teacher preparation guidelines - nebraska department of education

Nebraska K-12 Foreign Language Frameworks 345

Teacher Preparation Guidelines


Introduction

Note: Several teacher preparation courses offered in Nebraska highereducation institutions are intended both for teachers of English as aSecond Language (ESL) and foreign language teachers. The writers ofthe principles and model methods courses recognize that there is astrong overlap in the preparation of teachers in each field and also thateach has its own unique characteristics and needs. In this section, theterms “foreign language” and “target language” are used to refer to acourse, a classroom and/or a language that is to be taught. These termsare intended to refer to the instruction in both foreign language andESL classrooms and the preparation of teachers in both groups.

The development of teacher preparation guidelines was amajor component of the Nebraska K-12 Foreign LanguageStandards/Frameworks Project. The guidelines includeprinciples and outlines of model methods courses for thepreparation teachers of foreign language and ESL. Theguidelines are based on current research, the Nebraska K-12Foreign Language Frameworks, and the Nebraska TeacherPreparation Guidelines.

The principles found in this section are broad statementsbased on current knowledge of teaching and learning. Themodel methods courses are the practical applications of theprinciples. The courses are reflective of the Nebraska K-12Foreign Language Frameworks and best practices in education.A model methods course is outlined for the secondary level(grades 7-12) and the elementary level (grades K-6).

Three committees of Nebraska educators took part in thewriting of the Teacher Preparation Guidelines. A committeerepresenting the Nebraska higher education institutions andNebraska K-12 classroom teachers identified the missionstatement and selected the model for the guidelines. Acommittee of foreign language higher-education methodsinstructors completed the guidelines and wrote the outcomesand components for the secondary-level methods course. Athird committee of elementary foreign language teachers anda higher education representative identified the outcomes forthe elementary-level methods course.

Teacher PreparationGuidelines Indexby Page Number

Acknowledgments ....................................................................... 346Mission Statement ................................................................. 347Stages of Teacher Development ............................................ 348Principles ................................................................................... 349Model Methods Course (secondary level) .......................... 355

Description of Components ............................................. 359Key Terms (secondary level) ............................................ 364

Model Methods Course (elementary level) ............................... 365Key Terms ........................................................................... 370

346 Challenge for a New Era


AcknowledgmentsTeacher Preparation Guidelines

Committee:Frank Adams, Wayne State CollegeDiane Andrew, University of Nebraska at OmahaKaren Bowley, Brownell Talbott Primary School, OmahaJerald Fox, University of Nebraska at KearneyMaureen Franklin, Doane College, CreteMarilyn Hadley, University of Nebraska at KearneyKristi Hetlund, Lincoln East High SchoolAnne McCormick, (student) University of Nebraska at

OmahaAli Moeller, University Of Nebraska-LincolnClara Mojica-Diaz, Wayne State CollegeRita Ricaurte, (graduate student ) University of Nebraska-

LincolnSusan L. Smith, Lincoln Public Schools/Nebraska Wesleyan

UniversitySharon Telich, Westside Middle School, OmahaHarriett Turner, University of Nebraska-LincolnSharon Watts, Omaha Public Schools/Creighton UniversityNancy Wolf, Millard South High, Omaha

Writing Team--Model Methods Course(secondary level):

Ali Moeller, University Of Nebraska-LincolnRita Ricaurte, (graduate student ) University of Nebraska-

LincolnSusan L. Smith, Lincoln Public Schools/Nebraska Wesleyan

UniversitySharon Watts, Omaha Public Schools/Creighton University

Writing Team--Model Methods Course(elementary level):

Karen Bowley, Brownell Talbott Primary School, OmahaNila Jacobson, Everett Elementary School, LincolnAli Moeller, University of Nebraska-LincolnSusan Rodda, Loveland Elementary, OmahaRosa Zimmerman, Progress Elementary School, Ogallala

Facilitators for preparation of theGuidelines Committee:

Lynn Sandstedt, University of Northern Colorado,Greeley, Colorado

Charles Hancock, Ohio State University, Columbus, Ohio

Reviewer: Myriam Met, Montgomery County Public Schools,Rockville, Maryland



Mission Statement: The Nebraska Foreign Language Teacher Preparation Guide-lines provide directions and support to those institutions andtheir respective foreign language method instructors respon-sible for the preparation of foreign language educators. Theeleven principles outlined in this document describe thedevelopment and assessment of the knowledge and skillsrequired for successful foreign language teaching.

