Certification, Teacher Education, and Professional Development Marcia Harmon Rosenbusch National K-12 Foreign Language Resource Center Iowa State University Jacque Bott Van Houten World Language and International Education Consultant Kentucky Department of Education

Teacher Education and Professional Development and their connection to National Standards

Overview of Standards K-16 student standards Standards for Foreign Language Learning in the 21st Century, 1999 Standards Collaborative FL Teacher Candidates Program Standards for the Preparation of FL Teachers, 2002 ACTFL - NCATE Beginning FL Teachers Standards for Licensing Beginning FL Teachers, 2002 INTASC Accomplished FL Teachers World Languages Other than English Standards, 2001 NBPTS

ACTFL/NCATE Program Standards for the Preparation of FL Teachers Developed by ACTFL and approved by the National Council for Accreditation of Teacher Education (NCATE) in Beginning in 2004, to be an ACTFL/NCATE- Approved Program, K-12 teacher preparation programs are required to base their program design on the 2002 standards.

ACTFL/NCATE Program Standards for the Preparation of FL Teachers ACTFL/NCATE Purpose: Monitor the quality of language teachers being certified by institutions throughout the country. Serve as a quality control mechanism for rigorous, high quality language teacher preparation. Reflect the profession’s expectations for the specific knowledge, skills, and dispositions that foreign language teachers should have when they enter the field.

ACTFL Program Standards for the Preparation of FL Teachers Requirements for Programs Reflect the profession’s expectations for the specific knowledge, skills, and dispositions that FL teachers should have as they enter K-12 classrooms. Consider FL teacher preparation a joint responsibility between faculty in Foreign Languages and Education. Require a methods course specific to FL education taught by qualified faculty.

ACTFL Program Standards for the Preparation of FL Teachers Requirements for Programs (cont.) Include language, linguistics, culture and literature components. Require development of foreign language proficiency with special emphasis on oral proficiency. Require assessment of candidates’ oral proficiency and diagnostic feedback on their progress.

ACTFL Program Standards for the Preparation of FL Teachers Requirements for Programs (cont.) Require that field experiences and supervised student teaching be in foreign language classrooms. Encourage experience with technology-enhanced instruction. Encourage participation in a structured study abroad program and/or intensive immersion experiences in a target language community.

INTASC INTASC: Interstate New Teacher Assessment and Support Consortium INTASC Purpose Promote standards-based reform of the licensing process by working with state education agencies responsible for teacher licensing, professional development, and program approval.

INTASC: Interstate New Teacher Assessment and Support Consortium Core Standards: Define the knowledge, dispositions, and performances deemed essential for all teachers regardless of subject or grade level. Foreign Language Standards: Define what foreign language teachers should know and be able to do to effectively teach a student a foreign language.

Certification for Accomplished Teachers of World Languages: National Board for Professional Teaching Standards National Board for Professional Teaching Standards (NBPTS) NBPTS Purpose Establish high and rigorous standards for what accomplished teachers should know and be able to do.

Certification for Accomplished Teachers of World Languages Purpose (cont.) Develop and operate a national voluntary system to assess and certify teachers who meet these standards. Advance related education reforms for the purpose of improving student learning in American schools.

NCSSFL Endorsement Performance-based model of integrated foreign language teacher preparation and ongoing professional development Rigorous standards for accomplished teaching as endorsed by NBPTS Current reforms in teacher preparation, licensure, and professionalism

Existing Models* Traditional 4-year B.A. Four-year B.A. with language major, followed by Masters in Teaching Six-year B.A.-M.A. program *with state and local variations

Issues for Reform U.S. demographic and social changes American’s school age population diversity Critical shortage of teachers Teachers without credentials or with alternative certification.

Essential Program Elements Sound academic components Blend of theory and practice Collaboration Mentorship Varied field experience Time for language profiency and pedagogical skill development

Changing Focus to Learner Is tied to federal funding Impacts curriculum and instruction Requires support from cooperating teachers, mentors and administrators, and Widens the gap between U.S. and foreign teachers

To Alleviate Teacher Shortage Tap international resources Recruit non-traditional students Target the heritage community Develop alternative programs Change prevailing attitude

Guest Teacher Program State MOUs Candidate requirements J1 visa status School responsibilities Orientation needs Socialization to school and American life

Alternative Certification Routes States’ programs vary in requirements, content, and length. Programs need to: --address the wide spectrum of teaching possibilities --target heritage language speakers --remember the purpose of teacher preparation

Issues in Teacher Preparation Meet the need for teachers in critical languages without forfeiting high standards K-16 collaboration: K-12 schools, higher education, state department of education State certification requirements: Performance-based accreditation Incorporate critical languages Provide alternative certification routes

Issues... Teacher recruitment and retention Redefinition of the candidate pool Incentives Mentoring of new teachers Continuous professional development Teacher candidates proficient in the language and in pedagogical skills

Certification, Teacher Education, and Professional Development Marcia Harmon Rosenbusch National K-12 Foreign Language Resource Center Iowa State University Jacque Bott Van Houten World Language and International Education Consultant Kentucky Department of Education