (0) *Does not choose materials that are appropriate for the *Does not list the materials needed for the * no use and adaptation of either literary or cultural the target-language, cultural practices, products, and/or perspectives in an integrated way * Effort is made to provide comprehensive input and encourages meaningful learner output appropriate for the targeting developmental level of language acquisition. * Uses multiple ways of assessments that are age- and levelappropriate to measure established language and cultural outcomes during the (7-8) *Indicates incorrect modifications/ accommodations. *modifications/accom modations made at the level of learner outcomes or activities. (1.5) *Chooses materials that are somewhat appropriate for the outcomes and procedures. *Lists some of the materials needed for the * Uses and adapt literary or cultural perspectives in an integrated way * Constantly provides comprehensive input and encourages meaningful learner output appropriate for the targeting developmental level of language acquisition. * Uses multiple ways of assessments that are age- and levelappropriate to measure established language and cultural outcomes throughout the (9-10) *Indicates appropriate modifications/ accommodations based on demonstrated needs of the learner. *modifications/acco mmodations made at the level of both learner outcomes and activities. (2) *Chooses appropriate materials based on the outcomes and procedures. *Lists all materials needed for the * Uses and adapt literary and cultural EDFE 501 Practicum Fall 2017 Page 13

14 Organization and readability 5 Total: 25 texts and other materials reflecting learner outcomes and K-12 student standards and appropriate for strengthening content connections for students. (0) Difficult to locate information and hard to understand (1-3) texts and other materials reflecting learner outcomes and K-12 student standards and appropriate for strengthening content connections for students. (1.5) Easy to follow and locate information, clearly labeled. (4) texts and other materials reflecting learner outcomes and K-12 student standards and appropriate for strengthening content connections for students. (2) Easy to follow and locate information; clearly labeled; professionally presentable. (5) EDFE 501 Practicum Fall 2017 Page 14