Pedagogical Notes:

The target language is the medium of instruction and themode of communication in today’s foreign language class-room. It is, therefore, imperative that the teacher candidateshould:

◆ be prepared to teach in the environment of themodern foreign language classroom.

◆ make a commitment to reach an advanced level ofproficiency in the target language.

◆ experience the target language and culture in animmersion setting.

Language Proficiency for theForeign Language Teacher Candidate:

Reflection:

Reflection is the process of looking analytically at what youhave done and what you are doing in order to make informedinstructional decisions. It is an important part of the teacherpreparation process and an essential component in all aspectsof the methods course; for example, in the presentation,application, and assessment. Evidence of reflection may takethe form of journaling, discussion, and/or self-critiques.

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Stages ofTeacher Development

Stage 1: Beginning Teacher Candidate

Students are Education majors enrolled in requiredpre-professional education courses and foreignlanguage courses.

Stage 2: Developing Teacher Candidate

Students are enrolled in foreign languagemethods courses.

Stage 3: Expanding Teacher Candidate

Students are engaged in a student-teachingexperience in foreign language.

Stage 4: On-going Teacher(Professional Foreign Language Educator)

The professional foreign language classroomteacher:

◆ actively continues the process ofimplementing current best practices.

◆ participates in on-going staff development.◆ continues to explore strategies and

methods that encourage success for alllearners.

◆ strives to be a life-long learner.


Principles–Teachers Preparation Guidelines

On-goingTeacher:

ExpandingTeacher Candidate:

DevelopingTeacher Candidate:

BeginningTeacher Candidate:

Principle 1: The teacher understands the relationship among central conceptsof learning and teaching foreign languages, communicates highexpectations and creates meaningful learning experiencesfor all students.

¨ Observes and beginsto explore howcontent, instructionaldecisions, expectations,and environmentinfluence meaningfullanguage learning.

¨ Understands howcontent, instructionaldecisions, expectations,and environmentwork together toinfluence meaningfullearning for students.

¨ Creates learningexperiences thatincorporate content,instructional deci-sions, expectations,and an environmentconducive tomeaningful learning.

¨ Continues toresearch, evaluateand adjust thecontent, instructionaldecisions, expectations,and environment inorder to makelearning experiencesmeaningful for allstudents.

Principle 2: The teacher understands how all students learn and develop, andcan provide learning opportunities that support their intellectual andsocial development.

On-goingTeacher:




¨ Explores theories ofintellectual and socialdevelopment and theirimpact on learning.

¨ Connects and relatesdevelopmentaltheories toinstructional decisions.

¨ Appliesdevelopmentaltheories ininstructional decisions.

¨ Researches andrefines instructionbased on develop-mental theories.

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The Principles are modeled after the Model Standards for Beginning Teacher Licensing and Development:A Resource for State Dialogue. Council of Chief State School Officers/10 Massachusetts Ave. NW/Suite 700/

Washington, D.C. 20001-1431.

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Teacher Preparation GuidelinesPrinciples*


Teacher Preparation Guidelines–Principles

The teacher understands how students differ in their approaches tolearning and is able to adapt instructional strategies to encouragestudents’ cognitive development.

Principle 3:

On-goingTeacher:




¨ Recognizes thediversity of learningstyles and thinkingprocesses that affectstudent learning.

¨ Analyzes the impactof diverse learningstyles and thinkingprocesses to producemeaningful languageexperiences for allstudents.

¨ Creates andimplements instruc-tional strategies thataddress the learningstyles and thinkingprocesses of allstudents.

¨ Researches, reflects,and refinesinstructional decision-making in order tocontinue toimplement bestpractices in theclassroom.

The teacher creates a learning environment that encouragespositive social interaction, motivation and active engagement inlearning.

Principle 4:

On-goingTeacher:




¨ Observes andidentifies howvarious learningenvironments affectthe interactions,engagement, andmotivation for allstudents.

¨ Analyzes how groupdynamics, teachingstrategies andclassroom manage-ment decisionsencourage positivesocial interaction,active engagement,and motivatedstudents.

¨ Creates a learningenvironment thatfosters positive socialinteraction andactive engagementfor all students.

¨ Applies currentresearch to meetchanging studentneeds in aninteractive classroom.



