KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7981
Department Inclusive Education
Degree Title (if applicable)
Proposed Effective Date Summer 2009
Check one or more of the following and complete the appropriate sections:
New Course Proposal
X Course Title Change
Course Number Change
Course Credit Change
X Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
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
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog p. 140
Course Prefix and Number
INED 7981
Course Title MAT TESOL Internship
Credit Hours 0-3-3
Prerequisites Prerequisite: Admission to MAT TESOL program and departmental
approval.
Description (or Current Degree Requirements)
This course is a full-time supervised teaching experience for candidates seeking the MAT in
TESOL. If the candidate is employed, the internship may be conducted on-the-job. If not, the
internship site must be organized through the Office of Field Experiences in the BCOE.
Recommendation for licensure will be made by the university supervisor. Proof of professional
liability insurance is required.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ________________________________
Course Title ____TESOL Internship_____________
____
Credit Hours
Prerequisites Prerequisite: Admission to M.Ed. or MAT TESOL programs. Completion of all
other program requirements or with approval of department chair.
Description (or Proposed Degree Requirements)
This course constitutes a full-time supervised teaching experience for candidates seeking an
M.Ed. or MAT in TESOL. If the candidate is employed, the internship may be conducted on-thejob. If not, the internship site must be organized through the Office of Field Experiences in the
BCOE. This course may be repeated, if competencies are not met.
III.
Justification
INED faculty has determined that the M.Ed. in Inclusive Education: TESOL
Concentration program of study should include a clinical field experience. Rather than
create a new course for the M.Ed. candidates, M.Ed. and MAT candidates will complete
the same internship. The rationale for offering a joint course is that currently there are an
insufficient number of M.Ed. candidates to warrant a separate course. As the number of
candidates grows, faculty will determine if a separate course is necessary.
VII Attach Syllabus
INED 7981
Spring 2010
TESOL Internship
I.
Instructor:
Clinical Faculty:
Office Hours:
Phone:
Fax:
Email:
CLASS MEETING:
II. REQUIRED TEXTS:
Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective instruction.
Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, Robert J., Marzano, Jana S., and Pickering, Debra J. (2003). Classroom management that works:
Research based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum
Development..
III. CATALOG DESCRIPTION:
Prerequisite: Admission to M.Ed. or MAT TESOL programs. Completion of all other program requirements or with
approval of department chair.
This course constitutes a full-time supervised teaching experience for candidates seeking an M.Ed. or MAT in
TESOL. If the candidate is employed, the internship may be conducted on-the-job. If not, the internship site must be
organized through the Office of Field Experiences in the BCOE. This course may be repeated, if competencies are
not met.
IV. PURPOSE/RATIONALE:
The purpose of the course is to prepare prospective teachers of English language learners as effective facilitators for
enhancing the learning of the English language and content of the K-12 curriculum as articulated by the Georgia
Performance Standards. Candidates are expected to demonstrate the full range of competencies for teaching content
and language to English language learners in inclusive settings, using the Sheltered Instruction Observation Protocol
(SIOP) and Understanding by Design. This course meets clinical requirements of the National Accreditation of
Teacher Education (NCATE), the Professional Standards Commission (licensure body for Georgia), and the national
organization for Teachers of English Speakers of Other Languages (TESOL). In this course, TESOL faculty
members from Kennesaw State observe candidates in the full role of teaching.
V. University Policies
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,
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)
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.
VI.
CONCEPTUAL FRAMEWORK
Collaborative Development of Expertise in Teaching, Learning and Leadership
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning. The
Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an endstate. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally,
the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, 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.
The knowledge base for diversity in educational contexts continues to develop rapidly as our world shrinks. The
historical frameworks include changing demographics, political action, and policy issues. Current directions are
more focused on the development of personal understanding of the impact of culture on the worldview and practices
of the teacher and on understanding the impact of culture on student learning needs. The field draws on research
literature from educational psychology, psychology and sociology.
