KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name INED 7784
Department Inclusive Education
Degree Title (if applicable)
Proposed Effective Date Summer 2009
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. _____ simple editing changes to a course description
c. __X___ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog p. 140
Course Prefix and Number INED 7784
Course Title ESOL Endorsement Practicum
Credit Hours 3/0/3
Prerequisites:
Admission to M.Ed. in Inclusive Education: Concentration in TESOL, MAT in
TESOL or ESOL Endorsement Program, Successful completion of INED 7781,
INED7782, or upon departmental approval
Description:
This course is a supervised clinical experience for candidates pursuing an MAT, M.Ed.,
or Endorsement in TESOL. Candidates observe P-12 teachers working with English
language learners, focusing upon delivery models and teaching methodologies.
Candidates also engage in a supervised teaching experience where they will demonstrate
instructional competencies addressed in the Sheltered Observation Protocol Instrument.
(SIOP). If the candidate is employed, the supervised teaching experience may be
conducted on-the-job. If not, the site of the teaching experience must be organized
through the Office of Field Experience in the Bagwell College of Education.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number _________N/A_______________________
Course Title ___________________N/A________________________
Credit Hours
Prerequisites
N/A
N/A
Description N/A
III.
Justification
INED 7784 is being deleted because the ESOL Endorsement will no longer have a
separate practicum. The field experience and reflection requirement from INED 7784 will
be moved in INED 7783 (Methods and Materials for Teaching ESOL).
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VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
TESOL Practicum
INED 7784
Spring Semester 2007
INSTRUCTOR: Dr. Judy Holzman
Office Hours: 3:00-5:00 pm Monday & Wednesday, or by appointment
Office: KH 3207
Gail Johnson
Office Hours : by appointment
404 403-2698 (cell)
gjohnson4@kennesaw.edu
Marilynn Braude
Office Hours: by appointment
770 789-22685 (cell
Mbraude1@kennesaw.edu
CLASS MEETING: Saturday, 2:00-5:00 pm (class does not meet every week)
KH 1103
REQUIRED TEXTS:
Echevarria, J., Vogt, M. E., & Short, D. J. (2004). Making content comprehensible for English language learners
(2nd ed). Boston: Allyn & Bacon.
Vogt, M. E. & Echevarria, J. (2006), Teaching ideas for implementing the SIOP Model. Glenview, IL: Pearson
Achievement Solutions.
RECOMMENDED TEXT:
Herrell, A. L. & Jordan, M. (2004). Fifty strategies for teaching English language learners (2nd ed). Upper Saddle
River, NJ: Merrill.
SAMPLE WEBSITES;
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Teachers of English to Speakers of Other Languages: http://www.tesol.org
Georgia Performance Standards: http://www.georgiastandards.org Until the ESOL performance standards are
completed, you will continue to use the QCC. You will find a link on the menu on the left side of the page
under “Headlines” to connect with Georgia Learning Connections/Quality Core Curriculum:
http://www.glc.k12.ga.us
Georgia Department of Education (ESOL): http://public.doe.k12.ga.us/ci_iap_esol.aspx
Georgia Standards.org: http://www.gso.org
Curriculum standards, assessment development, portfolios and national board certification:
http://www.nbpts.org
Center for Applied Linguistics: http://www.cal.org
National Capital Language Resource Center: http://www.nclrc.org
National Center for Education Statistics: http://nces.ed.gov
National Assessment of Educational Progress (NAEP), known as the Nation’s Report Card:
http://nces.ed.gov/nationsreportcard
U.S. Census Bureau: http://www.census.gov
American Council on the Teaching of Foreign Languages (Standards and proficiency guidelines—click on
special projects): http://www.actfl.org
CCSD ESOL: http://www.cobbk12.org/esol
CREDE, Center for Research in Education, Diversity and Excellence: http://www.crede.org
International Reading Association: http://www.reading.org (See “Reading TODAY Daily”, an online source
for news about literacy, also links to resources for beginners, struggling learners, and others.)