The teacher uses knowledge of effective communication techniquesto foster active inquiry, collaboration, and supportive interaction inthe classroom.

Principle 5:

The teacher plans instruction based upon curriculum goals andcontent which reflect student needs and the communities theyrepresent.

Principle 6:

On-goingTeacher:




¨ Recognizes thatinstructional planninginvolves not onlycurriculum goals andcontent but alsostudents and thecommunities theyrepresent.

¨ Analyzes instruc-tional approachesand methods thatconnect curriculumgoals, content,students, and theircommunities.

¨ Designs lessons thatestablish connectionsbetween curriculumgoals, content,students, and theircommunities.

¨ Continues todevelop the relation-ship betweencommunity andclassroom.

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On-goingTeacher:




¨ Recognizes thatteacher decisionsand appropriatecommunicationtechniques fosterindependent thinkingand establishesclassroom climatethat affects studentparticipation,interaction, andcollaboration.

¨ Observes that ateacher’s appropriateverbal, nonverbal,and media commu-nication techniquesfoster independentthinking and activeinquiry.

¨ Identifies andanalyzes strategiesand techniques thatencourage studentparticipation,interaction, collabo-ration, independentthinking, and activeinquiry.

¨ Creates a positivelearning environmentby implementingstrategies andtechniques thatfoster studentparticipation,interaction, andcollaboration as wellas independentthinking and activeinquiry.

¨ Applies currentresearch on effectiveteaching models thatsupport interactionand collaborationamong independentthinkers.



The teacher understands and uses a variety of assessmentstrategies to effectively evaluate all students.

Principle 7:

The teacher is a reflective practitioner who continually evaluates theimpact of instructional decisions on others (students, parents, andprofessionals in the learning community).

Principle 8:

On-goingTeacher:




¨ Recognizes thedifferences betweenassessment andtesting and begins toexplore a variety ofassessment practices.

¨ Evaluates theeffectiveness of avariety of assessmentpractices.

¨ Selects and usesappropriate assess-ment to evaluate allstudents.

¨ Researches andimplements effectiveassessment practices.

On-goingTeacher:




¨ Recognizes theinterest and role of“parent” as the firstteacher.

¨ Recognizes andunderstands thatreflection is anintegral part ofinstructional decisionmaking.

¨ Gains awareness ofsupport servicesavailable to teachers;such as, counselors,administrators,school psychologists,social workers,custodians, aides,secretaries, and others.

¨ Begins to reflect oninstructionaldecisions andrecognizes therelationshipbetween reflectiveprocess and effectiveinstruction.

¨ Identifies and seeksout appropriatesupport services.

¨ Makes instructionaldecisions andevaluates their effecton the learningprocess.

¨ Communicates andcollaborates withparents, colleagues,and support staff.

¨ Continues to makeappropriate instruc-tional decisions byintegrating currentresearch andreflective practices.



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The teacher fosters relationships with families, colleagues, andcommunity agencies to support student learning and well-being.

Principle 9:

On-goingTeacher:




¨ Recognizes andunderstands thatboth the school andits students aremembers of and areflection of a largercommunity.

¨ Identifies family,school, and commu-nity resources whichsupport studentlearning and well-being.

¨ Utilizes the support ofparents, school, andcommunity resourceswhich contribute tostudent learning andwell-being.

¨ Seeks out andcollaborates withfamilies, counselors,psychologists,administrators,teachers, andcommunity agenciesand groups tomaintain a support-ive environment forthe student.

The teacher seeks appropriate multicultural connections andintegrates those perspectives into the foreign language curriculumto prepare students for participation in a global society.

Principle 10:

On-goingTeacher:




¨ Exploresmulticulturalconcepts andcontributions in ourpluralistic society.

¨ Connects classroomlearning and activitiesto communitieswithin the UnitedStates and the world.

¨ Designs and imple-ments instructionalstrategies thataddress multiculturalperspectives.

¨ Creates amulticulturalenvironment thatpermeates theforeign languageclassroom.



The teacher seeks out opportunities to grow professionally.Principle 11:

On-goingTeacher:




¨ Gains awareness ofprofessional activitiesand opportunities forprofessional growth;such as, state,regional, and/ornational conferences.

¨ Recognizes benefitsof memberships inand the impact ofprofessional associa-tions on careerdevelopment.

