Liberty University
TEACHER COMPETENCY ASSESSMENT
PART 2: Spanish (Grades preK-12)
Instructions:
Responses for the Teacher Competency Assessment will be submitted online using the link provided by e-mail.
Please refer to the descriptions below and choose the level that BEST describes the teacher candidate’s performance.
Proficient or Advanced level performance is expected for all teacher candidates who successfully complete the
program. Please provide a comment below for any rating at the Developing level.
REMINDER:
In addition to this survey, be sure to complete PART 1 which is required for ALL student teachers.
PART 2: SPANISH CONTENT COMPETENCIES [Knowledge, Skills, Dispositions]
2.1 Language, Linguistics, Comparisons
. Advanced
Proficient
Teacher provides multiple evidences Teacher candidate provides
for the following, with at least one
evidence for each item:
evidence for each item:
(a) demonstrates a high level of
(a) demonstrates a high level of
proficiency in the Spanish language,
proficiency in the Spanish language, and seeks opportunities to
and seeks opportunities to
strengthen proficiency;
strengthen proficiency;
(b) knows the linguistic elements of
(b) knows the linguistic elements of the Spanish language system,
the Spanish language system,
recognizes the changing nature of
recognizes the changing nature of
language, and accommodates for
language, and accommodates for
gaps in their own knowledge of the
gaps in their own knowledge of the
Spanish language system by
Spanish language system by
learning on their own; and
learning on their own; and
(c) know the similarities and
(c) know the similarities and
differences between the Spanish
differences between the Spanish
language and other languages,
language and other languages,
identify the key differences in
identify the key differences in
varieties of the Spanish language,
varieties of the Spanish language,
and seek opportunities to learn
and seek opportunities to learn
about varieties of the Spanish
about varieties of the Spanish
language on their own.
language on their own.
2.2 Cultures, Literatures, Cross-Disciplinary Concepts
Teacher candidate exhibits
Teacher candidate exhibits each of
advanced ability in the following:
the following:
(a) demonstrates understanding of
(a) demonstrates understanding of
the connections among the
the connections among the
perspectives of a culture and its
perspectives of a culture and its
practices and products, and
practices and products, and
integrates the cultural framework
integrates the cultural framework
for foreign language standards into
for foreign language standards into
instructional practices;
instructional practices;
(b) recognizes the value and role of
(b) recognizes the value and role of
literary and cultural texts and uses
literary and cultural texts and uses
them to interpret and reflect upon
them to interpret and reflect upon
the perspectives of the Spanish
the perspectives of the Spanish
cultures over time; and
cultures over time; and
(c) integrates knowledge of other
(c) integrates knowledge of other
disciplines into foreign language
disciplines into foreign language
instruction and identify distinctive
instruction and identify distinctive
viewpoints accessible only through
viewpoints accessible only through
the Spanish language.
the Spanish language.
Developing
Teacher candidate fails to provide
evidence for each item:
(a) demonstrates a high level of
proficiency in the Spanish language,
and seeks opportunities to
strengthen proficiency;
(b) knows the linguistic elements of
the Spanish language system,
recognizes the changing nature of
language, and accommodates for
gaps in their own knowledge of the
Spanish language system by
learning on their own; and
(c) know the similarities and
differences between the Spanish
language and other languages,
identify the key differences in
varieties of the Spanish language,
and seek opportunities to learn
about varieties of the Spanish
language on their own.
Teacher candidate does not exhibit
the following:
(a) demonstrates understanding of
the connections among the
perspectives of a culture and its
practices and products, and
integrates the cultural framework
for foreign language standards into
instructional practices;
(b) recognizes the value and role of
literary and cultural texts and uses
them to interpret and reflect upon
the perspectives of the Spanish
cultures over time; and
(c) integrates knowledge of other
disciplines into foreign language
instruction and identify distinctive
viewpoints accessible only through
the Spanish language.
December, 2006
2.3 Language Acquisition Theories and Instructional Practices
Teacher candidate exhibits
Teacher candidate exhibits each
advanced ability in these areas
area:
(a) demonstrates an understanding
(a) demonstrates an understanding
of language acquisition at various
of language acquisition at various
developmental levels and use this
developmental levels and use this
knowledge to create a supportive
knowledge to create a supportive
classroom learning environment that classroom learning environment that
includes Spanish language input and includes Spanish language input and
opportunities for negotiation of
opportunities for negotiation of
meaning and meaningful
meaning and meaningful
interaction; and
interaction; and
(b) develops a variety of
(b) develops a variety of
instructional practices that reflect
instructional practices that reflect
language outcomes and articulated
language outcomes and articulated
program models and address the
program models and address the
needs of diverse language learners.
needs of diverse language learners.
