teacher competencies tables - sedllote teacher competencies for professional development is designed...

LOTE TEACHER COMPETENCIES FORPROFESSIONAL DEVELOPMENT

Background

In April of 1997, the Texas State Board of Education adopted content and performancestandards that describe what students should know and be able to do as they progress in theirstudy of languages. These standards, the Texas Essential Knowledge and Skills for LanguagesOther Than English (TEKS for LOTE), are organized around five Program Goals: Communication,Cultures, Connections, Comparisons, and Communities. In order to implement the TEKS for LOTE,teachers should have a thorough familiarity with and an understanding of their content. Theirown knowledge and skills will include and exceed those outlined in the TEKS for LOTE and theywill use effective teaching practices that clearly address the Program Goals. For example, ifstudents are expected to “communicate in the language” as is stated in the TEKS for LOTEsection on Communication, then it follows that teachers will “know the language” themselvesand will “understand language pedagogy” as is stated in the Communication Strand of theLOTE Teacher Competencies for Professional Development.

How to Use LOTE Teacher Competencies for Professional Development

LOTE Teacher Competencies for Professional Development is designed for use by teachers,language coordinators, administrators, and/or teacher educators as a personal assessment tool.The document is organized around the same five Program Goals as the TEKS for LOTE. Withineach of the five Program Goal areas, Core Knowledges and Sample Practices are described forthree different competency levels. The competencies can serve as an initial and ongoing self-assessment of teacher needs for TEKS for LOTE-based professional development and as a basisfor planning TEKS for LOTE-based professional development activities.

As stated above, the competencies on the following pages describe the Core Knowledges thatevery teacher of LOTE should have in order to implement the TEKS for LOTE. In addition,examples are provided of the kinds of Sample Practices that teachers do in order todemonstrate their command of the Core Knowledges. The lists of Sample Practices are by nomeans exhaustive; space is provided for teachers to list additional Sample Practices for anygiven Core Knowledge.

Teachers should use the competencies as a tool for personal professional assessment, ratingthemselves on each Sample Practice as good, better, or exemplary. After each Program Goal,pages are provided to list identified strengths and areas for improvement. Teachers may thenprioritize their areas for improvement, listing a maximum of three, for example. This informationcan form the basis for personal, local. or district-wide professional development activities.

LOTE Center for Educator DevelopmentSouthwest Educational Development LaboratoryAustin, Texas

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Program Goal 1 – CommunicationAcquiring another language incorporates communication skills such as listening, speaking, reading, writing, viewing, and showing. Students developthese communication skills by using knowledge of the language, including grammar, and culture, communication and learning strategies, technology,and content from other subject areas to socialize, to acquire and provide information, to express feelings and opinions, and to get others to adopt acourse of action.

Knowledge and Skills : The student communicates in a language other than English using the skills of listening, speaking, reading, and writing.

LOTE Teacher Competencies for Professional Development: COMMUNICATION STRAND

CORE KNOWLEDGE SAMPLE P RACTICES YES NO UNCERTAIN

The teacher knows the language.

This page of the competencies is structureddifferently from the remainder of the

document. Teachers are to signal whether ornot they are of a certain proficiency level

(Advanced, Advanced-High, or Superior) bychoosing "yes", "no" or "uncertain". To be

considered at a proficiency level, the languageuser must be able to sustain that performanceall of the time; therefore, the scale of "good",

"better", and "exemplary" does notapply in the same manner as for the

other competencies.

The teacher of modern languages:

• as a good practitioner, can use the language forinstruction at the Advanced proficiency level inspeaking.

• as a better practitioner, can use the language forinstruction at the Advanced-High proficiency levelin speaking.

• as an exemplary practitioner, can use the languagefor instruction at the Superior proficiency level inspeaking.

For a complete description of proficiency levels, see theACTFL Proficiency Guidelines. Teachers can use theproficiency descriptions informally to determine their

level of proficiency.

Additional Sample Practices:

NOTE: The teacher is encouraged to continuefollowing the model above for self-assessment inwriting, reading, and listening.

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LOTE Teacher Competencies for Professional Development: COMMUNICATION STRAND (continued)

CORE KNOWLEDGE SAMPLE PRACTICES GOOD(some ofthe time)

BETTER(most ofthe time)

EXEMPLARY(almost all of

the time)

The teacher knows thelanguage.

The teacher of classical languages:

ü demonstrates comprehension of authentic texts(prose and poetry) of various authors throughinstruction.

ü uses the skills of listening, speaking, and writing ininstruction to reinforce the skill of reading instudents.


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CORE KNOWLEDGE SAMPLE P RACTICES GOOD(some ofthe time)



the time)

The teacher knows thelanguage.