¨ Participates inactivities/opportuni-ties for professionalgrowth; such as,local, state, regionaland nationalconferences.

¨ Seeks active involve-ment in leadershipopportunities thatpromote professionalgrowth.

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Model Methods Course–Secondary LevelTeacher Preparation GuidelinesModel Methods Course–Secondary Level

Introduction The secondary-level model methods course is the practicalapplication of the principles found in the Teacher PreparationGuidelines. Course outcomes and four course components aredescribed in this section.

Course Outcomes

The course Outcomes are statements of what teachercandidates will have accomplished by the end of the course.These outcomes are direct links to the principles.

Course Components

The components of the course are:

◆ Content

◆ Delivery of Content

◆ Application/Practice

◆ Assessment

These components describe a variety of concepts (knowl-edge and skills), strategies, and approaches for delivering,applying, and assessing the learning of the teacher candidate.They are intended as a “menu” of possible outcomes fromwhich methods instructors can choose as they write theircourses to prepare foreign language and ESL teachers.

◆ The content component lists the many concepts thatmethods instructors can present in varying degrees ofdepth—from knowledge and understanding of theconcepts to the application of them.

◆ The delivery of content component is a list ofstrategies the instructors can use to present theconcepts.

◆ The application/practice component describes thetasks the teacher candidate may do to demonstrateunderstanding of the concepts presented in thecourse.

◆ The assessment component describes the tools themethods instructors may use to assess the quality ofthe learning of the teacher candidate.

Description of Course Components and Topics

A detailed description of the sub-categories of eachcomponent follows the course outline.

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Course Outcomes The teacher candidate will:

¨ Create a learner-centered classroom that encouragespositive social interaction, motivation, and activeengagement in learning; for example, pair work andcooperative learning.

¨ Integrate a variety of instructional practicesoptimizing learning for all students.

¨ Demonstrate an understanding of the relationship ofbest practices and approaches to foreign languageteaching.

¨ Make instructional decisions and analyze andevaluate how they affect the learning process.

¨ Maximize use of the target language in the languageclassroom.

¨ Recognize relationships among teacher expectations,instructional planning, classroom management, andstudent behavior.

¨ Create long-range and daily lesson plans that inte-grate the Nebraska K-12 Foreign Language Frameworkswith national and/or district guidelines.

¨ Design and implement a variety of assessmentpractices.

¨ Demonstrate the effective integration of technologyto enhance instruction.

¨ Participate in professional activities and organizations.

¨ Demonstrate ethical conduct and professionalism.


Model Methods Course–Secondary Level

Theoretical background◆ Target-language learning

Instructional planning◆ Nebraska K-12 Foreign Language Frameworks◆ Communicative language teaching—incorporating the

four skills and culture◆ Assessment◆ Teaching across disciplines◆ Literature/Authentic texts◆ Role of grammar◆ Long-term, unit, and daily lesson planning◆ Active/Interactive learning◆ Technology◆ Resource evaluation and adaptation

Approaches/Strategies◆ Simulations, dramas, sketches, learning scenarios◆ Grouping/pairing◆ Classroom management and discipline◆ Strategies to meet diverse learner needs

Role of teacher

◆ Reflective practitioner◆ Promoter and model of life-long learning◆ Communicator of high expectations for the learner

Components of theModel Methods Course(Secondary level)

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Note: The methods instructor may choose all or some of the topicsunder each component in the outline to prepare foreign languageand ESL teacher candidates. Descriptions of the components andtopics follow the outline.

Content:

Concepts, knowledge, and skills neededby the teacher candidate:



Course components, cont.

◆ Modeling◆ Readings◆ Multi-sensory presentations◆ Discussion◆ Cooperative groups◆ Teamwork

◆ Technology

◆ Portfolio◆ Classroom observation◆ Micro-teaching◆ Long-range, unit, and daily lesson plans including

assessments◆ Development/Adaptation of instructional materials◆ Self assessment and reflection

◆ Portfolio◆ Journaling◆ Videotapes of presentations

Delivery of Content:

Ways to deliver course content to theteacher candidate:

Application/Practice:

Assessment:

Tasks required of the teacher candidate:

Ways to provide feedback and to assessthe teacher-candidate’s demonstration ofknowledge and skills:



Description of Componentsof the Model Methods Course(Secondary level)

Theoretical background

The basis for all the content of the course based on empiricalresearch.