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 class will be on developing knowledge of second language acquisition theory and
applied linguistics.
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.
VII
Goals and Objectives
The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and
principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of
these courses, the candidate will demonstrate the following outcomes:
INED – TESOL Outcome and Proficiencies
As you progress through this program, you must demonstrate that you have met each of the following
outcomes and proficiencies at the L3 or L4 level in order to complete the degree program.
OUTCOME 1: SUBJECT MATTER EXPERTS
Candidates know the subjects they teach and how to teach those subjects to students. Each
candidate:
1.1 Possesses broad, current and specialized knowledge of ESOL and demonstrates this knowledge to
colleagues, parents and students.
1.2 Possesses an interdisciplinary understanding of curricula for English language learners at all language
proficiency levels and accurately represents this understanding through use of multiple explanations,
technologies and/or strategies.
1.3 Possesses strong ESOL pedagogical content knowledge and uses that knowledge to create approaches
to instructional challenges
1.4 Actualizes the integration of ESOL content, ESOL pedagogy and interdisciplinary understanding
through instruction that increases both language proficiency and academic achievement of English
language learners.
OUTCOME 2: FACILITATORS OF LEARNING
Candidates are committed to students and are responsible for managing and monitoring student
learning. Candidates believe that all students can learn; as a result, each candidate:
2.1 Treats all students equitably and provides English language learners equitable access to the full
curriculum by respecting individual and cultural 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 culturally responsive learning environments that are safe, well-managed, supportive, inclusive,
and challenging for learning environments for English language learners.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals
articulated for English language learners, 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, both in terms of
language development and academic achievement and communicates results to multiple audiences in
multiple formats.
OUTCOME 3: COLLABORATIVE PROFESSIONALS
Candidates think systematically about practice, learn from experience, and are members of learning
communities. Each candidate:
3.1 Collaborates with colleagues, parents and/or other professionals to strengthen school effectiveness,
to advance knowledge, and to influence policy and practice related to English language learners.
3.2 Reflects regularly upon daily practice, and draws upon experience and the professional literature
to design and conduct research aimed at improved English language learner achievement.
3.3 Proactively involves and leads parents and other members of the community in support of ESOL
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.
Note to Candidates: The wording of these proficiencies has slightly changed to meet the specific
requirements of accreditation. These proficiencies go into effect as of Summer 2008. Candidates who have
already completed introductory narratives based on the former proficiencies need NOT revise them.
However, you are required to use the new summer 2008 proficiencies for all introductory narratives or
assignments that have not yet been completed.
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. There are no site
observations in this course.
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
ePortfolio Requirement: To fulfill the eportfolio requirement for this graduate program, each candidate will
be required to create a professional eportfolio using the Chalk and Wire ePortfolio application that provides
evidence of mastery of the outcomes and proficiencies articulated in the TESOL Discipline Specific Advanced
Candidate Outcomes and Proficiencies. A copy of these Advanced Candidate Outcomes and Proficiencies is
available at http://www.kennesaw.edu/education/ined/resources/ined/exc_7790/exc_7790.htm). The ePortfolio
is intended to be developed throughout the program, so within each course you must complete a minimum of 3
Introductory Narratives as outlined in the Introductory Narrative Assignment.
ePortfolio Requirement – Extensions of Learning: As part of the final ePortfolio, you will be required to
identify at least 3 ways in which you extended your learning in this program beyond the course requirements.
You must include 1 extension for each of the Advanced Outcomes (Subject Matter Expert, Facilitator of
Learning, and Collaborative Professional). Examples of extensions of learning are available on the INED
ePortfolio website.
Portfolio Entries: SIOP Lesson Plan, ISLA, Dispositions Diary
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 a) search for literature on the internet, through the KSU library
(both on-site materials and electronic databases and b) develop a linguistic case study of an English language
learner that incorporates the use of a powerpoint and at least one additional form of electronic media, and c) us
WebCT Vista features to download course materials and communicate with instructor and peers. 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.