The teacher:

ü conducts class in the language at an appropriatelevel for all students.

ü uses the language to the maximum extentpossible, providing comprehensible input andstrategies to facilitate comprehension.

ü uses knowledge of the subsystems of thelanguage, such as syntax (including grammar),lexicon, and phonology, to developcommunication skills in students.

ü demonstrates knowledge of dialectal andsociolinguistic variations.


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the time)

The teacherunderstands languagepedagogy as it relatesto the teaching of thestudent standards, theTexas EssentialKnowledge and Skillsfor Languages OtherThan English.

The teacher:

ü maintains a clear focus on communication as the primarygoal of language learning by:• using experiences and activities to develop students'

interpersonal communication skills, i.e., direct oral orwritten communication between individuals who comeinto interactive contact;

• using experiences and activities to develop students'interpretive communication skills, i.e., the receptivecommunication skills of listening, reading, and viewing;

• using experiences and activities to develop student'spresentational communication skills, i.e., one-waycommunication for an audience of listeners, readers, orviewers.

ü implements the concept of a balanced curriculum thatintegrates the skills of listening, speaking, reading,writing, viewing, and showing with a knowledge of culture.

ü facilitates and emphasizes meaningful communicationthrough:

• maximal student participation;• diagnostic use of students' linguistic errors;• learning of grammar in a communicative approach;• activities that provide a real-world context.


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the time)

The teacher understandslanguage pedagogy as itrelates to the teaching ofthe student standards,the Texas EssentialKnowledge and Skills forLanguages Other ThanEnglish.

The teacher:

ü adapts the classroom to students' needs by:• using knowledge of learning and communicationstrategies

• selecting, adapting, and creating materials andactivities to support students' progress throughNovice, Intermediate, and Advanced checkpoints.

ü applies current research related to language learningpedagogy.

ü presents a clear rationale for pedagogical choices thataddress students' differences, diversity, and specialneeds.

ü assesses in an ongoing manner students' progress intheir interpersonal, interpretive, and presentationalcommunication skills.


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SELF-ASSESSMENT: COMMUNICATION STRAND

GREATEST STRENGTHS: AREAS FOR IMPROVEMENT: PLAN FOR IMPROVEMENT:


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Program Goal 2 – CulturesKnowledge of other cultures provides the context for understanding the connections among the practices (what people do), products (what peoplecreate), and the perspectives (how people perceive things) of those cultures. Students use this knowledge to increase their understanding of othercultures as well as to interact with members of those cultures.

Knowledge and Skills: The student gains knowledge and understanding of other cultures.




the time)

The teacher has a thoroughunderstanding of theculture(s) associated withthe language and knowsabout the connectionsamong the practices,products, and perspectivesof the culture(s).

The teacher:

P portrays the culture(s) accurately by:• using culturally appropriate materials (visuals,

realia, oral and written texts);• embedding appropriate cultural contexts into

language instruction;• conducting activities (discussions, role plays,

presentations) that prompt an understanding ofthe culture(s) and of the impact this knowledgecan have on the way students interact withmembers of another culture.

P applies knowledge of the culture(s) being studied tohelp students recognize how the practices(patterns of behavior) and products (tangible andintangible things people create) reflect theperspectives (attitudes and values) of theculture(s).


LOTE Teacher Competencies for Professional Development: CULTURES STRAND

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LOTE Teacher Competencies for Professional Development: CULTURES STRAND (continued)




the time)

The teacherunderstands therelationship betweenthe practices and theperspectives of theculture(s) beingstudied as itconcerns, forexample:• family life• social interactions• leisure pursuits• involvement with

work• religion/beliefs• societal

hierarchies

The teacher:

ü integrates concepts of cultural practices into language instruction(e.g., everyday patterns of behavior that represent theknowledge of "what to do when and where" in the culture(s).

ü promotes an understanding of cultural practices and of therelationship between cultural practices and perspectives throughactivities in which students:

• obtain information from visuals, realia, oral and written texts;• participate in age-appropriate cultural activities (games,

songs, storytelling, dramatizations);• use appropriate verbal and non-verbal behavior in common

classroom interactions and in daily activities among peersand adults.

ü prepares students to make observations and analyze therelationship between cultural practices and perspectives throughactivities in which students:

• identify and describe cultural practices as experienced in a dramatization or as viewed in a videotape;• form hypotheses about how practices relate to cultural perspectives;• find information about how practices reveal perspectives (interviews, reading, etc.)