◆ Target-language learning

Knowledge of target-language acquisition theories andtheir implications for the language classroom.

Instructional planningThe process of deciding what will be taught and whichstrategies will be utilized to ensure that learning takes place.

◆ Nebraska K-12 Foreign Language Frameworks

Definition of support and parameters for the key ideas,concepts, and practices of curriculum and instructionaldesign, development, and implementation.

◆ Communicative language teaching

− Use of methods and techniques that are appropriatefor developing communicative abilities in target-language learners.

− Incorporating the four skills and culture.

- Four Skills

Integration of listening, speaking, reading andwriting in real-world contexts on a daily basis.

- Culture

Connection of culture with curricular objectivesand language learning. Evidence of multiculturalinfusion that reflects issues of diversity (e.g.,contributions and influences of African-Ameri-can, Asian-American, Hispanic-American,Native-American, etc.).

◆ Assessment

Knowledge and use of a variety of assessment practices;such as, rubrics, alternative, and portfolios.

◆ Teaching across disciplines

Encouragement of interdisciplinary connections throughintegrated curricular projects and/or teaming opportunities.

Content:

Concepts, knowledge, and skills neededby the teacher candidate:

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◆ Literature /Authentic texts

− Use of authentic target language texts; for example,children’s books, short stories, novels, poetry, news-paper/magazine articles.

− Knowledge of the effective use of authentic targetlanguage texts in the target-language classroom.

◆ Role of grammar

Knowledge of the effect of grammar instruction on target-language acquisition. Implications for the role of grammarinstruction in the communicative classroom.

◆ Long-range, unit, and daily lesson plans

− Knowledge of the relationship among the levels ofcurriculum planning and the “top-down” approachused in planning; that is:- the entire program or course level.- the development of units that make up the

courses.- the creation of daily lesson plans.

− Application of using state and/or district curriculumguides as a basis for planning.

◆ Active/interactive learning

Knowledge of how to involve students actively by givingthem ownership in the learning process.

◆ Technology

Use of VCR’s, Internet, CD-Rom, audio tapes, videodiscs,living books, television, and other computer and audio-video resources. The use of technology should enhancethe curriculum goals of the class.

◆ Resource evaluation and adaptation

− Evaluation of a variety of learning materials appro-priate to content, age, and developmental level ofstudents to identify content appropriate materials.

− Adaptation of materials for maximum effectiveness inenhancing curricular goals.

Approaches and StrategiesKnowledge of the difference between approaches and strategies.

◆ Approaches

Theoretical or philosophical bases from which teachersmake instructional decisions.

Description of Course Components, cont.



◆ Strategies

Techniques and activities that the teacher selects toachieve successful student learning

− Simulations, dramas, sketches, learning scenarios

Use of learning scenarios and simulations that allowstudents to demonstrate what they know and can do.

− Grouping /Pairing

Use of grouping strategies (structured, cooperativelearning, pair work) to actively engage students.

− Classroom management and discipline

Knowledge and use of strategies that promote apositive classroom environment.

− Strategies to meet diverse learner needs

- Knowledge of learning styles, multipleintelligences, cognitive theory, and special needs.

- Use of a variety of strategies that meet the needsof diverse learners in the classroom.

Role of the teacherKnowledge of the roles the teacher plays in the communica-tive language classroom.

◆ Reflective practitioner

Analysis and review of the effectiveness of instructionalstrategies; such as, ongoing journaling, peer evaluation,and videotaping.

◆ Promoter and model of life-long learning

Knowledge of the importance of the development of selfprofessionally and academically as an ongoing process(life-long learning).

◆ Communicator of high expectations

Knowledge of the impact of high expectations on thelearner and the need to make them appropriate to thelearner’s age and ability.

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Delivery of Content:


Description of Course Components, cont.

◆ Modeling

Opportunities to observe a variety of instructionalstrategies and apply them to future teaching situations.

◆ Readings

− Exposure to and reflection on theories of target-language learning and teaching.

− Creation of curriculum units that reflect the readingsand classroom discussions and dialogue.

◆ Multi-sensory presentations

Selection of instructional strategies that provide studentlearning opportunities through multiple sensory ap-proaches; such as, visuals and manipulatives.

◆ Discussion

Opportunities for classroom reaction to and discussion ofcourse content on an ongoing basis.

