Portfolio Homepage
Hayley Minner
Candidate in Master
of Arts in
English/TESOL
Salisbury University
Table of Contents
Introduction
This professional portfolio
demonstrates the knowledge and
the theoretic implications I have
gained from Salisbury University’s
ACE TESOL program. My ability
to utilize effective ESOL teaching
strategies, techniques, and theories
within the classroom is evident
through the attached artifacts.
Table of Contents
Table of Contents
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Introduction
Philosophy of Language Teaching
Resume
TESOL Standards
Technology Standards
List of Courses
Reflective Essay
Pictures
Contact Information
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Hayley Minner
Candidate in Master of
Arts in English/TESOL
ESOL Teacher
Stephen Decatur Middle School
Berlin, MD
*Contact the English Department at
Salisbury University for further information.
Table of Contents
Masters in English TESOL
ACE Program Courses
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Principles of Linguistics
Survey of Modern English Grammar
Second Language Acquisition
Literacy and ESOL Writing
Bilingualism
Language and Culture
Literacy and ESOL Reading
Current Methods in ESOL Instruction
ESOL Program Development
ESOL Tests and Measurements
ESOL Materials Assessment
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Teaching in
Ecuador
2004
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TESOL Standards
• Domain 1: Language
• Domain 2: Culture
• Domain 3: Planning and Managing Instruction
• Domain 4: Assessment
• Domain 5: Professionalism
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Domain 1: Language
The teacher candidates know, understand, and use
the major concepts, theories, and research related to
the nature and acquisition of language to construct
learning environments that support ESOL students’
language and literacy development and content are
achievement.
Standard
1.a.
Standard
2.a.
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Standard 1.a.
Describing Language
• Candidates demonstrate understanding of
language as a system and demonstrate a
high level of competence in helping ESOL
students acquire and use English in
listening, speaking, reading, and writing for
both social and academic purposes.
Artifact
Reflection
Return to TESOL Domain 1
Standard 1.a. - Describing Language
The word etymology activity would be integrated into my
classroom because it demonstrates the vast diversity of the
English language and vocabulary. It is important for English
language learners to recognize that words from their primary
language were adopted in to the English language. This realization
will aid in the development of high self-esteem. The objective of
the Principles of Linguistics course is to impel candidates to
utilize their knowledge of phonetics, syntax, semantics,
pragmatics, and discourse to design effective strategies to
enhance students’ learning on all levels. While researching,
analyzing, and presenting the assigned word, I applied the
knowledge of linguistics by recognizing the word’s linguistic origin,
semantic history, and place and manner of articulation. The word
etymology exercise exceeds the standard for describing
language, as cited in the NCATE/TESOL standards, because it
demonstrates my mastery of linguistics and my ability to develop
goals and techniques for instructing English language learners.
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View Artifact
Standard 1.b. - Language
Acquisition and Development
• Candidates know, understand, and apply
concepts, theories, research, and practice
to facilitate the acquisition of both a
primary and a new language in and out of
classroom settings.
Artifact
Reflection
Return to TESOL Domain 1
Standard 1.b. - Language
Acquisition and Development
I chose to integrate the Longitudinal Research Project, Building
Bridges, into my classroom pedagogy because it demonstrates the
necessity of providing English language learners with a
comfortable, non-threatening learning environment with an
established student-teacher relationship to ensure language
learning success. I was motivated to research this topic when I
realized that the majority of English language learners are not
receiving the education they deserve. I noticed, through my
observations, that many are forced to sit in core classrooms
where they are excluded because the teachers either do not have
the training, or the experience, in working with this unique
population. The objective of the Second Language Acquisition
class is identified as becoming aware of the linguistic and extralinguistic factors which affect the learning of a second language.
The process of researching, observing, and
presenting exceeds the standard for domain
one.
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View artifact
Domain 2: Culture
Candidates know, understand, and use the major
concepts, theories, and research related to the
nature and structure of culture to construct learning
environments that support ESOL students’
language and literacy development and content
area achievement.
Standard
Standard
2.a.
2.b.
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Standard 2.a.
Nature & Role of Culture
• Candidates know, understand, and
use the major concepts, principles,
theories and research related to the
nature and role of culture in language
development and academic
achievement, which support individual
students’ learning.