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the time)

The teacher understandsthe relationship betweenthe products and theperspectives of theculture(s) as it concerns,for example:• products used in dailylife (e.g., culinary items,religious artifacts,clothing)

• works of art (e.g.,literature, the visualarts and architecture,drama, music, film)

• non-artisticinstitutions (e.g.,government, systemsof transportation, useof technology, systemsof education, legalpractices)

The teacher:

P integrates concepts of cultural products into languageinstruction (e.g., tangible and intangible things peoplecreate such as a painting, a pair of chopsticks, a dance,a system of education).

P promotes an understanding of cultural products and ofthe relationship between cultural products andperspectives through activities in which students:

• identify tangible products of the culture(s) such asfoods, toys, dress, types of dwellings;

• explore ways in which cultural products are requiredor justified by the underlying beliefs and values ofthe culture(s).

P prepares students to make observations and analyze therelationship between cultural products and perspectivesthrough activities in which students:

• experience or read about expressive products ofthe culture(s) such as songs, selections fromliterature, and types of artwork;

• investigate the function of utilitarian products of theculture(s) (household items, clothing);

• find information about how products revealperspectives (interviews, readings, etc.).


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the time)

The teacher understandsthe pedagogy of teachingculture as it relates tothe Texas EssentialKnowledge and Skills forLanguages Other ThanEnglish.

The teacher:

P embeds authentic culture in communication by usingculture as lesson content and designing lessons aroundcultural themes/perspectives.

P uses appropriate cultural behavior in the classroom(e.g., gestures, greetings).

P uses a variety of media to promote an understanding ofcultural products, practices, and perspectives.

P provides opportunities for students to experience,analyze, and create cultural practices and products(age-appropriate games, songs, literature, art,dramatizations, etc.).

P designs meaningful learning experiences wherebystudents discover, observe, and analyze theconnections among cultural practices, products, andperspectives through activities such as role plays,games, artifact study, group discussions, presentations,and projects.

P uses assessment activities that provide evidence ofstudents' knowledge of culture(s), including how thatknowledge can have an impact on the way they interactwith members of another culture.


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SELF-ASSESSMENT: CULTURES STRAND



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Program Goal 3 – ConnectionsKnowledge of other languages and cultures provides the tools and context for connecting with other subject areas. Students use the language toacquire information and reinforce other areas of study.

Knowledge and Skills : The student uses the language to make connections with other subject areas and to acquire information.




the time)

The teacher understandsthe connections betweenlanguages and otherdisciplines.

The teacher:

ü connects the study of languages to other subject areasfor content, curriculum resources, and motivation.

ü draws upon colleagues from other disciplines for supportand collaboration to design activities that reinforce andexpand knowledge among disciplines.

ü creates learning experiences and activities that allowstudents to integrate language knowledge and skills withother subject areas.


LOTE Teacher Competencies for Professional Development: CONNECTIONS STRAND

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LOTE Teacher Competencies for Professional Development: CONNECTIONS STRAND (continued)




the time)

The teacher is able tol ink the study oflanguages to otherdisciplines or subjectareas.

The teacher:

ü supports curriculum connections to other disciplines byusing relevant materials in the language andincorporating content that helps students increase theircommunicative competency to include academiclanguage.

ü provides opportunities within the language discipline forstudents to use the language in another subject area(e.g., to research a topic).

ü helps to develop students' higher order thinking skills bydesigning learning experiences that encourage studentsto think in and use the language in conjunction withcontent from other disciplines.


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the time)

The teacher understandsformal interdisciplinaryprograms.

The teacher:

ü investigates ways of connecting with andsupplementing the curricula of other disciplines bybecoming familiar with the knowledge base of thosedisciplines.

ü uses curricular themes and resources that can betransferred from other disciplines into the languageclassroom.

ü uses the content of other disciplines in a natural,embedded, constant, and ongoing fashion as part ofthe language curriculum.

ü creates connections by planning and teaching withteachers in other disciplines.



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the time)

The teacher knowsstrategies for teachingcontent through themedium of the language(e.g., in immersionprograms and content-based courses).

The teacher:

ü ensures student comprehension and expands studentlanguage production through the use of speech thatfocuses on meaning while incorporating visuals,manipulative, and role-play.

ü sequences instruction to proceed from the concrete tothe abstract to ensure student success with all content.

ü ensures student mastery of language required for thecontent and promotes learning of language compatiblewith the content.

ü uses assessment activities that provide evidence ofstudents' ability to use the language to explore otherdisciplines.


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SELF-ASSESSMENT: CONNECTIONS STRAND



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Program Goal 4 – ComparisonsLearning another language enhances one's understanding of the nature of language and culture. Students use this knowledge to compare languagesand cultures, and to expand insight into their own language and culture.