Chalk and Wire Required: Beginning Summer 2007, all newly admitted teacher education candidates are
required to purchase a Chalk and Wire ePortfolio account. This web-based application will be used in multiple
courses throughout your program, but you will only need to purchase your account ONE time since the accounts
are good for five years. Accounts can only be purchased through the KSU Bookstore. For additional
information on how to purchase the account, the purpose of Chalk and Wire, and training opportunities please
visit our website at www.kennesaw.edu/education/chalkandwire/
WebCT Vista will be the primary communication tool used for emails, announcements, collaborative discussions,
access to course materials, and grade results. It is expected that you will check our course WebCT Vista area on a
regular basis.
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.
Quality of Writing: It is expected that all candidate work will include full sentences, paragraphs of appropriate
length, and formal English grammar conventions. To facilitate completion of quality work, candidates will do
the following:
 Change the setting on their computer(s) so that Word recognizes formal rather than standard (colloquial)
English. See Vista homepage for details;
 Determine the reason for green or red wavy lines under text in Word documents and make applicable
corrections prior to handing in work;
 Read all documents with a critical eye to ensure that grammar conventions are followed;
 Use APA (5th ed) format for all coursework; and
 If multiple drafts are permitted or expected in a course, candidates will incorporate corrections and
information from instructor comments into all revised work.
There are two writing resources available on campus:


The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you throughout the writing process on concerns such as topic development, revision,
research, documentation, grammar, and mechanics. Rather than edit your paper for you, writing assistants
will help you learn strategies to become a better writer on your own. For more information or to make an
appointment (appointments are strongly encouraged), visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
For non-native speakers of English, there is also the ESL Study and Tutorial Center which is part of
University College/Department of University Studies. The Center is a free service that provides tutoring in
writing, reading, and pronunciation. Hours are Monday-Thursday 9:00-5:00 pm in Library Room 442.
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 (Worldclass Instructional Design and Assessment) English Language Proficiency (ELP) Standards, and national
professional standards of Teachers of Speakers of Other Languages, Inc.
TESOL*
Performance Indicators/
NCATE Standards
CPI
Outcomes
&
Proficienci
es
GAPSC
ESL 505.3. 18
Course
Objectives
Evidence of
Mastery
1.b.5 Understand and apply
current theories and research
in language and literacy
development.
1.4
2.a.1. The program shall prepare candidates
who 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 area achievement.
2.a.3. The program shall prepare candidates
who understand and apply concepts, theories,
research,
Document the
impact of
instruction on
student
learning
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
TEPO
and practice to facilitate the acquisition of a
primary and a new language in and out of
classroom settings.
2.a.5. The program shall prepare candidates
who 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 that support individual students’
learning.
2.a.8. The program shall prepare candidates
who know, understand and apply concepts,
research, and best practices to plan classroom
instruction in a supportive learning
environment for ESL students. Candidates
serve as effective English-language models as
they plan for multilevel classrooms with
learners from diverse backgrounds using
standards-based ESL and content curriculum.
4.a.3. Demonstrate
understanding of the
limitations of assessment
situations and make
accommodations for ESOL
students.
4.a.4. Distinguish between a
language difference, gifted
and talented, and special
education needs for ESOL
students.
1.a.10, 1.a.10. Demonstrate
proficiency in English and
serve as a good language
model for ESOL students.
3.a.3. Plan students’
learning experiences based
on assessment of language
proficiency and prior
knowledge.
3.c.1-3.c.3 3.c.1. Select, adapt,
and use culturally responsive,
age appropriate, and
linguistically accessible
materials.
3.c.2. Select materials and
1.1
1.2
2.a.3. The program shall prepare candidates
who understand and apply concepts, theories,
research, and practice to facilitate the
acquisition of a primary and a new language
in and out of classroom settings.