Artifact
Reflection
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Standard 2.a. - Nature and Role of
Culture
I plan to integrate the lesson plan using Esperanza Rising by Pam Muñoz Ryan
into my classroom because it gives students an opportunity to interact in a
creative, meaningful way while building their reading fluency and
comprehension. The language experience approach, as described by Peregoy
and Boyle, is a multi-strategy approach to comprehension that incorporates
reading, writing, listening, and speaking skills and this lesson effectively
integrates those four language skills. The lesson plan integrating Esperanza
Rising meets the objective for the Language and Culture course because the
culture of my English language learners is represented throughout the text,
in the setting, the characters, and the author. Acknowledging and
integrating various cultures into the classroom encourages a positive sense of
self among the students and a pride in their heritage. The main objective
identified in the Language and Culture course, to help candidates to identify,
evaluate, and apply strategies for reducing ESOL problems associated with
language and cultural varieties within society, is accomplished by the
implementation of this lesson. This selection exceeds the Nature and Role of
Culture standard, as cited in the NCATE/TESOL standards, because a firm
grasp of the relationship between language and culture is evident as well as
my ability to design learning environments that support individual student
learning.
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View artifact
Standard 2.b.
Cultural Groups & Identity
• Candidates know, understand, and use
knowledge of how cultural groups and
students’ cultural identity affect language
learning and school achievement.
Artifact
Reflection
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Standard 2.b. - Cultural Groups &
Identity
The information gained while researching and conducting the ethnographic
study will be carried with me in to my classroom. It is critical for teachers,
especially those of English language learners, to recognize the effects that a
student’s primary language and culture have on the acquisition of the target
language. The main objective of the Bilingualism course is to enable
candidates to apply knowledge of bilingualism and bilingual educational
practices, depending on the situation, to the schools and learners in our rural
environment. The ethnographically based project succeeds in accomplishing
this objective because I recognized the positives and negatives of
bilingualism and its utility in schools in this community. Although
implementing a bilingual program in this area may not be feasible, the
integration of a student’s culture and language is crucial. The ethnographic
study demonstrates my recognition that students come to school with a
language and culture that interact to form the student’s identity. The
student’s identity is directly related to their sense of self-worth, which is
usually correlated to their academic achievement. For these reasons, this
study exceeds the cultural groups and identity standard, as cited in the
NCATE/ESOL standards.
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View artifact
Domain 3: Planning & Managing
Instruction
The candidates know, understand, and are able to use
effective practices and strategies related to planning and
management of ESL instruction, including classroom
organization, effective teaching strategies for developing
and integrating language skills, implementing a variety of
teaching strategies and structures, and effectively
choosing and adapting classroom resources.
Standard
3.d.
Standard
3.a.
Standard
3.b.
Standard
3.c.
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Standard 3.a.
Planning for ESL Instruction
• Candidates know, understand, and apply concepts,
research, and best practices to plan and organize
classroom instruction in a supportive learning
environment for ESOL students. Candidates
demonstrate enthusiasm for learning a second
language, serve as effective English language
models, and manage the classroom effectively for
multilevel classrooms with learners from diverse
backgrounds.
Artifact
Reflection
Artifact 2
Reflection 2
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Standard 3.b.
Managing ESL Instruction
• Candidates know, understand and use
a variety of effective teaching
strategies and materials for
developing and integrating English
listening, speaking, reading, and
writing.
Artifact
Reflection
Artifact 2
Reflection 2
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Standard 3.c.
Managing Content Instruction for
ESOL Learners
• Candidates know, understand, and
implement a range of teaching strategies,
structures, and models to support ESOL
students in accessing the core curriculum
by learning language and academic content
together.
Artifact
Reflection
Artifact 2
Reflection 2
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Standard 3.d.
Using Resources Effectively in
ESL Instruction
• Candidates are familiar with a wide
range of materials, resources, and
technologies and choose, adapt, and
use them effectively in ESL
teaching.
Artifact
Reflection
Artifact 2
Reflection 2
Return to Domain 3
Standard 3.a.b.c.d. - Planning
and Managing Instruction
The Rainforest unit plan will be incorporated into my classroom because it
represents my ability to incorporate the language skills of reading, writing,
speaking, and listening into a thought-out unit addressing the needs of English
language learners. The teacher needs to take on the role as an advocate for the
students, as well as for the standards, and the Rainforest unit demonstrates
this ability to balance these concepts. The objective of the Literacy and ESOL
Reading course is identified as developing candidates’ instructional proficiency in
second language reading instruction. This plan met the objective for the
Literacy and ESOL Reading course because the foundation of the plan consists
of strategies and activities for implementing reading into an ESL classroom.