CATALOG DESCRIPTION:
This course is a supervised teaching experience for candidates pursuing an MAT in ESOL. Candidates will
work individually with English language learners, focusing upon their language proficiency, learning styles
and background. Candidates will also be expected to demonstrate the competencies presented in EXC
7980. If the candidate is employed, part of the practicum may be conducted on-the-job. If not, the
practicum site must be organized through the Office of Field Experiences in the BCOE. Proof of
professional liability insurance is required prior to the field experience.
RATIONALE:
This course is a co-requisite field experience that applies concepts taught in EDUC 7783, Methods and Materials
for Teaching ESOL. It is the MAT candidate’s second practicum and provides the candidate with the opportunity
to apply and reflect upon the concepts and skills addressed in the co-requisite. Candidates will work closely with
their district mentor or designated cooperating teacher to conduct directed activities. Methods of lesson and unit
planning and implementation using the SIOP Method, in conjunction with the concepts of Understanding by Design,
pyramid planning, and WIDA language assessment, will be studied, observed and reflected upon throughout the
course. Candidates will spend approximately 30 hours in the field – 10 hours in each of the following settings:
elementary, middle and high school. Candidates must have a satisfactory practicum to continue in the MAT program
without remediation. Verification of Liability Insurance is required.
DISRUPTIVE BEHAVIOR
The University has a stringent policy and procedure for dealing with behavior that disrupts the learning
environment. Consistent with the belief that your behavior can interrupt the learning of others, behavior that fits the
University's definition of disruptive behavior will not be tolerated. (See Campus Policies and Procedures in the KSU
Graduate Catalog).
ACADEMIC INTEGRITY
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as published in
the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's
policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/ falsification of University records or academic work, malicious removal,
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retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and
misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an "informal" resolution by a
faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the
Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy, which has
the appearance of improving grades without increasing knowledge, will be dealt with in accordance with the
University's policy on academic honesty. In addition, students in the graduate program in special education are held
accountable by the Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional Children's (CEC)
Code of Ethics for Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
ACADEMIC HONESTY STATEMENT
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an
ethical, professional manner. Any work that students present in fulfillment of program or course requirements
should reflect their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who
is found to have violated these expectations will be subject to disciplinary action.”
HUMAN DIGNITY
The University has formulated a policy on human rights that is intended to provide a learning environment, which
recognizes individual worth. That policy is found in the KSU Graduate Catalog. It is expected, in this class, that no
Professional should need reminding but the policy is there for your consideration. The activities of this class will be
conducted in both the spirit and the letter of that policy.
CONCEPTUAL FRAMEWORK
Collaborative Development of Expertise in Teaching, Learning and Leadership
“The Collaborative Development of Expertise in Teaching, Learning and Leadership” is the basis for all of
Kennesaw State University’s teacher education programs. Working from a solid content background, the teacher as
facilitator demonstrates proficient and flexible use of different ways of teaching to actively engage students in
learning. Teachers as facilitators are well versed in the characteristics of students of different ages, abilities and
cultural backgrounds. They are skilled in integrating technology into instruction and create an environment in which
students can be successful and want to learn. Teachers as facilitators know when and how to assess learning by
means of various forms of traditional and authentic assessments. They are well prepared for successful careers in
teaching and are expected to act in a professional manner in all circumstances with colleagues, parents, community
members and their own students. As a professional educator, the teacher facilitator values collaboration and seeks
opportunities to work with other professionals and community members to improve the educational experiences for
children and youth. This course contributes to the candidates’ understanding of their developing role as a
professional facilitator by supporting their educational growth as they learn to effectively teach students.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases, teachers progress from being Novices learning to survive in classrooms toward
becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
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The knowledge base for methods of teaching English Language Learners (ELLs) in inclusive classrooms continues
to develop. The field draws on research literature from general education, bilingual education, multicultural
education, intercultural communication, critical theory, second language acquisition, linguistics, and special
education. The emphasis in this course will be on developing and implementing lesson plans using the SIOP Model.
