english as a new language portfolio ... a new language portfolio entries following is a description

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  • Early Adolescence through Young Adulthood ENGLISH AS A NEW LANGUAGE

    Portfolio Instructions (For retake candidates who began the Certification process in 2013-14 and earlier.)

     Part 1 provides general instructions for preparing, developing, and submitting your portfolio entries.

     Part 2 provides portfolio entry directions as well as cover sheets and forms you use to submit your portfolio entries.

    PI-EAYA/ENL-04 Prepared by Pearson for submission under contract with the National Board for Professional Teaching Standards®. © 2015 National Board for Professional Teaching Standards l All rights reserved.

  • PORTFOLIO INSTRUCTIONS Early Adolescence through Young Adulthood/English as a New Language

    Contents

    PART 1: GENERAL PORTFOLIO INSTRUCTIONS How to Use the Portfolio Instructions 1-1

    Navigating the Portfolio Instructions Retake Candidates

    Phase 1: Prepare

    Locating and Using Important Resources Understanding the Portfolio Entries Following Policies and Guidelines Learning Portfolio-Related Terms

    Phase 2: Develop

    Writing about Teaching Recording Video Entries Analyzing Student Work Organizing Your Portfolio Components Managing Your Time

    Phase 3: Submit

    Avoiding the 4 Most Common Submission Errors

    PART 2: ENTRY DIRECTIONS EAYA/English as a New Language Portfolio Entry Directions 2-1

    Overview of Early Adolescence through Young Adulthood/English as a New Language Portfolio Entries

    Entry 1: Assessment as a Tool for Unit Planning Entry 1: Cover Sheets Entry 2: Scaffolding Learning Entry 2: Cover Sheets Entry 3: Facilitating Interactions: Small Groups Entry 3: Cover Sheets Entry 4: Documented Accomplishments: Contributions to Student Learning Entry 4: Cover Sheets Electronic Submission at a Glance Student Release Form Adult Release Form

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Early Adolescence through Young Adulthood/English as a New Language

    Part 1: General Portfolio Instructions This resource is available on our website at www.boardcertifiedteachers.org/retake- candidates.

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

    http://boardcertifiedteachers.org/retake-candidates

  • Part 2: Portfolio Entry Directions

    Part 2 provides instructions for developing and submitting your portfolio entries for the Early Adolescence through Young Adulthood/English as a New Language certificate area:

     EAYA/English as a New Language Portfolio Entry Directions contains detailed instructions for developing each of four portfolio entries.

     EAYA/English as a New Language Electronic Submission at a Glance provides detailed instruction for assembling materials for submission.

    2-1

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early Adolescence through Young Adulthood/ English as a New Language

    Overview

    EAYA/English as a New Language Portfolio Entry Directions

    This section contains the directions for developing each EAYA/English as a New Language portfolio entry and assembling it for submission. Entry directions include

     a list of the Standards that are the foundation for each entry;  suggestions for planning your portfolio entries and choosing evidence of your teaching

    practice;  questions that must be answered as part of your Written Commentary;  an explanation of how to assemble and submit your portfolio entries.

    Overview of Early Adolescence through Young Adulthood/English as a New Language Portfolio Entries

    Following is a description of each entry. In addition to reading the entry directions, you may also wish to read “Part 1: General Portfolio Instructions.”

    Entry 1

    In the Early Adolescence through Young Adulthood/English as a New Language portfolio, the entry based on student work samples is “Entry 1: Assessment as a Tool for Unit Planning.” In this entry, you submit two assessments for each of two students, as well as a Written Commentary that provides an overview of your unit plan and contextualizes the assessments as they are used to inform your planning. You describe the implementation of the unit plan and any adjustments you made to your teaching during the implementation. You discuss how the students’ assessments, as well as their linguistic and cultural diversity, informed your planning.

    Entry 2

    In the Early Adolescence through Young Adulthood/English as a New Language portfolio, there are two entries based on video evidence, one of which is “Entry 2: Scaffolding Learning.” In this entry, you submit a 15-minute video recording that illustrates your ability to apply your knowledge of your students as individual content and language learners as you set worthwhile and realistic goals for them and prepare them for the study of a unit, topic, or concept that is new to them. You discuss your instructional objectives, adaptation of instructional resources, and approach to second-language acquisition. You provide evidence that your students are actively engaged with each other, their materials, and/or you in a content-based English language learning experience. You provide a Written Commentary analyzing the video recording and instructional materials.

    Entry 3

    “Entry 3: Facilitating Interactions: Small Groups” is the other Early Adolescence through Young Adulthood/English as a New Language entry based on video evidence. In this entry, you submit a 15-minute video recording to demonstrate your practice and your ability to facilitate small interactive groups of linguistically and culturally diverse learners who are engaged in collaborative work. You provide evidence of how you foster the engagement of students in a meaningful English language activity in which students share ideas and listen

    2-2

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early Adolescence through Young Adulthood/ English as a New Language

    Overview

    attentively to each other. You provide a Written Commentary analyzing the video recording and instructional materials.

    Entry 4

    In the Early Adolescence through Young Adulthood/English as a New Language portfolio, the entry based on documented accomplishments is “Entry 4: Documented Accomplishments: Contributions to Student Learning.” In this entry, you illustrate your partnerships with students’ families and community, and your development as a learner and collaborator with other professionals, by submitting descriptions and documentation of your activities and accomplishments in those areas. Your description must make the connection between each accomplishment and its impact on student learning.

    The Two Paths of the EAYA/English as a New Language Assessment

    The EAYA/English as a New Language certificate area offers the following paths:

     Path 1 is an assessment of the English as a New Language Standards and is designed for bilingual teachers (the term "bilingual" is used here in a nonspecific sense to identify the teacher who uses both English and another language in instruction) who would like to achieve certification within the English as a New Language framework while also demonstrating their accomplishment as Early Adolescence (EA) or Adolescence and Young Adulthood (AYA) content specialists in Mathematics, Science, or Social Studies–History.

    All candidates must show in their portfolio entries that they are fostering English language development within their bilingual context. At the assessment center, they will complete exercises in their respective content areas.

     Path 2 is also an assessment of the English as a New Language Standards and is designed for teachers who identify themselves as English Language Development Specialists (ELDS) (ELDS is used here to identify the teacher who is an English language development specialist and who may or may not use the students' first language in instruction).

    All candidates must show in their portfolio entries that they are fostering English language development. At the assessment center, they will complete exercises focusing on their knowledge of English language development.

    Language Options

    Within the English as a New Language framework, an opportunity exists for bilingual education candidates and English Language Development Specialists to submit student work samples, video evidence, and instructional materials in a language other than English accompanied by a written English translation. Candidates who choose this option complete the same portfolio entries as do their certificate colleagues; however, they must submit Written Commentaries for portfolio entries in English. Assessors who score these entries and exercises are not bilingual; therefore, a written English translation of any student work samples, video evidence, and/or instructional materials submitted in a language other than English are required in order for the responses to be scored.

    2-3

    © 2015 National Board for Professional Teaching Standards | All rights reserved.

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early Adolescence through Young Adulthood/ English as a New Language

    Overview

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