Knowledge and Skills : The student develops insight into the nature of language and culture by comparing the student's own language and cultureto another.




the time)

The teacher knows howto compare and contrastthe features of languages(e.g., syntax, lexicon,phonology, non-verbalcommunication, etc.)

The teacher:

ü facilitates students' comparisons and contrasts oflinguistic features of the language studied with theirown by, for example:

• exploring how languages use word order,inflection, and other linguistic features to signalmeaning;

• providing opportunities to observe and useformal and informal language;

• developing an understanding of cognates andidioms;

• helping students discover the role of connotationin understanding the meaning of words.

ü guides students to compare and contrast the usageand meaning of non-verbal communication (e.g.,gestures) in the language studied on their own.

ü utilizes student errors (e.g., first languageinterference, over-generalizations) to direct and/orinform learning.


LOTE Teacher Competencies for Professional Development: CULTURES STRAND

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LOTE Teacher Competencies for Professional Development: COMPARISONS STRAND (continued)




the time)

The teacherunderstands thesimilarities anddifferences betweenthe target culture(s)and that of the UnitedStates.

The teacher:

P fosters awareness of the cultural connotations ofvocabulary.

P analyzes with students various features of the languageto link them to the practices, products, and perspectivesof their respective cultures.

P facilitates student comparisons and analyses of culturalperspectives as seen through the practices of thecultures.

P facilitates student comparisons and analyses of culturalperspectives as seen through products of the cultures.

P uses assessment activities that provide evidence ofstudents' ability to compare linguistic features of thelanguage being studied and their own, as well as thepractices, products, and perspectives of the culture(s)being studied and their own.


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the time)

The teacher understandshow the language andthe target culture(s) haveaffected and have beenaffected by otherlanguages and cultures.

The teacher:

ü increases student awareness of the interrelationshipsbetween and among languages and cultures.

ü guides students to trace the interaction betweenlanguages and cultures.

ü facilitates independent research on the interactionbetween languages and cultures.


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the time)

The teacher understands theuniversality of stereotypingand is familiar with thestereotypes associated withthe culture(s) being studied.

The teacher:

ü introduces students to character traits of theculture(s) and contrasts them with stereotypes.

ü compares a culture's self-view with another'sstereotype of that culture(s).

ü discusses the possible origins of specificstereotypes that cultures have about one another.

ü creates and shares activities which enhanceknowledge of the culture(s) and reducestereotyping.


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SELF-ASSESSMENT: COMPARISONS STRAND



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Program Goal 5 – CommunitiesLearning languages other than English increases opportunities for participating in communities in Texas, in other states, and around the world.Students use languages to enhance their personal and public lives, and to meet the career demands of the 21st century successfully.

Knowledge and Skills: The student participates in communities at home and around the world by using languages other than English.




the time)

The teacher knows waysto access and use thelanguage and its culturalresources beyond theschool setting.

The teacher:

ü informs students about and guides independentparticipation in opportunities to use the language outsidethe classroom (e.g., through contests, research projects,events of ethnic organizations, or opportunities abroad:travel, study, or work).

ü incorporates into lessons guest speakers, real-worldmaterials reflective of the language and culture, andinformation on using the language outside theclassroom.

ü uses classroom and extra-classroom learningexperiences and activities to practice using the languageand culture in real-world situations.

ü creates opportunities to use the language beyond theschool setting (e.g., through service projects, studentexchanges, or school sponsored cultural events).

ü integrates technology (e.g., the Internet) into thecurriculum to enable students to use the language inreal-world contexts by connecting students to languageusers in other parts of the world.


LOTE Teacher Competencies for Professional Development: COMMUNITIES STRAND

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LOTE Teacher Competencies for Professional Development: COMMUNITIES STRAND (continued)




the time)

The teacher knows howto use the language forl ifelong learning,personal enrichment, andcareer development.

The teacher:

ü motivates students to independently pursue personalenrichment activities using the language (e.g., travel,research, reading, networking).

ü provides experiences and implements learning activitieswhere language skills are used for personal enrichment(e.g., participation in social, civic, and avocationalevents).

ü helps students discover how the language and culturecan be used in various careers and shows studentswhere and how they may access this information (e.g.,uses career situations and business literature/forms inclassroom activities).

ü assists students in finding applications for the languagein job settings (e.g., internship programs).

ü brings local and area resources and resource personsinto the classroom to advise and interest students incareer applications for language.

ü encourages students to see themselves as worldcitizens and helps them understand that languageproficiency is an asset that will help them functionsuccessfully in the world community.


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SELF-ASSESSMENT: COMMUNITIES STRAND


LOTE Teacher Competencies for Professional Development: COMMUNITIES STRAND (continued)

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