2.a.4. The program shall prepare candidates
who know, understand and use the major
concepts, principles, theories and research
related to the nature and role of culture and
cultural groups to construct
learning environments that support ESOL
students’ cultural identities, language and
literacy development and content area
achievement.
2.a.1. The program shall prepare candidates
who 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 area achievement.
2.a.2. The program shall prepare candidates
who 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
social and academic purposes.
Apply
theories of
learning
assessment
and behavior
management
of ELLs
Activity on
Marzano’s Art
and Science of
Teaching
Portfolio
narrative
SIOP lesson
plans
Supervised
teaching
experiences
Plan
appropriate
differentiated
instruction
and materials
for ELLs
which
demonstrate
understanding
the role of
culture and of
language as a
system for
social and
academic
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
TEPO
SIOP lesson
plans
Supervised
teaching
experiences
TEPO
other resources that are
appropriate to
students’ developing language
and content area abilities,
including appropriate use of
L1. 3.c.3. Employ an
appropriate variety of
materials for language
learning, including books,
visual aids, props, and realia.
4.a.4, 4.b
4.a.4. Distinguish between a
language difference, gifted
and
talented, and special education
needs for ESOL students.
4.b.5. Assess ESOL
learners’ language skills and
communicative competence
using multiple sources of
information.
3.b.1. Organize learning
around standards-based
subject matter and language
learning objectives.
2.a.4. The program shall prepare candidates
who know, understand and use the major
concepts,
principles, theories and research related to the
nature and role of culture and cultural groups
to construct
learning environments that support ESOL
students’ cultural identities, language and
literacy development
and content area achievement.
1.2, 2.1
2.1, 2.4, 2.5
2.a.5. The program shall prepare candidates
who 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 that support individual students’
learning.
2.a.6. The program shall prepare candidates
who know, understand and use knowledge of
how cultural groups and students’ cultural
identities affect language learning and school
achievement.
2.a.7. The program shall prepare candidates
who know, understand and use standardsbased practices and strategies related to
planning, implementing, and managing ESL
and content instruction, including classroom
organization, teaching strategies for
developing and integrating language skills,
and choosing and adapting classroom
resources.
2.a.9. The program shall prepare candidates
who know, manage, and implement a variety
of standards based teaching strategies and
techniques for developing and integrating
English listening, speaking, reading, and
writing, for accessing the core curriculum.
Candidates support ESOL students in
accessing the core curriculum as they learn
language and academic content together.
2.a.7. The program shall prepare candidates
who know, understand and use standardsbased practices and strategies related to
planning, implementing, and managing ESL
and content instruction, including classroom
organization, teaching strategies for
developing and integrating language skills,
and choosing and adapting classroom
resources.
2.a.2. The program shall prepare candidates
who demonstrate understanding of language
as a system and demonstrate a high level of
competence in helping ESOL students acquire
purposes
Use
appropriate
curriculum
design and
differentiated
instruction to
meet needs of
diverse
learners in for
students to
access the
core
curriculum
and they learn
language and
content
together
Demonstrate
effective use
of standards
based
Portfolio
narrative
SIOP lesson
plans
Supervised
teaching
experiences
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
Dispositions
diary
TEPO
Portfolio
narrative
SIOP lesson
3.b.2. Incorporate activities,
tasks, and assignments that
develop authentic uses of
language, as students learn
about content-area material.
3.b.3. Provide activities and
materials that integrate
listening,
speaking, reading, and writing.
3.b.4. Develop students’
listening skills for a variety of
academic and social purposes.
3.b.5. Develop students’
speaking skills for a variety of
academic and social purposes.
3.b.6. Provide standards based
instruction that builds upon
students’ oral English to
support learning to read and
write.
3.b.7. Provide standards
based
reading instruction adapted to
ESOL learners.
