Alignment of artifacts to TESOL Standards, INTASC Principles, and the LUTE

TESOL Standard INTASC Principle LUTE Annotated artifact list

Standard 1.a. Langage as a S!stem. Candidates
demonstrate understanding of language as a system, including
phonology, morphology, syntax, semantics, pragmatics, discourse
varieties, aspects of social and academic language, rhetorical
registers, and writing conventions. Teachers use their knowledge
of these inter-related aspects of language to help ELLs acquire
English language and literacy to achieve in content areas. They
understand the influence of the L1 on second language acquisition, the
role of errors and targeted corrective feedback on the L2 acquisition
process, the diversity of registers that students employ and encounter,
and use all of these to shape instruction. They serve as good language
models for their students.
Principle "1: The teacher
understands the central concepts,
tools of inquiry, and structures of
the discipline(s he or she teaches
and can create learning
e!periences that make these
aspects of sub"ect matter
meaningful for students.
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Standard 1.#. Langage Ac$isition and %e&elopment.
Candidates understand and apply theories and research in second
language acquisition and development to support their ELLs
social and academic English language and literacy learning and
content-area achievement. They are able to take pertinent findings in
such areas as age, interlanguage and the stages of L2 development,
input and interaction, the impact of prior formal education and L1 literacy,
socio(affective variables, code(s)itching, etc., and use them to create
effective instruction.
Principle "'( The teacher
understands ho) children learn and
develop, and can provide learning
opportunities that support their
intellectual, social and personal
development.
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Standard '. Cltre as it affects Stdent Learning.
,andidates kno), understand, and use the ma"or theories and research
related to the nature and role of culture in their instruction. -ecause of
the )ay cultural identity influences self(esteem, candidates understand
ho) cultural groups and individual cultural identities affect language
learning and school achievement. They use a range of resources to
discover more about their students. backgrounds. ,andidates kno) that
students learn more readily )hen cultural factors are recogni/ed,
respected, and accommodated, and they demonstrate this kno)ledge in
their curriculum planning, material selection, and teaching. They involve
students. families and community members in students. learning.
Principle ")( The teacher
nderstands ho* stdents differ
in their approaches to learning
and creates instrctional
opportnities that are adapted to
di&erse learners.
Principle "+ , The teacher plans
instrction #ased pon
-no*ledge of s#.ect matter,
stdents, the commnit!, and
crriclm goals.
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' minimum of 2 required artifacts, one
of )hich must be your 1philosophy of
teaching diverse students2 from 3*,
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TESOL Standard INTASC Principle LUTE Annotated artifact list
Standard ).a. Planning for Standards/0ased ESL and
Content Instrction. Candidates know, understand, and apply
concepts, research, and !est practices to plan classroom
instruction in a supportive learning environment for E"#L students.
Candidates plan for multi-level classrooms with learners from
diverse !ackgrounds using standards-!ased E"L and content
curriculum. They use multiple modes of assessment and address their
students. diverse backgrounds, developmental needs, and 3nglish
proficiency as they plan their instruction. They plan to)ard specific
standards(based 3*L and content ob"ectives, but include multiple )ays of
presenting material. They collaborate )ith general education and
content(area teachers to ensure that 3LLs access the )hole curriculum
)hile learning 3nglish. ,andidates design their classrooms as
supportive, positive learning climates. They recogni/e the array of needs
of *673 students acclimating to the school environment and plan
instruction accordingly.
Principle "1: The teacher
understands and uses a variety
of instructional strategies to
encourage students8
development of critical thinking,
problem solving, and
performance skills.
Principle "+: The teacher plans
instruction based upon
kno)ledge of sub"ect matter,
students, the community, and
curriculum goals.
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Standard ).#. Implementing and 2anaging Standards/
0ased ESL and Content Instrction. ,andidates kno),
manage, and implement a variety of standards(based teaching strategies
and techniques for developing and integrating 3nglish listening, speaking,
reading and )riting for a variety of social and academic purposes.
,andidates support 3*9L students in accessing the core curriculum by
teaching language through academic content and vie) language and
content as "oint means to achieve 3LLs. academic and language
development goals. They understand that language is developed most
effectively in meaningful conte!ts, and they manage and implement
learning around both sub"ect matter and language learning ob"ectives.
They use meaningful instruction to build relevant academic vocabulary.
Principle "3( The teacher ses
an nderstanding of indi&idal
and grop moti&ation and
#eha&ior to create a learning
en&ironment that encorages
positi&e social interaction,
acti&e engagement in learning,
and self/moti&ation.
Principle "+( The teacher
plans instrction #ased pon
-no*ledge of s#.ect matter,
stdents, the commnit!, and
crriclm goals.
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of )hich must relate to the teaching of
academic vocabulary in one of the
content areas
TESOL Standard INTASC Principle LUTE Annotated artifact list
Standard ).c. Using 4esorces Effecti&el! in ESL and
Content Instrction. Candidates are familiar with a wide range
of standards-!ased materials, resources, and technologies, and
choose, adapt, and use them in effective E"L and content teaching.