This plan exceeds the standards for Planning and Managing Instruction, as cited
in the NCATE/TESOL, because it demonstrates my excellent ability to create a
supportive, creative classroom environment where the primary language and
culture are valued while also accomplishing specific ESL and content, standardsbased objectives. The activities within the unit build upon the students’
strengths while supporting and extending their listening, speaking, reading, and
writing skills in both social and academic environments. Specific aspects of this
unit also demonstrate my knowledge regarding the selection and use of computer
software and internet resources to enhance language instruction.
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View artifact
Standard 3.a.b.c.d. - Planning
and Managing Instruction
The microteaching: juxtaposing the Suggestopedia
and the Grammar Translation methods, will be
integrated into my classroom pedagogy because it
contrasts two methods for language teaching. The
ultimate goal of Current Methods in ESOL
Instruction is to equip educators with dynamic
pedagogical techniques that will instigate informed
decisions concerning the approaches and methods
that will enable students to most efficiently achieve
language proficiency. The microteaching of methods
exceeds standards 3 a.b.c.d.
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View artifact
Domain 4: Assessment
The candidates understand issues
of assessment and use assessment
measures as they related to ESOL
students.
Standard
Standard
4.a.
Standard
4.b.
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4.c.
Standard 4.a.
Issues of Assessment for ESL
• Candidates understand various issues
of assessment, for example, cultural
bias, political and social factors in
assessment, IQ and special education
testing, as they affect ESOL
student learning.
Artifact
Reflection
Return to Domain 4
Standard 4.a.
Issues of Assessment for ESL
• The information gained from reading “No Child Left Untested”
will be integrated into my classroom pedagogy because the
disservice placed upon English language learners is intolerable.
“No Child Left Untested” communicates the unfair disadvantage
low English proficient students are subjected to on
standardized, or “high stakes” tests when they receive minimal
accommodations but are held at the same high standards as
native-English speaking students. Reflecting on the chapter
fourteen, “No Child Left Untested” in Crawford’s Educating
English Learners: Language Diversity in the Classroom,
reinforces the Bilingualism course’s objective to enable
candidates to critique the current policies regarding bilingualism
and assessment. This reflection demonstrates my thorough
understanding of the different purposes of assessment while
also recognizing biased elements, and therefore invalid measures
of their abilities, in assessment situations.
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Standard 4.b.
Language Proficiency Assessment
• Candidates know and use a variety of
language proficiency instruments to
inform instruction and understand its uses
for identification and placement of
students
Description &
Reflection
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Standard 4.b.
Language Proficiency Assessment
• SDMS currently uses the EduSoft program to
compile information and to create reports to
facilitate students’ identification and
placement within the general education
classroom.
• The ELL department has adopted a new ELL
assessment that will accurately identify and
place English Language Learners.
•Both of these assessment tools aid in
the identification process and
placement of ELLs and demonstrate the
achievement of this standard.
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Standard 4.c.
Classroom-based Assessment
for ESL
• Candidates know and use a variety
of classroom-based assessment
tools to inform instruction
Artifact
Reflection
Artifact 2
Return to Domain 4
Standard 4.c.
Classroom-based Assessment
for ESL
The knowledge gained regarding assessment measures throughout
this program has been critical in my growth as a professional. I plan
to integrate the various assessment measures contained in the
Rainforest unit plan into my classroom because students should not
be assessed solely on their ability to produce. It is also vital, as an
advocate for the ESOL population, that teachers realize the diverse
assessment strategies available and not base student progress and
intelligence on language knowledge. The assessment measures
contained in my Rainforest unit plan exceed the NCATE/TESOL
standard, Classroom-based Assessment for ESL. Various
assessment measures were developed and utilized during the
Rainforest unit for the Literacy and ESOL Reading and Writing
courses. The assessment measures developed promote and measure
student learning while recognizing the interdependent relationship
between teaching and assessment. Also, the ESOL students’ literacy
skills are appropriately assessed in English and knowledge of their
native language literacy skills is obtained. View artifact
Return to Domain 4
Artifact 2
Domain 5: Professionalism
The candidates demonstrate knowledge of the
history of ESL teaching. Candidates keep current
with new instructional techniques, research results,
advances in the ESL field, and public policy issues.
Candidates use such information to reflect upon and
improve their instructional practices. Candidates
provide support and advocate for ESOL students and
their families and work collaborative to improve the
learning environment.
Standard
5.a.
Standard
Standard
5.b.
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5.c.
Standard 5.a.
ESL Research and History
• Candidates are knowledgeable of history,
research, and current practice in the field of
ESL teaching and apply this knowledge to
improve teaching and learning.
