UMBC Clinical Practice Performance Assessment Quick Guide—ESOL
Standard 1: Learner Development
1(a) Assessment and scaffolding by developmental levels
1(b) Developmentally appropriate instruction
1(c) Collaboration to promote learner growth and development.
1(d) Understanding of research in language acquisition for ELLs
1(e) Understanding of research for L1/L2 differences
1(f) Builds on ELL’s L1s and language varieties
1(g) Understands variables to facilitate learning English
1(h) Role of individual learner variables for learning English
1(i) Selects materials appropriate to students’ language abilities
Standard 2: Learning Differences
2(a) Instruction addresses diverse learning strengths and needs.
2(b) Provisions for particular learning differences or needs.
2(c) Instruction builds on learners’ prior knowledge and experiences.
2(d) Multiple perspectives applied toward content.
2(e) Incorporation of tools of language development.
2(f) Use of resources, supports, and specialized assistance/services
2(g) Concepts of cultural competency
2(h) Provides for needs of students with interrupted formal education
Standard 3: Learning Environment
3(a) Positive learning climate of openness, respect, and inquiry.
3(b) Collaborative, self-directed learning.
3(c) Shared values and expectations for respectful interactions.
3(d) Manages the learning environment.
3(e) Learners evaluate the learning environment.
3(f) Respect for and responsiveness to differing perspectives.
3(g) Responsible learner use of interactive technologies.
Standard 4: Content Knowledge
4(a) Multiple representations and explanations.
4(b) Learners understand, question, and analyze ideas.
4(c) Use of inquiry and standards of evidence used in the discipline.
4(d) Linking new ideas to prior knowledge and familiar concepts.
4(e) Misconceptions and accurate conceptual understanding.
4(f) Culturally responsive, linguistically accessible materials.
4(g) Use of supplementary resources and technologies.
4(h) Creating opportunities to learn academic language.
4(i) Use of resources for assessment of content
4(j) Demonstrates knowledge of language
4(k) Rhetorical and discourse structures for ESOL learning
4(l) Proficiency in English and good language model for ELLs
4(m) Knowledge of language teaching methods
4(n) Knowledge of evolution of ESL laws and policies.
Standard 5: Application of Content
5(a) Projects to analyze the complex issues or questions.
5(b) Applying content knowledge to real world problems.
5(c) Range of resources for learning about word cultures.
5(d) Fostering innovation and problem solving.
5(e) Learners use variety of forms of communication.
5(f) Learners generate and evaluate new ideas and approaches.
5(g) Learners develop diverse social and cultural perspectives.
5(h) Supports for learner literacy development.
5(i) Phonology, morphology, syntax, semantics, and pragmatics
Standard 5: Application of Content (Cont’d)
5(j) Cultural values and beliefs
5(k) Effects of racism, stereotyping, and discrimination
5(l) Interrelationship between language and culture
Standard 6: Assessment
6(a) Use of formative and summative assessment.
6(b) Assessments match learning objectives.
6(c) Examination of test and performance data.
6(d) Learners are provided with effective descriptive feedback.
6(e) Variety of assessment procedures for ELLs.
6(f) Models processes that guide learners in examining thinking
6(g) Use of multiple types of assessment data
6(h) Learner preparation for particular assessment formats.
6(i) Employment of technology to support assessment.
6(j) Purposes of assessment for ELLs
6(k) Key indicators of good assessment instruments
6(l) Advantages and limitations of assessments
6(m) Distinguishes among ELLs’ language differences,
6(n) Identification and exit of ELLs from language programs
6(o) Appropriate use of norm-referenced assessment with ELLs
6(p) Assesses ELLs’ language by multiple sources of information
6(q) Use of criterion-referenced assessment with ELLs
6(r) Various techniques for content learning for ELLs
6(s) Prepares ELLs to use self- and peer-assessment techniques
6(t) Variety of rubrics to assess `ELLs’ language development
Standard 7: Planning for Instruction
7(a) Plans are appropriate for goals and standards.
7(b) Plans differentiate instruction.
7(c) Appropriate sequencing of learning experiences
7(d) Plans based on formative and summative assessment data.
7(e) Collaboration with professionals for special needs.
7(f) The teacher evaluates and adjusts plans.
7(g) Plans standards-based ESL and content instruction
7(h) Plans based on assessment of English and L1 proficiency
7(i) Plans for instruction that embeds assessment
Standard 8: Instructional Strategies
8(a) Appropriate strategies and resources to adapt instruction.
8(b) Monitoring learning and adjusting instruction
8(c) Collaboration with learners to develop learning experiences.
8(d) Variation of instructional role.
8(e) Use of multiple models and representations.
8(f) Higher order thinking and metacognitive processes.
8(g) Learners use a range of skills and technology.
8(h) Instructional strategies to support learners’ communication.
8(i) Questioning to stimulate discussion.
8(j) Assignments develop authentic uses of language
8(k) Develops students’ listening skills
8(l) Develops students’ speaking skills
8(m) Standards-based instruction builds on students’ oral English
8(n) Standards-based reading instruction adapted to ELLs
8(o) Standards-based writing instruction adapted to ELLs
8(p) Variety of materials for language learning
UMBC Clinical Practice Performance Assessment
Additional Standards for Evaluation
Standard 9: Professional Learning and Ethical Practice
9(a) Engagement in professional growth opportunities.
9(b) Establishes professional goals aligned with needs of self, learners, school, and system.
9(c) Use of a variety of data to evaluate teaching and learning.
9(d) Seeking professional, community, and technological resources.
9(e) Reflection on personal biases.
9(f) Teaching safe, legal, respectful, and ethical use of technology
Standard 10: Leadership and Collaboration
10(a) Engages in collaborative teaching.
10(b) Collaborating to provide challenging opportunities for ELLs.
10(c) Collaborating for a shared vision and supportive culture.
10(d) Supports ELL families.
10(e) Building ongoing connections with community resources.
10(f) Engaging in professional learning.
10(g) Using technology to build learning communities
10(h) Reads and conducts classroom research.
10(i) Serves as professional resource person.
10(j) Advocates for ELLs’ access to academic classes, resources and technology.
10(k) Taking on leadership roles.
10(l) Applies knowledge about cultural conflicts and home events that influence ELLs’ learning.
10(m) Applies knowledge about communication between home and school for ESL teaching.