ACTFL/NCATE Standards

Dr. Judith L. Shrum

ACTFL SPA Coordinator

American Council on the Teaching of Foreign Languages (ACTFL)

ACTFL Executive Director: Marty Abbott

ACTFL SPA contact: Judith Shrum, jshrum@actfl.org

ACTFL developed the ACTFL/NCATE standards in 2002. These standards are aligned with

National student standards for foreign languages

INTASC Standards for beginning teachers

National Board for Professional Teaching Standards for accomplished teachers

NCATE Standards:

Are performance-based – radical departure from input-based system

Focus on what teacher candidates should know, be able to do, & be disposed to do

Require institutions to show candidate performance data

Components of Successful Programs

Development of proficiency, especially oral

Ongoing assessment of proficiency

Language, linguistics, culture, & literature components

Methods course: on teaching of foreign languages, taught by qualified faculty

Program Components cont’d.

Early field experiences in foreign language classrooms

Field experiences supervised by qualified faculty

Opportunities for candidates to experience and use technology

Opportunities for structured study-abroad/immersion experiences

ACTFL/NCATE PROGRAM STANDARDS FOR THE PREPARATION OF FOREIGN LANGUAGE TEACHERS

www.actfl.org

Six content standards

Sixteen supporting standards

Supporting explanations

Rubrics

Sample evidence

Program Standards Describe:

Knowledge of foreign language content and pedagogy

Skills in teaching (planning, assessing, etc.)

Dispositions (attitudes, beliefs about foreign language teaching and professional growth)

Language, Linguistics,

Comparisons

1.a Demonstrating language proficiency

1.b Understanding linguistics

1.c Identifying language comparisons

Cultures, Literatures, Cross-Disciplinary Concepts

2.a Demonstrating cultural understandings

2.b Demonstrating understanding of literary and cultural texts and traditions

2.c Integrating other disciplines in instruction

Language Acquisition Theories and Instructional Practices

3.a Understanding language acquisition and creating a supportive classroom

3.b Developing instructional practices that reflect language outcomes and learner diversity

Integration of Student Standards into Curriculum and Instruction

4.a Understanding and integrating student standards in planning

4.b Integrating student standards into instruction

4.c Selecting and designing instructional materials

Standards for Foreign Language Learning in the 21st Century (2006) [SFLL, Five Cs, for students]

Assessment of Languages and Cultures

5. a Knowing assessment models and using them appropriately

5. b Reflecting on assessment

5. c Reporting assessment results

Professionalism

6. a Engaging in professional development

6. b Knowing the value of foreign language learning

Rubrics

Exceeds standard: in depth knowledge / systematic approach to teaching

Meets standard: knowledge / teaching performance at a satisfactory level

Approaches standard: awareness level

Required Assessment #1: Content Knowledge

Data from licensure tests or professional examinations of content knowledge

Standards 1 and/or 2

If licensure tests/professional examinations not required by state, describe assessment used.

E.g., PRAXIS II

Required Assessment #2: Content Knowledge

Assessment of content knowledge in the languages to be taught ACTFL standards 1, 2

Comprehensive examinations that address candidate performance in communication, culture, and/or interdisciplinary content

Portfolio evidence of interpretive/presentational tasks

Grades

Use of Grades http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedu

res/DocumentingCourseGrades/tabid/456/Default.aspx

1. Description of courses, rationale for selection & alignment of courses w/ACTFL/NCATE standards and analysis of grade data

2. Alignment with ACTFL/NCATE Standards critical!

3. Advising sheet for courses transferred into MA w/alignment

4. Grade policy & minimum expectations

5. Data tables, grade distributions, mean course grades, consistent N

Assessment #1 (if there is no state test), #2, or an optional assessment

Required courses only: all courses in major, a cluster of courses, or 1 course (with curriculum requirements, course numbers, titles & 2 sentence descriptions) if title is unclear, match Program of Study

Composite GPA Include grade policy, minimum

expectations, definitions of grades

Disaggregate by program (BA/MA); licensure category (language); program site

NOT syllabi

Required Assessment #3: Candidate Ability to Plan Instruction

Assessment that demonstrates candidates can effectively plan classroom instruction ACTFL Standards 3, 4, 5

Ex: lesson / unit plans, individualized educational plans, needs assessments, intervention plans

Assessment gathered in methods/student teaching

Required Assessment #4: Assessment of Student Teaching

Assessment that demonstrates candidates’ knowledge, skills, and dispositions are applied effectively in practice

ACTFL Standards 3, 4, 5, and 6

Submit assessment instrument used in student teaching or internship

Required Assessment #5: Candidate Effect on Student Learning

Assessment that demonstrates candidate effects on student learning

ACTFL Standards 3, 4, 5

E.g., Assessments based on teacher work samples, portfolio tasks, case studies

Data gathered from student teaching and other field experiences

Required Assessment #6: Candidate Oral Proficiency

Assessment that demonstrates candidates’ oral proficiency

Submit results of an official version of the OPI (www.languagetesting.com and select NCATE)

Minimal Advanced Low expectation must be explicitly stated as a program requirement (Intermediate High for Arabic, Chinese, Japanese, Korean)

What is Advanced Low? Speakers Are Able to:

Narrate & describe in present, past, future time frames

Speak in a connected paragraph

Handle successfully a situation that has an unexpected turn of events

Assessment #6: Evidence

Requirement for the OPI with AL proficiency is in place (i.e., in catalog)

Standard may be met even if all candidates are not at AL provided that a remediation plan is included.

The OPI is administered is an official option, i.e., through Language Testing Int’l (www.languagetesting.com).

Required Assessment #7: Focus on ACTFL Standards

Additional Assessment that addresses ACTFL Standards Institutional choice of assessment that

provides evidence of program’s addressing standards

ACTFL Standard 6: Professional development experiences, memberships in professional organizations, conference attendance by teacher ed candidates

Additional Assessment #8: Focus on ACTFL Standards (Optional)

Additional Assessment that addresses ACTFL Standards

E.g., Evaluations of field experiences, case studies, portfolio tasks

Report on participation in and outcomes for study abroad programs

Community outreach

To view and download the sample assessments from the ACTFL website www.actfl.org

Go to Home/About ACTFL/Special Projects/NCATE/Appendices to the Program Report

Appendix F: Sample Assessment #1 (Content Knowledge) Appendix G: Sample Assessment #2 (Content Knowledge) Appendix H: Sample Assessment #3 (Planning

Classroom-Based Instruction) Appendix I: Sample Assessment #4 (Evaluation of Student Teaching) Appendix J: Sample Assessment #5 (Effect on Student

Learning)