3.b.8. Provide standards based
writing instruction adapted to
ESOL learners. Develop
students’ writing through a
range of activities, from
sentence formation to
expository writing.
1.a.6, Demonstrate
ability to help ESOL students
develop social and academic
language skills in English.
1.b.2. Provide comprehensible
input and scaffolding.
1.b.3. Provide opportunities
for
meaningful interaction.
1.b.4. Create a secure,
positive, and motivating
learning environment.
3.a.2 Create environments
that promote standards based
language learning in
supportive, accepting
classrooms and schools.
2.2, 2.3,
2.6, 3.1,
and use English in listening, speaking,
reading, and writing for social and academic
purposes.
2.a.7. The program shall prepare candidates
who know, understand and use standardsbased practices and strategies related to
planning, implementing, and managing ESL
and content instruction, including classroom
organization, teaching strategies for
developing and integrating language skills,
and choosing and adapting classroom
resources.
2.a.9. The program shall prepare candidates
who know, manage, and implement a variety
of standards based teaching strategies and
techniques for developing and integrating
English listening, speaking, reading, and
writing, for accessing the core curriculum.
Candidates support ESOL students in
accessing the core curriculum as they learn
language and academic content together.
teaching, age
level and
grade
appropriate
materials, and
pace of
instruction
across all four
skill areas
2.a. 5. The program shall prepare candidates
who 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 that support individual students’
learning.
2.a.6. The program shall prepare candidates
who know, understand and use knowledge of
how cultural groups and students’ cultural
identities affect language learning and school
achievement.
Establish
classroom
ecology,
management
strategy,
differentiated
reinforcement
of appropriate
behavior;
behavior
support plans
that facilitate
student
learning of
academic and
social skills,
demonstrate
positive
teacher to
student and
student to
student
interactions.
Teach social
skills in
plans
Supervised
teaching
experiences
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
Dispositions
diary
TEPO
Portfolio
narrative
SIOP lesson
plans
Supervised
teaching
experiences
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
Dispositions
diary
TEPO
4.b.1. Understand and
implement national and state
requirements for
identification,
reclassification, and exit of
ESOL students from language
support programs.
4.b.2. Understand, develop,
and use norm referenced
Assessments appropriately
with
ESOL learners.
4.b.3. Understand, develop,
and use criterion-referenced
Assessments appropriately
with
ESOL learners.
4.b.4. Understand, construct,
and use assessment measures
for a variety of purposes for
ESOL students.
4.b.5. Assess ESOL learners’
language skills and
communicative competence
using multiple sources of
information.
3.c.4-53.c.4. Use appropriate
technological resources to
enhance language and contentarea instruction for ESOL
students (e.g., Web, software,
computers, and related
devices).
3.c.5. Use software and
Internet resources effectively
in ESL and content
instruction.
2.a.4. Understand and apply
concepts about the
interrelationship between
language and culture.
2.b.2. Understand and apply
knowledge about how an
individual’s cultural identity
affects their ESL learning and
how levels of cultural identity
will vary widely among
students.
2.b.3. Understand and apply
knowledge about cultural
conflicts and home-area events
that can have an impact on
ESOL students’ learning.
5.b.1, 5.c.2-3
5.b.1. Advocate and serve as
2.5
2.a.13. The program shall prepare candidates
who know and use a variety of performancebased assessment tools and techniques to
inform instruction.
context.
Monitor
student
progress
through the
use of a
variety
formative and
summative
assessments,
including
performancebased tools
SIOP lesson
plans
Supervised
teaching
experiences
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
Portfolio
narrative
Dispositions
diary
TEPO
SIOP Lesson
plans
Supervised
teaching
experiences
5. The program shall prepare candidates who
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 that
support individual students’ learning.
2.a.6. The program shall prepare candidates
who know, understand and use knowledge of
how cultural groups and students’ cultural
identities affect language learning and school
achievement.
