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  • Early Adolescence through Young Adulthood WORLD LANGUAGES

    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/WLOE-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/ World Languages

    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/World Languages Portfolio Entry Directions 2-1

    Overview of Early Adolescence through Young Adulthood/World Languages Portfolio Entries

    Entry 1: Designing Instruction over Time Entry 1 Cover Sheets Entry 2: Building Communicative and Cultural Competence Entry 2 Cover Sheets Entry 3: Engaging All Learners 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/ World Languages

    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

  • PORTFOLIO INSTRUCTIONS Early Adolescence through Young Adulthood/ World Languages

    Part 2: Portfolio Entry Directions

    Part 2 provides instructions for developing and submitting your portfolio entries for the Early Adolescence through Young Adulthood/World Languages certificate area:

     EAYA/World Languages Portfolio Entry Directions contains detailed instructions for developing each of four portfolio entries.

     EAYA/World Languages Electronic Submission at a Glance provides instructions 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/ World Languages

    Overview

    EAYA/World Languages Portfolio Entry Directions

    This section contains the directions for developing each EAYA/World Languages portfolio entry and packaging 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 package and submit your portfolio entries.

    Overview of Early Adolescence through Young Adulthood/World Languages 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/World Languages portfolio, the entry based on student work samples is “Entry 1: Designing Instruction over Time.” In this entry, you demonstrate your ability to plan, implement, and assess instruction. You select two students and assess their progress in the target language. You submit responses from the two selected students to two assessments. You also submit a Written Commentary that analyzes and reflects upon the instructional sequence.

    Entry 2

    In the Early Adolescence through Young Adulthood/World Languages portfolio, there are two entries based on video evidence, one of which is “Entry 2: Building Communicative and Cultural Competence.” In this entry, you demonstrate how you build communicative and cultural competence for your students through an environment of language and culture learning. You also demonstrate how you enable students to fulfill developmentally and culturally appropriate real-world tasks. You submit a 15-minute video recording depicting you and your students during the period of instruction. You also submit a Written Commentary in which you describe, analyze, and reflect upon the goals and strategies for the selected period of instruction.

    Entry 3

    “Entry 3: Engaging All Learners” is the other Early Adolescence through Young Adulthood/World Languages entry based on video evidence. In this entry, you demonstrate how you use varied instructional strategies and materials to engage all students in using the target language. You submit a 15-minute video recording that depicts students engaged in using the target language in meaningful, interactive, and culturally appropriate tasks. You also submit a Written Commentary that describes, analyzes, and reflects upon the goals for the featured lesson.

    2-2

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

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early Adolescence through Young Adulthood/ World Languages

    Overview

    Entry 4

    In the Early Adolescence through Young Adulthood/World Languages 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.

    2-3

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

  • PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

    Early Adolescence through Young Adulthood/ World Languages

    Entry 1

    Entry 1: Designing Instruction over Time

    In this entry, you demonstrate your ability to plan, implement, and assess instruction. You select two students and assess their progress in the target language. You submit responses from the two selected students to two assessments. You also submit a Written Commentary that analyzes and reflects upon the instructional sequence.

    Standards Measured by Entry 1 This entry focuses on the following Standards:

    I. Knowledge of Students

    II. Knowledge of Language

    III. Knowledge of Culture

    IV. Knowledge of Language Acquisition

    VI. Designing Curriculum and Planning Instruction

    VII. Assessment

    VIII. Reflection

    The following statements from the Standards provide some examples of accomplished teaching practice.

    Accomplished teachers of world languages

     employ various means of learning about students, their communities, and their social and cultural environments. They use the information they gather, including their identification of students with exceptional talents, needs, or challenges, to determine the direction, approach, and content of their teaching; to motivate students; and to meet both the unique and common needs of all students.

     recognize and make professional modifications to accommodate variations in students’ age levels; cognitive, physical, emotional, social, and motor development; cultural and ethnic identity; gender; and learning profiles.

     maintain their knowledge of the changing linguistic and cultural norms of the languages they teach and incorporate this knowledge into their instructional decisions.

     know and understand the practices, products, and perspectives of target cultures and understand how languages and cultures are intimately linked.

     understand research on language acquisition; they know that language learning takes time; and they are mindful that learners acquire language in predictable developmental patterns and sequences of acquisitions, at different rates, and in different ways.

     make purposeful choices about curriculum and instruction based on study, research, experience, and knowledge of their students to provide students with rich, developmentally appropriate, and meaningful standards-based learning opportunities to use language.

     work to ensure that the experiences students have from one level to the next are sequential, long-range, and continuous, with the goal that over a period of years students move from simple to sophisticated use of languages.

     look beyond textbooks and incorporate into their instruction a wealth of authentic artifacts and realia representing diverse aspects of the target

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