This will include implementation of methods and materials appropriate for ELLs at all language proficiency levels,
differentiated instruction through pyramid planning and Understanding by Design, and appropriate assessments.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates
to explore how multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section
504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number
of services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware
there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
OUTCOMES, EXPERIENCES & ASSESSMENTS
Candidate Performance Instrument (CPI)
PTEU Outcomes & Proficiencies
Outcome 1: SUBJECT MATTER EXPERTS:
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to colleagues, parents and
students.
1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately represents understanding
through use of multiple explanations, technologies and/or strategies.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges.
1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated, flexible,
elaborate and deep
Outcome 2: FACILITATORS OF LEARNING:
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or
assisting teachers in adjusting) practices accordingly.
2.2 Understands human development and learning and uses this understanding to create enriching educational experiences and/or
environments for all students.
2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for individual students, class
instruction and the overall school improvement plan.
2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning.
2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences in
multiple formats.
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Outcome 3. COLLABORATIVE PROFESSIONALS:
3.1 Collaborates with colleagues, parents and/or other professionals and leads appropriately to strengthen school effectiveness, to advance
knowledge, and to influence policy and practice.
3.2 Reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research aimed
at improved student achievement.
3.3 Proactively involves and leads parents and other members of the community in support of instruction and education.
3.4 Engages in on-going professional development by joining professional organizations, participating in conferences, mentoring new staff,
etc.
3.5 Adheres to professional ethical standards while reporting, conducting and publishing research.
Field Experiences
Site Observations: As they progress through the program of study, all candidates will be observed a minimum of
five times by either a full-time or adjunct faculty member. All observations will follow a protocol appropriate to the
candidate’s major that will be shared with the candidate prior to the observation The observations for this course
will focus on lesson planning and implementation using the SIOP Method in conjunction with beginning knowledge
of pyramid planning and Understanding by Design.
Leadership and School-based Activities: While completing your graduate program at Kennesaw State University,
you are required to be involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at
professional conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and participating
in education-related community events. As you continue your educational experiences, you are encouraged to
explore every opportunity to learn by doing.
Assessments
Impact On Student Learning Analysis (ISLA): It is our assumption that you are already assessing the influence
of your instruction on your students’ learning and that you are considering what factors, such as student diversity,
might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or skill that you
plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on the impact on
your students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student Learning
Analysis” Rubric as a guide. You will want to consider how the differences that every student brings to the
classroom setting may have influenced learning (see definition of “every student” at the top of attached “Impact on
Student Learning” rubric). Unless your program area tells you differently, the length of the reflection is up to you,
but it should be concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for
greater detail.)
Portfolio Graduation Requirement: To fulfill the portfolio graduation requirements for this graduate program,
each candidate will be required to create a professional portfolio that provides evidence of mastery of the outcomes
and proficiencies articulated on the Candidate Proficiency Indicators (CPI) as Subject Matter Expert, Facilitator of
Learning and Collaborative Professional. Your portfolio is to document your professional growth related to the
Preceding each piece of evidence used to document your proficiencies, you are required to provide an introductory
narrative that uses descriptive, analytic and reflective writing. This introductory narrative should be a concise,
comprehensive reflection documenting research-based best practices and indicating how your evidence supports the
proficiency at a Level 3 or Level 4, using the Portfolio Narrative Rubric as a guide. In the introductory narrative,
you need to indicate how the evidence meets the proficiency, how it was used in your daily practice and cite where
appropriate at least one foundational source to support it use as a best practice (APA format). At the conclusion of
the program, your portfolio should have two or more pieces of evidence and reflections documenting your
professional growth on each proficiency.
Portfolio Entries: Candidate’s choice.
Each semester, in each course, you will be required to prepare an Application Paper that explains how your work
meets the graduate outcomes and proficiencies articulated on the Candidate Performance Instrument (CPI). The
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Application Paper consists of a brief introduction of the assignment, along with a detailed explanation of how
completing the assignment demonstrates that you have met at least one of the Advanced Candidate Proficiencies on
the CPI. (The rubric used to assess the Application Paper will be provided by your instructor.) To ensure that the
evidence that is ultimately up-loaded into your electronic portfolio is representative of your best effort, your
instructor will provide feedback describing necessary revisions. Each candidate is required to make the revisions,
and have the final product reviewed by a peer, prior to uploading the evidence into their electronic portfolio. This
exercise will be worth 10% of the total points given for each course.