Incorporate
technology
on a regular
basis to teach
students and
to facilitate
student
performance
of academic
and social
learning
Exhibit the
attitudes,
values and
interactions
expected of
all students
by
recognizing
that diversity
also applies
to ability.
2.a.16. The program shall prepare candidates
who serve as professional resources, advocate
Adheres to
and meets
Dispositions
diary
2.4
3.5
Dispositions
diary
Portfolio
narrative
TEPO
language and education
resources for students and
families in their schools and
communities.
5.c.2. Work with other
teachers and staff to provide
comprehensive, challenging
educational opportunities for
ESOL students in the school.
5.c.3. Engage in collaborative
teaching in general education
and content-area classrooms.
for ESOL students, and build partnerships
with students’ families.`
5.c.2. Work with other
teachers and staff to provide
comprehensive, challenging
educational opportunities for
ESOL students in the school.
5.c.3. Engage in collaborative
teaching in general education
and content-area classrooms.
3.1, 3.3
5.b.1. Advocate and serve as
language and education
resources for students and
families in their schools and
communities.
5.b.2. Serve as professional
resource personnel in their
Educational communities.
5.b.3. Advocate for ESOL
students’ access to all
available academic resources,
including instructional
technology.
5.c.1. Establish professional
goals and pursue opportunities
to grow in the field of ESL.
2.a.3. Understand and apply
knowledge about home/school
communication to enhance
ESL teaching and build
partnerships with ESOL
families.
3.a.4. Provide for particular
needs of students with
limited formal schooling
(LFS) in their L1.
5.c.1. Establish professional
goals and pursue opportunities
to
grow in the field of ESL.
4.b.1. Understand and
implement national and state
3.4
3.2
ethical
standards of
behavior and
professional
attitudes in
relationship
to other
teachers,
administrator
s, school
staff, parents,
community
members and
students.
Portfolio
narrative
TEPO
2.a.8. The program shall prepare candidates
who know, understand and apply concepts,
research, and best practices to plan classroom
instruction in a supportive learning
environment for ESL students. Candidates
serve as effective English-language models as
they plan for multilevel classrooms with
learners from diverse backgrounds using
standards-based ESL and content curriculum.
2.a.16. The program shall prepare candidates
who serve as professional resources, advocate
for ESOL students, and build partnerships
with students’ families.
2.a.17. The program shall prepare candidates
who collaborate with and are prepared to
serve as a resource to all staff, including
paraprofessionals, to improve learning for all
ESL students.
Establish
collaborative
relationships
with peers,
parents, and
others to
facilitate the
learning of all
students
Demonstrate
continuous
pursuit of
learning
advocacy,
service to
community,
and research
Dispositions
diary
2.a.3. The program shall prepare candidates
who understand and apply concepts, theories,
research, and practice to facilitate the
acquisition of a primary and a new language
in and out of classroom settings.
Reflects
regularly to
improve
teaching and
learning
Dispositions
diary
Portfolio
narrative
TEPO
Dispositions
diary
Portfolio
narrative
TEPO
Portfolio
narrative
TEPO
1.3
2.a.10. The program shall prepare candidates
who understand issues of assessment and use
Understands
and
Activity on
Marzano’s Art
requirements for
identification,
reclassification, and exit of
ESOL students from language
support programs.
4.b.4. Understand, construct,
and use assessment measures
for a variety of purposes for
ESOL students.
4.b.5. Assess ESOL learners’
language skills and
communicative competence
using multiple sources of
information.
5.a.1. Demonstrate knowledge
of language teaching methods
in their historical contexts.
5.a.2. Demonstrate knowledge
of the evolution of laws and
policy in the ESL profession.
standards based assessment measures with
ESOL students.
2.a.11. The program shall prepare candidates
who understand various issues of assessment
(e.g. cultural and linguistic bias, political,
social and psychological factors) in
assessment, IQ, and special
education testing (including gifted and
talented); the importance of standards; and the
difference between language proficiency and
other types of assessment (e.g. standardized
achievement tests of overall mastery), as they
affect ESOL student learning.