◆ Cooperative groups

Participation in cooperative groups as a model for the useof the technique in the target-language classroom

◆ Teamwork

Encouragement of peer alliances to demonstrate thepower of collaboration in teaching and learning.

◆ Technology

Use of current technology to gain hands-on experiencefor future applications.

◆ Portfolio

Accumulation of lessons, ideas, materials for future useas a resource in the target-language classroom.

◆ Classroom observations

Observations in target language classrooms provideopportunities for reflection on how theory connects topractice.

◆ Micro teaching

Demonstrations of lessons allow teacher candidates toapply knowledge, receive feedback, and self-evaluate.

Application/Practice:

Tasks required of the teacher candidate:



◆ Lesson plans including assessments

Creation of daily lesson plans and sample assessmentsincluded in a typical unit.

◆ Self assessment and reflection

− Analysis by the teacher candidate on the level ofperformance of the tasks.

− Reflection on the skills and knowledge presented incourse.

◆ Portfolio

Accumulation of lessons, materials, ideas, and resourcesto provide evidence of growth for the purpose ofevaluation.

◆ Journaling

Creation of a vehicle to frame student’s actions, reactionsand reflections as a means of ongoing self-assessment.

◆ Videotapes of presentations

Videotapes of micro-teaching lessons are used for bothself and teacher assessment.

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Assessment:


Model Methods Course--Secondary Level

Challenge for a New Era364

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Model Methods Course–Elementary LevelTeacher Preparation GuidelinesModel Methods Course–Elementary Level

The elementary-level model methods course is the practicalapplication of the Principles found in the Teacher PreparationGuidelines. Course outcomes and essential skills and knowl-edge needed are described in this section.

The Outcomes recommended for the elementary-levelmethods are statements of what teacher candidates will haveaccomplished by the end of the course. These outcomes aredirect links to the Principles of the Teacher Preparation Guide-lines.

The Essential Skills and Knowledge Needed further definesthe outcomes by providing examples of how foreign languageand ESL teacher candidates may demonstrate achievement ofthe outcomes.

Introduction

Course Outcomes– Essential Skills

and Knowledge Needed

The teacher candidate will: The teacher candidate is able to:

¨ Create a learner-centered/child-centeredclassroom that encourages positivesocial interaction, motivation, and activeengagement in learning.

¨ Demonstrate optimal use of the targetlanguage in the foreign languageclassroom.

¨ Integrate a variety of instructionalpractices optimizing learning for allstudents.

◆ respond to issues of class size.

◆ demonstrate an understanding of the relationshipbetween group settings and inclusive practices.

◆ structure activities so that learners assume responsibilityfor their learning; for example, learning centers, projectteaching, cooperative learning, and technology.

◆ design and implement instructional practices that reach arange of developmental levels.

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◆ use the target language as frequently as possible andsolicit its use by students.



The teacher candidate will:

¨ Demonstrate an understanding of bestpractices and approaches to foreignlanguage teaching.

¨ Utilize the content of the K-6 elementaryschool curriculum.

¨ Demonstrate an understanding of thevariety of FLES, FLEX, and Immersionmodels.

¨ Demonstrate an understanding of thedevelopmental stages and needs ofstudents in grades K-6.

¨ Integrate aspects and behaviors of thetarget culture appropriate to the develop-mental needs and interests of students.

Course Outcomes–Essential Skills and Knowledge, cont.

The teacher candidate is able to:

◆ collect and organize materials and other resources withthe other core subjects.

◆ create connections to integrate other core subjects;thematic, teaming, project, performance, culture, co-curricular.

◆ Reinforce literacy skills through l2 reading and writing.

◆ choose, analyze, and develop materials for each model.

◆ design lessons that reflect content-based and/or content-enriched instruction.

◆ identify variables; for example, class size, socio-economicstatus, diversity, time, and motivation that affect attain-able language proficiency goals for each model.

◆ Apply knowledge of the developmental stages of stu-dents in grades K-7 to design strategies to meet theircognitive, physical, social, civic, and emotional needs.

◆ identify and incorporate cultural universals.

◆ access resources for cultural information; for example,community resources, internet, web, and authenticmaterials.

◆ create concrete experiences that reflect behavior andpractices of the target culture.

◆ apply techniques and strategies; such as, TPR, wholelanguage, role play, story telling, the use of authentictexts, rhymes, cartoons, songs, games, children’s litera-ture, puppetry, videos, dramas, sports, and multipleintelligences to maximize student learning.


