Self-Assessment of Universal Access: Teaching English Learners (E-2.6a)
DIRECTIONS: With your support provider, discuss the standard below referencing any information discovered when
reviewing the Conversation Guide Universal Access: English Learners (E-3.6a).
Universal Access (IPS 6)
a) Teaching English Learners
To ensure academic achievement and language proficiency for English Learners, participating
teachers adhere to legal and ethical obligations for teaching English Learners including the
identification, referral and re-designation processes. Participating teachers implement district policies
regarding primary language support services for students. Participating teachers plan instruction for
English Learners based on the students’ levels of proficiency and literacy in English and primary
language as assessed by multiple measures such as the California English Language Development
Test (CELDT), the California Standards Test (CST), and local assessments.
Based on teaching assignment and the adopted language program instructional model(s), participating
teachers implement one or more of the components of English Language Development (ELD): gradelevel academic language instruction, ELD by proficiency level, and/or content-based ELD.
Participating teachers instruct English learners using adopted standards-aligned instructional materials.
Participating teachers differentiate instruction based upon their students’ primary language and
proficiency levels in English considering the students’ culture, level of acculturation, and prior
schooling.
DIRECTIONS: Read and review evidence collected (Context for Teaching and Learning, observations, student work) and
describe how you are applying this standard to your classroom today.
Reflection Planning Prompts:

Assessment
How do I use measures of English language proficiency to make
instructional decisions?

Instruction
How do I support my students’ development of academic language and
English language development?

Differentiated Instruction
How do I differentiate instruction based on my students’ culture, levels of
acculturation, proficiency in English, and/or prior schooling?
Initial Self-Assessment Date/Comments:
2/11/09
My Strengths
I believe my largest strength with my English learner population is my experience. I have been fortunate enough to work in
multiple classrooms over the past two years that have included English learners. In particular, teaching the Read 180
program provided a great insight to the struggles the English learner students face each day at school. I am sensitive to their
needs and challenges in the classroom and I care greatly for their success in school. Many of the students I have met and
taught are very bright individuals who just happen to face a language barrier. I try to ask myself how I would fair if
immersed in classrooms with the primary language of German. I do not speak German and would, without a doubt, struggle
immensely. I, however, am a teacher and perfectly capable of doing any work presented to me given the proper strategies.
So are many English learners.
My Challenges
In knowing this, the most challenging aspect is, of course, developing the strategies and tools necessary to drive student
success. I have never experienced life inside a German speaking institution and therefore do not have the perspective of my
English learners. I wish I could walk a day in their shoes so I may better understand their needs. The previous experience I
do have of taking foreign language courses in high school does, however, remind me that the qualities I desired most from
my teacher were patience and understanding. I try my best to provide those for my students.
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Reflections on Teaching and Learning: Self-Assessment: Universal Access – English Learners E-2.6a
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Revisit Date(s)/Comments:
Final Self Assessment Date/Comments:
Copyright © Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Reflections on Teaching and Learning: Self-Assessment: Universal Access – English Learners E-2.6a
Page 2 of 2