2.a.12. The program shall prepare candidates
who know and use a variety of standardsbased language proficiency instruments to
inform their instruction and understand their
uses for identification, placement, and
demonstration of language growth of ESOL
students.
demonstrates
appropriate
use of
assessments
and
requirements
for
identification,
reclassificatio
n, and exit of
ESOL
students
2.a.14. The program shall prepare candidates
who demonstrate knowledge of the history of
ESL teaching; keep current with new
instructional techniques, research results,
advances in the ESL field, and
public policy issues; such information to
reflect upon and improve their instructional
practices; and provide support and advocate
for ESOL students and their families and work
collaboratively to improve the learning
environment.
2.a.15. The program shall prepare candidates
who demonstrate knowledge of history,
research, and
current practice in the field of ESL teaching
and apply this knowledge to improve teaching
and learning.
Demonstrates
knowledge of
methods in
historical
context, laws,
and policies
in the ESL
profession
and Science of
Teaching
Portfolio
narrative
SIOP lesson
plans
Supervised
teaching
experiences
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
Dispositions
diary
TEPO
Activity on
Marzano’s Art
and Science of
Teaching:
Portfolio
narrative
SIOP lesson
plans
Supervised
teaching
experiences
Action Research
project (ISLA)
Impact On
Student Learning
Analysis
TEPO
VII. Course Assignments
Supervised Teaching Experiences -- Lesson Plans & Observations (3): Demonstrate the ability to successfully
teach content and language to English language learners. (Three observations by KSU TESOL faculty) Candidates
who take this internship will be evaluated on their teaching, interpersonal and professional skills during scheduled
and unscheduled observations. More specifically, they will be evaluated on their ability to select, implement &
evaluate:



Instructional practices consistent with best practices research as stated in course objectives;
Classroom management practices as stated in course objectives; and
Satisfactorily fulfill every aspect of the teaching role including reflection on practice, ethical interactions,
professional attitudes, and collaboration with other staff, parents, and students.
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 student knowledge and skill before (baseline) and after the lesson. 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.)
Activity on Marzano’s Art and Science of Teaching: You will be assigned a chapter from one of the two
textbooks to present in a seminar class. Students may be assigned to work together. Use research based strategies for
this interactive presentation, concentrating on the big ideas from the chapter. Leave time at the end for questions and
reflection. Provide the class with a handout ideally containing a visual representation of the core concepts in the
chapter.
Dispositions Diary: You are required to write and email a ½ page reflection on your experience twice weekly to
the clinical faculty beginning at the end of Week 1. These reflections will part of your Dispositions Diary. At the
end of the semester, you are going to analyze your diary and submit a 4-6 page paper including reflections on:
1. Dispositions developed as a result of this internship experience. These dispositions will minimally
include, but will exceed the following:
 The attitudes, values and interactions expect of all of students by recognizing that diversity also
applies to ability.
 Ethical behavior and professional attitudes in relationship to other teachers, administrators, school
staff, parents, community members and students.
 Continuous pursuit of learning, service and research by joining professional organizations,
attending workshops and seminars and engaging in classroom inquiry and grant writing.
2. Key themes and what the diary tells you about the core, recurring and salient issues and concepts from
this course and how you have applied these to your career and profession;
3. What you have learned about yourself both as a teacher and a learner;
4. Your areas of strength and growth.
VIII. Evaluation and Grading
The instructor and university supervisors will conduct performance evaluations of observed teaching. The overall
evaluation will be determined using the Sheltered Observation Protocol Form. Candidates must obtain an L3 or L4
on all competencies and write a reflection on each observed lesson.
