(ED 631) Common Course Assessment: ESL Portfolio



(EDR 620) English as a Second Language Methodologies

Common Course Assessment: ESL Portfolio

(EDR 620) English as a Second Language Methodologies

Common Course Assessment: Common Course Outcomes (National Board for Professional Teaching Standards)

#2 Teachers Know Their Subjects and How to Teach Them

▪ Appreciate how knowledge is created, organized and linked

▪ Have specialized knowledge in how to convey subject

▪ Generate multiple paths to knowledge

#3 Teachers Are Responsible for Managing Student Learning

▪ Call on Multiple Methods to Meet Goals

▪ Orchestrate Learning in Group Settings

▪ Place a Premium on Student Engagement

▪ Regularly Assess Student Progress

▪ Are Mindful of Their Principle Objective

Directions to the Student: Teacher candidates will conduct a twenty-five hour field assignment outside their area of certification. The field assignment will be conducted in the Grand Rapids Public Schools (The second largest school district in the state of Michigan) within an ESL program. Moreover, students within assigned groups will: create representative samples of ESL lessons developed and present these lessons to their colleges; research articles and/or case studies that address strategies/skills and methodologies used when presenting lessons to second language learners; and present to the class. Furthermore, I portfolio will be compiled with:

Section #1: Class projects and graded materials

Section #2: Reflective logs of selected review and critical thinking questions, readings, practice lessons and presentations

Section #3: Class lecture notes

Section #4: This section of the portfolio will be dedicated exclusively to artifacts from ESL course such articles from the internet, pictures, maps, etc.

Rubric for Portfolio:

|Elements |Distinguished |Proficient | Progressing |Unsatisfactory |

| |(3) |(2) |(1) |(0) |

|NBPTS: 2a |Portfolio includes extensive |Portfolio includes |Portfolio includes limited |Did not meet standard |

|Appreciate how knowledge is |developmental research and |appropriate amount of |developmental research and | |

|created, organized and linked.|its practical implications |developmental research and |its practical implications | |

| |for classroom and/or home |its practical implications |for classroom and/or home | |

| |use. |for classroom and/or home |use. | |

| | |use. | | |

|NBPTS: 2b |Portfolio demonstrates the |Portfolio demonstrates the |Portfolio demonstrates the |Did not meet standard |

|Have specialized knowledge in |candidate’s extensive |candidate’s awareness of |candidate’s minimal awareness| |

|how to convey the subject. |awareness of difficulties and|difficulties and |of difficulties and | |

| |preconceptions that |preconceptions that |preconceptions that | |

| |parents/educators may have in|parents/educators may have |parents/educators may have in| |

| |regards to child development |in regards to child |regards to child development | |

| |and or what |development and or what |and or what | |

| |strategies/materials |strategies/materials |strategies/materials | |

| |might assist. |might assist. |might assist. | |

|NBPTS: 2c |Portfolio includes varied |Portfolio includes basic |Portfolio includes a limited |Did not meet standard |

|Generate multiple paths to |strategies and materials that|strategies and materials |number of strategies and | |

|knowledge. |assist in the classroom or in|that assist in the classroom|materials that assist in the | |

| |the home. |or in the home. |classroom or in the home. | |

|NBPTS: 3a |Candidate is very effective |Candidate is effective in |Candidate is limited in |Did not meet standard |

|Call on multiple methods to |in creating or altering |creating instruction to |instructional methods that | |

|meet goals. |instruction to |generate and sustain |generates or sustains | |

| |generate/sustain interest, |interest; may also draw on |interest. Rarely make use of | |

| |including drawing on students|others’ expertise. |multiple methods. | |

| |or colleagues. | | | |

|NBPTS: 3b |Candidate is highly adept at |Candidate usually organizes |Candidate’s instruction is |Did not meet standard |

|Orchestrate learning in-group |organizing instruction and |instruction and uses time |sometimes or often | |

|settings. |using time effectively to |effectively to meet goals. |disorganized and time is not | |

| |meet goals. | |used effectively. | |

|NBPTS: 3c |Candidate creates rich and |Candidate creates learning |Candidate rarely creates |Did not meet standard |

|Place a premium on student |engaging learning experiences|experiences that allow |engaging experiences; rarely | |

|engagement. |that allow interaction |interaction between students|allows interaction between | |

| |between students and |and teachers. |students and teachers. | |

| |teachers. | | | |

|NBPTS: 3d |Candidate uses multiple |Candidate uses traditional |Candidate uses limited or |Did not meet standard |

|Regularly assess student |methods to assess individual |methods to assess individual|ineffective methods to assess| |

|progress. |and group progress. |and/or group progress. |student progress. Does not | |

| |Communicates student progress|Communicates student |always communicate student | |

| |to parents clearly and often.|progress to parents. |progress to parents. | |

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