:aterials selected are challenging, culturally appropriate, interesting,
motivating, linguistically accessible and age(appropriate, and supportive
of student learning. ,andidates find, create, adapt and use a )ide range
of print and nonprint resources, including 3*L curricula, trade books, ';
materials, )ebquests, podcasts, and other forms of multimedia. They are
able to select and use computer soft)are, internet resources, and other
technological tools to enhance language and content instruction.
Principle "5( The teacher uses
kno)ledge of effective verbal,
nonverbal, and media
communication techniques to
foster active inquiry,
collaboration, and supportive
interaction in the classroom.
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TESOL Standard INTASC Principle LUTE Annotated artifact list
Standard 1.a. Isses of Assessment for ELLs. Candidates
demonstrate understanding of assessment issues as they affect
ELLs, such as accounta!ility, !ias, special education testing,
language proficiency, and accommodations in formal testing
situations. ,andidates understand the different purposes of assessment
and that assessment must be fair, valid, reliable, and easy to administer.
They should understand ho) and )hy to implement authentic or
performance(based assessment and the difference bet)een formative
and summative assessment. They understand the particular issues and
biases regarding 3LLs that stem from high(stakes testing. ,andidates
)ork )ith other school professionals )ho assess 3LLs in 3nglish and
their native language to distinguish among normal language
development, language differences, and learning problems, using multiple
sources of information to make ad"ustments before concluding that the
problem resides )ithin the learner and making a special education
referral.
Principle "6: The teacher
understands and uses formal
and informal assessment
strategies to evaluate and
ensure the continuous
intellectual, social and physical
development of the learner.
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Standard 1.#. Langage Proficienc! Assessment.
Candidates know and use a variety of standards-!ased language
proficiency instruments to show language growth and to inform
their instruction. They demonstrate understanding of their uses for
identification, placement, and reclassification of ELLs. ,andidates
are familiar )ith national and state requirements, procedures, and
instruments for 3LL identification, reclassification, and e!it from language
support programs. They use criterion( and norm(referenced language
proficiency instruments effectively and appropriately. They design
assessments that measure students. discrete and integrated language
skills and their ability to use social and academic language in a range of
conte!ts. They use formal and informal test results to inform their
instruction. They teach effective test(taking strategies.
Principle "6: The teacher
understands and uses formal
and informal assessment
strategies to evaluate and
ensure the continuous
intellectual, social and physical
development of the learner.
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(an artifact demonstrating test(taking
strategies cannot be the only artifact
presented for this standard
Standard 1.c. Classroom/0ased Assessment for ESL.
Candidates know and use a variety of performance-!ased
assessment tools and techniques to inform classroom instruction.
They can assess learners. content(area achievement independently from
their language ability and should be able to adapt classroom tests and
tasks for 3LLs at varying stages of 3nglish language and literacy
development. ,andidates understand that portfolios are important tools
in the assessment of 3LL learning and are familiar )ith and can use a
variety of rubrics to assess portfolios and their individual contents. They
also use peer( and self(assessment to encourage students to monitor
their o)n learning.
Principle "6( The teacher
understands and uses formal
and informal assessment
strategies to evaluate and
ensure the continuous
intellectual, social and physical
development of the learner.
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' minimum of 1 required artifact
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TESOL Standard INTASC Principle LUTE Annotated artifact list
Standard 3.a. ESL 4esearch and 7istor!. Candidates
demonstrate knowledge of history, research, educational pu!lic
policy, and current practice in the field of E"L teaching and apply
this knowledge to inform teaching and learning.
,andidates are familiar )ith the history of 3*L teaching, including legal
decisions and "udicial mandates that have had an impact on the
development of the field of 3*L. They understand the impact of <,L- and
other federal, state, and local la)s and policies on the instruction and
achievement of 3LLs. They stay current )ith recent research,
methodologies, and strategies in the field. They use this kno)ledge to
design effective instruction for 3LLs. They can e!plain the impact of
legislation on their classrooms and the school.s community.
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Standard 3.#. Professional %e&elopment, Partnerships,
and Ad&ocac!. Candidates take advantage of professional growth
opportunities and demonstrate the a!ility to !uild partnerships with
colleagues and students families, serve as community resources,
and advocate for ELLs.
,andidates participate in professional gro)th activities.
They vie) their 3LL students. families as vital resources that inform their
classrooms and schools. They are a)are of community resources to
assist 3LLs and share this information.
They kno) and understand public issues that affect 3LLs. education and
support 3LLs and their families socially and politically. They promote
school environments that value diverse student populations and provide
equitable access to resources for 3LLs.
They collaborate )ith school staff to provide educational opportunities for
3LLs and advocate for appropriate instruction and assessment by sharing
their kno)ledge of 3LLs )ith their general(education and content(area
colleagues and )ith the community. ,andidates engage in collaborative
teaching in general education, content(area, special education, and gifted
classrooms.
Principle "8: The teacher is a
reflective practitioner )ho
continually evaluates the effects
of his=her choices and actions on
others (students, parents, and
other professionals in the
learning community and )ho
actively seeks out opportunities
to gro) professionally.
Principle "19: The teacher
fosters relationships )ith school
colleagues, parents, and
agencies in the larger
community to support students8
learning and )ell(being.
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