Artifact 1
Reflection 1
Artifact 2
Reflection 2
Return to Domain 5
Artifact 3
Reflection 3
Standard 5.a.
ESL Research and History
The information gained from reading chapter fourteen, “No Child
Left Untested” in Crawford’s Educating English Learners: Language
Diversity in the Classroom, will be integrated into my classroom
pedagogy because the knowledge of historical events and mandates
that have created the current trends is necessary to appreciate the
growth and expansion of the field. “No Child Left Untested” informs
the reader of the major “turning points” in ESL history and the court
cases that supported English language learners. Reflecting on the
chapter fourteen, “No Child Left Untested” reinforces the
Bilingualism course’s objective to enable candidates to critique the
current policies regarding bilingualism. This reflection demonstrates
my thorough understanding of the legal processes, mandates, and
policies that have impacted the development of the field of ESL, and
thus the instruction of English language learners. This, therefore,
meets the standard for ESL Research and History, as cited in the
NCATE/TESOL standards.
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Standard 5.a.
ESL Research and History
The microteaching: juxtaposing the Suggestopedia and the
Grammar Translation methods, will be integrated into my
classroom pedagogy because the theory and evolvement of each
method demonstrates the ever-changing ESL teaching methods.
The knowledge gained from this assignment also allows me to
make an informed decision of which methods I plan to integrate
into my ESL classroom. The Current Methods in ESOL
Instruction course aims to acquaint students with the theories,
approaches, methods, and specific techniques concerning the
teaching of English Language Learners. The microteaching is
evidence of my ability to use a variety of research-based secondlanguage teaching strategies and methods. Therefore, this
artifact meets standard 5.a.
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Standard 5.b.
Partnerships and Advocacy
Candidates serve as professional resources,
advocate for language minority children, and
build partnerships with their families.
Artifact 1
Reflection 1
Description & Reflection for
Artifact 2
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Standard 5.b.
Partnerships and Advocacy
The ACE-TESOL final report consists of a compilation of
information and knowledge gained from the ACE-TESOL
program. The information is interpreted and applied to
my experiences as an English Language Learner teacher
and my growth as such, is documented in this report. For
this reason, the final report meets the standard for ESL
Partnerships and Advocacy, as cited in the NCATE/TESOL
standards.
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Standard 5.b.
Partnerships and Advocacy
As the only English Language Learner
instructor at my school, it is my responsibility
to foster parent involvement and to act as a
liaison between the home and the school. On
numerous occasions I have played the role of
interpreter, nurse, and secretary, among many more.
I strive to develop a relationship between my
students’ parents and society as a whole, which
demonstrates my ability to achieve
partnerships and to act as an advocate
for this unique population.
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Standard 5.a.
ESL Research and History
The ACE-TESOL final report consists of a
compilation of information and knowledge
gained from the ACE-TESOL program. The
information is interpreted and applied to my
experiences as an English Language Learner
teacher and my growth as such, is documented
in this report. For this reason, the final report
meets the standard for ESL Research and
History, as cited in the NCATE/TESOL standards.
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Standard 5.c.
Professional Development
and Collaboration
• Candidates collaborate with and
are prepared to serve as a
resource to all staff to improve
learning for all ESOL students.
Artifact
Reflection
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Standard 5.c.
Professional Development
and Collaboration
The presentation, “Tips for Working With
English Language Learners,” was developed as
a mini- workshop for colleagues at SDMS.
This presentation was created during the ACE
TESOL program although it was not a
requirement for any course. The presentation
demonstrates my willingness to accept and
embrace the role of ESOL advocate and
resource person in my school.
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View artifact
Maryland Teacher
Technology Standards
Standard 1
Standard 5
Standard 2
Standard 4
Standard 6
Standard 3
Standard 7
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Standard 2 Communication
View artifact: NTeQ Lesson Plan –
Graph Club
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Standard 1 –
Information access,
evaluation, processing and
application
View Artifact: Hot List of
Educational Technology Resources
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Standard 4 –
Assessment for
administration and instruction
View artifact: Data of Prospective
Schools
Data Summary
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Standard 3 -
Legal, Social, and Ethical Issues
View artifact: Group Case Study
for the One Computer Classroom
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Standard 5 –
Integrating technology into
the curriculum and
instruction
View artifact: Solar System
Treasure Hunt for fifth grade
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Standard 6 –
Assistive technology
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Standard 7 –
Professional growth
View artifact:
My Philosophy on
Integrating Technology into the
Classroom
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