Extensions of Learning: Candidates should keep ongoing documentation of ways in which they extended their
learning and skills from this and other courses. In your final portfolio, at least one piece of evidence for each domain
is required documenting professional growth beyond course requirements. Candidates should also keep
documentation data of the impact on student academic and/or behavior learning that result from any intervention
extensions.
TECHNOLOGY
Technology Standards & Use: Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and meet
Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to
explore and use instructional media, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia
instructional materials, create WWW resources, and develop an electronic learning portfolio. Candidates in this
course will be expected to apply the use of educational technology in their classrooms. Specifically, word
processing to write papers; WebCT Vista to access course materials and submit assignments; WebCT Vista
and e-mail to communicate with instructors and peers; and PowerPoint to develop a class presentation.
Candidates will have access to the ERIC CD-ROM database, TRAC and the Educational Technology Center.
Library research required in this course is supported by the Galileo system. The password for this semester is
lustrous.
KSU Student Email: As of Fall 2004, Kennesaw State University mandated that all official university
communication would be delivered via the KSU student email system. Effective this semester (Fall 2005), all
candidates seeking degrees from the Department of Special Education will be required to use their KSU student
email accounts as the primary communication mode. Program updates, information from faculty, and other
important university communication will be sent to your KSU student email account. You are expected to check
this email at least several times a week, and to use this email account when sending email to departmental faculty.
The KSU student email is a web based system that is accessible both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and accessing
your account please contact KSU Service at 770-423-6999.
IF NOT COMPLETED DURING EDUC 7782 OR OTHER COURSE THIS YEAR, CANDIDATES MUST
COMPLETE THE FOLLOWING AND OBTAIN LIABILITY INSURANCE.
REQUIREMENTS OF THE INSTITUTIONAL REVIEW BOARD
(Assurance of Research On Human Subjects)
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Institutional Review Board Assurances: As of August 1, 2003, the Assurance for Research on Human Subjects is
required by Federal policy and formalizes the institution’s commitment to protect human subjects. All individuals
(faculty, staff, and students) engaged in research on human subjects must complete a web-based training course.
This web-based training will take approximately two hours to complete and can be found at: http://cme.cancer.gov .
Certificate of Assurance of Research on Human Subjects: Upon completion of the course, save a copy of your
Completion Certificate electronically and upload the certificate to the WebCT course. Specific instructions:
 To access the online training course go to: http://cme.cancer.gov
 Click on Human Participant Protections Education for Research Teams
 Click New User Registration just below the Overview paragraph
 Complete the New User Registration. Be sure to make a note of your username and password as you may
need to access the online training course or your certificate later in your graduate program. When
registering for the course, indicate that the course is being taken for “Completion Certificate only, no
continuing education credits.”
 After establishing your username and password, go back to the http://cme.cancer.gov website and login
under the Returning Users section.
 Review the first few screens and then you will enter the main menu area to begin the course.
To save a copy of Completion Certificate:
 Once you have completed the online training course, click on Get Your Certificate from the main menu
screen.
 From this screen, you may need to click another link that says Click here to receive your completion
certificate.
 Once your completion certificate is displayed you will use your browser menu to save a copy. Click File
 Save Page As from the browser menu bar.
 You will then be prompted to save the page by entering a file name. Save the file using the following
naming convention:
yourfirstname_lastname_IRB_Certificate.htm
Example: leigh_funk_IRB_Certificate.htm
 After saving the certificate, login to WebCT and upload your file under the IRB Certificate Assignment
area.
Course Standards, Outcomes, Performance Indicators & Objectives
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental
and collaborative process. Research for the past 25 years as described this process in increasingly complex terms.
Universities and schools must work together to successfully prepare teachers who are capable of developing
successful learners in today’s schools and who choose to continue their professional development. For the purposes
of this syllabus, course goals and objectives are first delineated according to development of candidate knowledge,
skills & dispositions and then cross-referenced to the WIDA (World-class Instructional Design and Assessment)
English Language Proficiency (ELP) Standards, and national professional standards of Teachers of Speakers of
Other Languages, Inc.
