Chinese Teacher Education Summary

Diversity of Teacher Trainees How hard teacher training is! Keep realistic expectations – small doses esp for novice teachers Developing professional awareness and helping them grow, perhaps with a PD plan as an outcome Don’t assume that they’ll be one type or novice teachers only. Develop all sorts of different models to serve different sub-groups Draw on everyone’s experience; expect diversity of background and knowledge

No Teacher Left Hookless They should all be hooked Keep things relevant and practical that they can bring back next morning Balance theory and practice with ample examples Develop a portfolio to help them articulate what they know

Accountability  Teachers will be held accountable, so it’s key to help them develop ways to be accountable, which means they need the ability to develop and implement assessments of all levels and players

What does a good teacher need to know and be able to do? (1) National Content Standards Awareness of a variety of teaching approaches and knowing where to find information Ability to develop a lesson plan and a thematic unit of instruction Must know demographics and structure of U.S. education system Classroom management

What does a good teacher need to know and be able to do? (2) ACTFL K-12 Performance Guidelines A repertoire of assessment tools— including formative and summative assessment Ability to reflect on students’ performance and one’s own practices and beliefs A deep understanding of and ability to demonstrate student-centered pedagogy

Certification  Compiled a list of state certification requirements – CLTA Web site Build it as part/linked to obtaining advanced degree and/or certification Program certificate and STARTALK fellow certificate

Follow-up In next year’s program, build this year’s group as mentors Establish a network of trained teachers, trainers, etc Send some teachers to another program in the second year Develop video of your program and share among all STARTALK teacher programs Use this year’s data as baseline

National Content Standards Awareness of a variety of teaching approaches and knowing where to find information Ability to develop a lesson plan and a thematic unit of instruction Must know demographics and structure of U.S. education system Classroom management

NADSFL CLASS NCATE INTASC

I CAN (TEACHERS’ PROFILES) Create Standards-based lesson plans Address students’ diverse ability and learning styles Differentiate instruction based on students’ need Lesson plans that incorporate tech, effective use of tech Using different modality and format for instruction (multi-media, multiple modality)

Teach cultures (perspectives, practices, and products) into a language-based lesson Lessons that will be taught within the cultural contexts of the target countries/regions Lessons that are contextualized that reflect authentic language use and cultural practice Deliver a variety of activities that are hands-on, engaging, and relating to real life experiences Use small, pair group work effectively

Assessment Performance-based instruction and assessment P-b and S-based lesson planning Placement, exit assessment, in addition to formative and summative assessment at the end of instruction (HL, articulation)

Thematic Units Content-related Backward design

Recruitment and PR Describe my content and language to recruit and retain enrollment Describe the value of studying another language and culture Communication with the school community: school board, administrators, parents, and community members

Classroom management & environment Provide an environment that encourages students to take a risk and feels valued about their own cultural background Motivating students to continue their study and use of the language within and outside the classroom Self-managed learners: multiple levels in one classroom, taking responsbility for learning

How to learn

Stages of PD Continuum: a self- reflective checklist; a portfolio organizing principles Stage 1: the first 40 hours Stage 2:

In terms of regular course design Methods—Secondary and FLES Linguistic competence Pedagogical grammar/Structures of TL/elements of the TL/Chinese Applied Lx—convey the grammatical info to students’ understanding and satisfaction; error corrections-when and what to correct Second language acquisition

curriculum, instruction, assessment (CIA model): Differentiated instruction: Students’ linguistic background Cultural background Abilities Age Gender (topics of interest) Interactional patterns Teacher talk

Diversity of teachers From other content areas (ESL, SS, Arts)

Modality, learning styles, readiness Readiness: Emotional readiness/preparedness to study a language How to learn: study skills/behaviors

Teacher assumptions/beliefs If students can learn Expectations of students: do more things; e.g., how much Chinese/English an instructor uses; setting the stage of a Chinese learning environment Scafolding responsiveness

Equity issues in the classroom Expectations and requirements from the state and district; regs SP Ed (IEPs)

Parental communication Discipline Implications of your actions/notes Understand the larger context of your community—what they care, what they are worried about Parent teacher conference NS teachers: how to offer comments Chinese-American population in the community: NNS vs NS teachers –identity and ownership of the languages and cultures

Assessments All tools that are available SAT II, HSK, AP, STAMP, Linguafolio, MOPI, SOPAs, ELLOPA, NOELLA