2.4 Integration of Standards into Curriculum and Instruction
Teacher candidate exhibits
Teacher candidate exhibits ability in
advanced ability in these areas
each area:
(a) demonstrates an understanding
(a) demonstrates an understanding
of the goal areas and standards of
of the goal areas and standards of
the Standards for Foreign Language the Standards for Foreign Language
Learning as well as Virginia
Learning as well as Virginia
standards, and integrates these
standards, and integrates these
frameworks into curricular
frameworks into curricular
planning;
planning;
(b) integrates the Standards for
(b) integrates the Standards for
Foreign Language Learning and
Foreign Language Learning and
Virginia standards into language
Virginia standards into language
instruction; and
instruction; and
(c) uses standards and curricular
(c) uses standards and curricular
goals to evaluate, select, design, and goals to evaluate, select, design, and
adapt instructional resources.
adapt instructional resources.
2.5 Assessment of Language and Cultures
Teacher candidate provides multiple Teacher candidate provides
evidences for the following, with at
evidence for each item:
least one evidence for each item:
(a) believes that assessment is
(a) believes that assessment is
ongoing, and demonstrates
ongoing, and demonstrates
knowledge of multiple ways of
knowledge of multiple ways of
assessment that are age- and levelassessment that are age- and levelappropriate by implementing
appropriate by implementing
purposeful measures;
purposeful measures;
(b) reflects on the results of student
(b) reflects on the results of student
assessments, adjusts instruction
assessments, adjusts instruction
accordingly, analyzes the results of
accordingly, analyzes the results of
assessments, and uses success and
assessments, and uses success and
failure to determine the direction of
failure to determine the direction of
instruction; and
instruction; and
(c) interprets and reports the results
(c) interprets and reports the results
of student performances to all
of student performances to all
stakeholders and provide
stakeholders and provide
opportunity for discussion.
opportunity for discussion
2
Teacher candidate fails to exhibit
ability in each area:
(a) demonstrates an understanding
of language acquisition at various
developmental levels and use this
knowledge to create a supportive
classroom learning environment that
includes Spanish language input and
opportunities for negotiation of
meaning and meaningful
interaction; and
(b) develops a variety of
instructional practices that reflect
language outcomes and articulated
program models and address the
needs of diverse language learners.
Teacher candidate fails to exhibit
ability in each area:
(a) demonstrates an understanding
of the goal areas and standards of
the Standards for Foreign Language
Learning as well as Virginia
standards, and integrates these
frameworks into curricular
planning;
(b) integrates the Standards for
Foreign Language Learning and
Virginia standards into language
instruction; and
(c) uses standards and curricular
goals to evaluate, select, design, and
adapt instructional resources.
Teacher candidate fails to provide
evidence for each item:
(a) believes that assessment is
ongoing, and demonstrates
knowledge of multiple ways of
assessment that are age- and levelappropriate by implementing
purposeful measures;
(b) reflects on the results of student
assessments, adjusts instruction
accordingly, analyzes the results of
assessments, and uses success and
failure to determine the direction of
instruction; and
(c) interprets and reports the results
of student performances to all
stakeholders and provide
opportunity for discussion
2.6 Professionalism
Teacher candidate demonstrates
Teacher candidate demonstrates the
Teacher candidate fails to
strength in the following:
following:
demonstrate the following:
(a) engages in professional
(a) engages in professional
(a) engages in professional
development opportunities that
development opportunities that
development opportunities that
strengthen personal linguistic and
strengthen personal linguistic and
strengthen personal linguistic and
cultural competence and promotes
cultural competence and promotes
cultural competence and promotes
reflection on practice and
reflection on practice and
reflection on practice and
(b) knows the value of foreign
(b) knows the value of foreign
(b) knows the value of foreign
language learning to the overall
language learning to the overall
language learning to the overall
success of all students and
success of all students and
success of all students and
understands the need to become
understands the need to become
understands the need to become
advocates with students, colleagues, advocates with students, colleagues, advocates with students, colleagues,
and members of the community to
and members of the community to
and members of the community to
promote the field.
promote the field.
promote the field.
Comments for any rating(s) at the Developing level and any other comments:
Based on ACTFL Standards
www.actfl.org
REMINDER:
In addition to this survey, be sure to complete PART 1 which is required for ALL student teachers.
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