Grand Objectives Design strong STARTALK teacher programs Link theory to practice Create a context to prepare highly-qualified teachers for the realities of today's classrooms
Session Plan By the end of this session you will be able to Complete the Teacher Program Template Find and use models and resources Incorporate ideas from our STARTALK colleagues into your templates
What guides you as you prepare to design your STARTALK Teacher Program?
Brainstorm An assessment of teacher program participants needs and levels Understanding of the context Standards-based instruction Realistic expectations for the program, participants and time Culturally responsive pedagogy (Ladson-Billings, 1997) Program staff expertise Backward design
Backward Design Understanding by Design (UbD) Looking toward our desired outcomes in order to design our curriculum, instruction and performance assessments. Grant and Wiggins (1998)
The Teacher Template Three Guiding Questions What will participants be able to do with what they know at the end of the program? How will participants demonstrate what they can do with what they know at the end of the program? What will prepare participants to demonstrate what they can do with what they know?
Student Program Standards ACTFL World-Readiness Standards for Learning Languages STARTALK Principles Implementing a Standards-Based and Thematically Organized Curriculum Facilitating a Learner-Centered Classroom Using the Target Language and Providing Comprehensible Input for Instruction Integrating Culture, Content, and Language in a World Language Classroom Adapting and Using Age-Appropriate Authentic Materials Conducting Performance-Based Assessments
Teacher Program Standards Council for the Accreditation of Educator Preparation (CAEP) Content and Pedagogical Knowledge Clinical Partnerships and Practice Candidate Quality, Recruitment, and Selectivity Program Impact Provider Quality Assurance and Continuous Improvement
Teacher Effectiveness Standards ACTFL/CAEP INTASC NBPTS Danielson Framework Marzano Framework TELL
TELL Framework Teacher Effectiveness for Language Learning www.tellproject.org
TELL Domains Preparing for Student Learning Environment Planning Advancing Student Learning The Learning Experience Performance and Feedback Learning Tools Supporting Student Learning Collaboration Professionalism
TELL Foundational Criteria Teachers new to the Teacher Effectiveness for Language Learning Framework will enter it from widely varying backgrounds and experiences. The TELL project is quick to acknowledge that, for some, the sheer number of criteria can make the framework feel overwhelming. To provide a potentially less complicated starting point, this Foundational Criteria document was created. From among the many important criteria in the framework, these are considered to be the most critical and, therefore, a good place for any teacher to start. http://www.tellproject.org/wpcontent/uploads/2014/09/tell_foundationalcriteria.pdf
STARTALK Teacher Programs STELLA STARTALK Program Principles Teacherfolio Teacherfolio: A New Set of Tools for STARTALK Jennifer Eddy and Michael Everson Tomorrow at 8 am, Colorado C and D
Teacherfolio Tools STARTALK model curricula STARTALK Sample Lesson Plan STARTALK Lesson Plan Template STARTALK Lesson Plan Checklist STARTALK-endorsed Principles in Practice Peer Observation Self-Assessment Classroom Look-Fors Teacherfolio Peer/Self-Assessment Tool Observation/Note-taking Tool
Additional Resources startalk.umd.edu/resources/ Checklist for Teaching Program Template STRATALK Classroom Video Collection STARTALK Multimedia Teacher Workshops STRATALK Teacher Development Resources STARTALK Sample Materials Teacherfolio
The Template Three Guiding Questions What will participants be able to do with what they know at the end of the program? How will participants demonstrate what they can do with what they know at the end of the program? What will prepare participants to demonstrate what they can do with what they know?
Let s Look at Some Examples
Let s Discuss Your Programs Question 1: What will participants be able to do with what they know at the end of the program? Describe target audience, need, and goals? What TELL Domains and specific criteria will you focus on? What do you hope program participants will be able to do after the program ends?
Let s Discuss Your Programs Question 2: How will participants demonstrate what they can do with what they know at the end of the program? Look at your specific criteria statements, what evidence will participants produce?
Let s Discuss Your Programs Question 3: What will prepare participants to demonstrate what they can do with what they know? What instruction topics and resources will you use? What do participants need to know? What will you use?
Let s Discuss Your Program Will the participants engage in a micro-teaching and/or practicum experience? Describe the experience.
Let s Discuss Your Program What will participants do to extend their learning after the program ends?
Comments and Questions mary.curran@gse.rutgers.edu lleeclass@gmail.com