Model Methods Course–Elementary Level

◆ demonstrate and apply appropriate management anddiscipline strategies to maximize the learning of allstudents; for example, ADD, ADHD, LD, BD, ED.

◆ demonstrate and apply classroom management strategies.

◆ Design and implement instructional practices thatreach a range of developmental levels, learning styles,multiple intelligences, and abilities; for example,inclusion, sped, gifted, and native speakers.

¨ Recognize relationships among teacherexpectations, instructional planning,classroom management, and studentbehavior.

¨ Create lesson plans using a variety ofinstructional practices

¨ Design and implement a variety ofassessment practices.

¨ Apply research on school and teachereffectiveness in classroom practices

◆ create lesson plans that:

− incorporate the Nebraska K-12 Foreign LanguageFrameworks.

− reflect interdisciplinary/content-based/content-enriched outcomes.

− integrate affective components ; for example, risk-taking; safe, nurturing environment; equity; discoveryand constructivism; social skills; and personaldevelopment.

− adapt lessons that reflect diversity.

− foster learner-centered environments.

− demonstrate inclusive practices.

− emanate from meaningful, purposeful, learningexperiences.

− allow for personalized instruction by encouragingreflection by both student and teacher and byinvolving students in decision making.

The teacher candidate is able to:The teacher candidate will:

◆ design and implement written and non-written forms ofassessing and evaluating students’ progress; for example,teacher observations, student demonstrations, portfolios,rubrics, narratives, progress reports, testing, and grades.

◆ apply knowledge of current research to design strategiesfor classroom instruction.

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¨ Exhibit classroom practices based oncurrent research and knowledge of targetlanguage acquisition theory

¨ Make instructional decisions and analyzeand evaluate how they affect the learningprocess

¨ Use a variety of evaluation strategies toimprove instruction and to create anarticulated program.

¨ Develop strategies for becoming anintegral part of the school and community.

¨ Demonstrate ethical conduct andprofessionalism.

Course Outcomes–Essential Skills and Knowledge, cont.


◆ engage in reflective practices designed to improveinstruction; for example, journal writing; videotapes; peerobservation; student, peer, and supervisory feedback.

◆ investigate practices designed to evaluate theeffectiveness of the program.

◆ explore articulation between and across levels.

◆ identify the social structure of the school; for example,climate, educational philosophy, values, missions, andbeliefs.

◆ develop a personal support system; for example,mentors, confidante, and peer coach.

◆ recognize the foreign language teacher’s unique role asambassador of a different culture.

◆ recognize the teacher’s unique role of foreign languagespecialist in the elementary setting.

◆ explore pro-active ways to communicate the specialist’srole to the families of students, colleagues, andcommunity agencies.

◆ explore pro-active way to advocate for foreign language.

◆ model high ethical standards in interactions with stu-dents, families, colleagues, and community agencies.

◆ apply research on school and teacher effectiveness.

◆ apply an understanding of current target languageacquisition theory.

◆ develop, adapt, and evaluate instructional materials tomeet curricular goals and be developmentally and ageappropriate.

◆ design and adapt lessons that make effective use of giventime parameters for the learner goals.


Model Methods Course–Elementary Level

◆ Obtain membership and serve as an active member inorganizations, such as:

− Nebraska Foreign Language Association (NFLA)

− National Network for Early Language Learning(NNELL)

− Advocates for Language Learning (ALL)

− Second Language Acquisition by Children Conference(SLAC)

− National Association for Bilingual Education (NABE)

− National Resource Center at Iowa State (FLES News)

− American Council for the Teaching of ForeignLanguages (ACTFL)

− American Association for the Teaching of French

− American Association for the Teaching of Spanish andPortuguese

− American Association for the Teaching of German.

¨ Participate in professional activities andorganizations, such as:


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Challenge for a New Era370

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LE

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X, a

nd Im

mer

sion

• p

rofe

ssio

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itie

s •

eth

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con

duc

t and

pro

fess

iona

lism

• c

onne

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ith

othe

r d

isci

plin

es

Con

tent

Teac

her

Lear

ner

Ass

ess

me

nt

Key

Ter

ms

for

Tea

cher

Pre

para

tion

Mod

el M

etho

ds C

ours

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lem

enta

ry le

vel)

teacher preparation guidelines - nebraska department of education

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