TESOL*
Performance
Indicators
CPI Outcomes &
Proficiencies
NCATE Standards
1.b.5. Understand
CPI Outcome 1: SME
1.1; 1.2; 1.3;.l.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
and apply current
theories & research
in language
development.
Georgia PSC
ESOL
Endorsement
Standards
Georgia QCC
Applies to all QCC
Standards for ESOL,
P-12 (beg, inter, adv,
LFS)
NCATE Standard I
(KSD)
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Course
Objectives
1) Articulate the
processes for
documenting the
impact of
instruction on
student learning.
Evidence of
Mastery
SIOP
Professional
Log
NCATE Standard II
(Diversity)
2) Articulate the
theories of
curriculum and
assessment,
particularly as they
relate to the
individualized
programming of
English language
learners
4.a.3
4.a.4
3) Apply advanced
problem-solving
and critical
thinking in making
instructional
decisions.
1.a.10. Serve as
good language
model.
1.b.5. Understand
and apply current
theories & research
in language
development.
SIOP
4) Demonstrate the
use of appropriate
curriculum design,
differentiated
instruction, to meet
the curriculum and
instruction needs of
diverse learners.
5) Maintain an
appropriate pace of
instruction, engage
all students in
learning, and call
on all students.
3.a.2
3.a.4
3.b.1
3.b.2
8) Demonstrate
effective use of
classroom
organization skills:
grade level and
age-appropriate
materials ready for
instruction;
Demonstrate
ethical behavior
and professional
attitudes in
relationship to
other teachers,
administrators,
school staff,
parents,
community
members and
students.
5.b.1
5.c.2
5.c.3
Demonstrate
continuous pursuit
of learning, service
and research by
joining
professional
5.b.3
5.c.1
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Observation
Conference
attendance
organizations,
attending
workshops and
seminars and
engaging in
classroom inquiry.
COURSE REQUIREMENTS/ASSIGNMENTS
1. Class Attendance Policy
Candidates must attend all on-campus meetings. Class activities will include discussion, role-playing and group
collaborative activities requiring the participation of all students. Students have many experiences and skills,
which they can share to facilitate everyone's learning. Candidates must attend all on-campus meetings either
on Saturday or Monday.
2. Observation & Conversation with an ESOL Teacher—ESOL Delivery Models
Candidates must be placed in each of the following instructional settings for this course: elementary, middle and
high school. For this assignment candidates, must be in a setting different from the one in which they normally
teach. For example, an elementary teacher will conduct an observation and conversation with an ESOL teacher
regarding ESOL delivery models in a middle or high school setting. Placement will be arranged by the
practicum instructor or KSU staff.
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Spend one full day observing the ESOL delivery models used in the school.
15-20 minute discussion with teacher or administrator regarding how and why the ESOL delivery
models are used in the school.
Write a 2-3 page summary and reflection (based upon a rubric). Those candidates who are not taking
EDUC 7783 (Methods and Materials for ESOL Teachers) will have on-line access to all powerpoints
and materials regarding ESOL delivery models.
3. Observation & Conversation with an ESOL Teacher – SIOP Implementation
Candidates must be placed in each of the following instructional settings for this course: elementary, middle and
high school. For this assignment candidates, must be in a setting different from the one in which they normally
teach. For example, an elementary teacher will conduct an observation and conversation with an ESOL teacher
regarding ESOL delivery models in a middle or high school setting. Placement will be arranged by the
practicum instructor or KSU staff.
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Spend one full day observing the implementation of SIOP or other ESOL delivery models used in the
school.
Write a 2-3 page summary and reflection (based upon a rubric). Those candidates who are not taking
EDUC 7783 (Methods and Materials for ESOL Teachers) will have on-line access to all powerpoints
and materials regarding SIOP and other ESOL delivery models.