Assignment
Points Assessed
Supervised Teaching Experiences (3 observations)
SIOP Lesson Plans
Action Research Project /ISLA
Activity on Marzano’s Art & Science of Teaching
Dispositions Diary
Portfolio narratives (2) -- 25 points each
TOTAL
100
150
50
50
100
50
500
IX. Grading Scale: This course is based as Satisfactory/Unsatisfactory
Because this course is the culminating course through which you demonstrate content and pedagogical mastery,
you must earn 80% of the points in this course (800) in order to receive “S”, Satisfactory.
X. Class Attendance Policy
Candidates are expected to attend all class sessions and be active participants in the learning process. The
knowledge and skills taught in this class is learned best by reading the assignments and coming to class to
participate in class discussion, ask questions, and interact with peers during group activities. If, after reviewing the
syllabus, class assignments, and reading, candidates believe they already know the information in this course, they
must speak to the instructor who will arrange for a competency test and then alternative assignments to extend the
candidate’s current understanding co-teaching, collaboration, multi-level curriculum, and building assessment and
whole school change. Class activities will include discussion and group collaborative activities requiring the
participation of all candidates. Candidates have many experiences and skills, which they can share to facilitate
everyone's learning. Evaluation will include attendance, communication and collaboration skills demonstrated
during class. Since there are only five class meetings, it is mandatory that all candidates attend all five classes in
order to receive a Passing grade under the category, Class Attendance and Participation, unless they are excused by
written permission of the instructor. As noted above, the candidate must receive a Pass in all categories described
above in order to pass the course.
XI. References/Bibliography
(Action Research)
Brubacher, J., Case, C. & Reagon, T. (1994). Becoming a reflective educator, How to build a culture of inquiry in
the schools. Thousand Oaks, CA: Corwin Press.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: JosseyBass.
Eisner, E. (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of
Educational Practice. New York: Macmillan Publishing.
Goswami, D. & Stillman, P. (1987). Reclaiming the Classroom: Teacher Research as an Agent for Change.
Portsmouth: Heinemann/Boyton-Cook.
Grossen, B. (1996). Making research serve the profession. American Educator, 20, (3). 7-8.
Kincheloe, J. L. (1991). Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. New York:
Falmer.
Miller, J. (1990). Creating Spaces & Finding Voices: Teachers Collaborating for Empowerment. New York: State
University of New York Press.
Murray, D. (1989). Expecting the Unexpected: Teaching Myself--and Others--to Read and Write. Portsmouth:
Boynton/ Cook-Heinemann.
Murray, D. (1990). Shoptalk: Learning to Write with Writers. Portsmouth: Boynton/ Cook-Heinemann.
Patterson, L. & Short, K. (1993). Teachers are Researchers: Reflection in Action. Newark: International Reading
Association
Salisbury, C., Wilson, L., Swartz, T., Palombaaro, M. & Wassel, J. (1997). Using action research to solve
instructional challenges in inclusive elementary school settings. Education and treatment of Children, 20,
(1), 21-39.
Yin, R. (1989). Case study research: Design and methods. Newbury Park: Sage Publications.
(Other)
Barnes, H. (1989). Structuring knowledge for beginning teaching. In M.C. Reynold (Eds.) Knowledge Base for the
Beginning teacher, (pp. 13-22). New York: Pergammon.
Berliner, D. C. (1984). The half-full glass: A review of research on teaching. In Hosford, P. L. (Ed.) Using What
We Know About Teaching. Alexandria, VA: ASCD.Reynolds (1995). The knowledge base for beginning
teachers: Education professionals' expectations vs. research findings on learning to teach. The Elementary
School Journal, 95, 199-221.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. & E. Guyton (Eds.),
Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
Throne, J. (1994). Living with the pendulum: The complex world of teaching. Harvard Educational Review, 64,
195-208.
Zeichner, K. & Gore, J. (1990). Teacher socialization. In R. Houston, M. Haberman, & J. Sikula (Eds.) Handbook
on Research on Teacher Education (pp. 329-348). New York: Macmillan.