4. SIOP Lesson Planning & Implementation
Candidates will be required to conduct activities in the classroom that reflect material studied in EDUC 7783
(Methods and Materials for Teaching ESOL) or equivalent. This assignment is to be done in the candidate’s
normal ESOL instructional setting. If the candidate does not have ELLs in his/her classroom, he/she may utilize
a colleague’s classroom based upon approval of the practicum instructor. For candidates who are not presently
teaching or do not have ELLs in their school, placement will be arranged by the practicum instructor or KSU
staff. Placements will normally last 3 days, two days for observation and interaction with classroom teacher and
one day for implementation/observation of SIOP Lesson Plan.

Demonstrate the ability to successfully plan to teach students who are learning English and reflect on
their teaching. Candidates will be evaluated on:
o Development of a SIOP lesson plan;
o Teaching of the lessons; and
o Interpersonal and professional skills during scheduled observations.
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Essential elements of the plan -- SIOP
 Language level (based on WIDA levels)
 Big Idea and Essential Question(s)
 Assessments
 Objectives/learning outcomes (for each objective, state the corresponding “national” [i.e. TESOL]
standard, the Georgia PSC ESOL Endorsement Program Standard, and QCC outcome)
 Context (or content “theme”) around which the grammar lesson will be structured and explanation
for why you chose this “theme.” For example, a fifth grade history lesson on the American
Revolution might be the focus for teaching narration in the past tense. In the traditional 11 th grade
American History sequence, past narration and transitional devices could be the focus. Either
case offers the opportunity for both oral and written expression.
 Description of activities for a 50-minute lesson, including number of minutes devoted to each
activity, with emphasis on logical transitions from one activity to the next.
 List of materials needed for the lesson and explanation of how they will help achieve the learning
outcomes and why you chose them.
 Assessment – ISLA (Impact On Student Learning)

2.
Reflection on observations and on written or oral feedback given by course instructor or field
supervisors.
Professional Log:
The log must contain reflections on your professional reading, conferences with district mentors and/or
collaborating teachers, and peers in the practicum. To obtain full credit for this activity, you must use the
writing format presented in class to complete the following:

SIOP, ESOL delivery models, pyramid planning, universal curriculum design, accommodation and
modifications, and/or any other topics related to our class discussions and texts. In addition, you are
required to write a 2-3 page reflection containing your reactions to each of the articles. The reflection
should connect material you learned in EDUC 7783 or the practicum reading material. The articles must be
from peer-reviewed journals. Online articles are strongly discouraged unless they come from a peerreviewed journal. All online articles MUST be cleared with the instructor or no credit will be given.
Your completed professional development log must follow the National Board Certification writing process:
 Description: Summarize the main ideas. This should be strictly factual information and not contain any of
your personal opinions. Exactly what points do the articles make, or what did you see or hear?
 Analysis: Based on the focus in this program and your own experiences, what is your opinion about what
you have read or observed? Be sure to support your opinion with specific information from the articles or
observation. Do you agree or disagree and WHY? Please provide more feedback than, “I like it and think
it will work.”
 Reflection: How will this information impact your own teaching practice and student learning in your
class? How did it change the way you think about your personal teaching practice or how did it affirm your
current beliefs?
 References for articles: Must be in American Psychological Association (APA) style (5th ed.).
EVALUATION AND GRADING
Assignments
Points Assessed
Observation & Conversation with an ESOL Teacher—ESOL Delivery Models
Observation & Conversation with an ESOL Teacher – SIOP Implementation
Lesson Planning, Implementation & Reflection
25
25
70
Portfolio Narrative & Downloading
20
13
Professional Log
60
Total
200
Attendance an ESOL Conference – In-class presentation on what was learned
(You must attend one of the following conferences before the end of your
program in order to meet the professional development requirement of the
portfolio:
 KSU ESOL Conference
 GATESOL Conference
 Big TESOL Conference
Candidates must pass this course in order to continue in the program. If the practicum needs to be repeated,
it will be necessary to re-enroll in this course. No incompletes will be given. Repetition of the practicum will
delay graduation up to one year.
Evaluation & Grading: Grades will be assigned as follows:
A = 90% or higher
B = 80% - 89%
C = 70% - 79%
F = 69% or below
References/Bibliography
See syllabi for EDUC 7783
14