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

TESOL Standard
Standard 1.a. Language as a System. 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 interrelated 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.

Standard 1.b. Language Acquisition and

Development. 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-switching, etc., and use them to create effective instruction.

Standard 2. Culture as it affects Student Learning.

Candidates know, understand, and use the major theories and
research related to the nature and role of culture in their instruction.
Because of the way cultural identity influences self-esteem,
candidates understand how 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. Candidates know that students learn more readily
when cultural factors are recognized, respected, and
accommodated, and they demonstrate this knowledge in their
curriculum planning, material selection, and teaching. They involve
students families and community members in students learning.

INTASC Principle

LUTE
T1K2
T3K3
T1K3
T1K4
T1K5
T2K2

Annotated artifact list

A minimum of 2 required
artifacts from among the
underlined components

Principle #2: The teacher

understands how children learn
and develop, and can provide
learning opportunities that support
their intellectual, social and
personal development.

T1K1-4
T1S2
T3K2-4
T3S1
T3D3

A minimum of 1 required artifact

Principle #3: The teacher

understands how students
differ in their approaches to
learning and creates
instructional opportunities that
are adapted to diverse learners.

T1S6
T2K1-2
T2S2
T2D2
T3K1
T3S2, 5
T4K1-4
T4S1-5
T4D1-4

A minimum of 2 required
artifacts, one of which must be
your philosophy of teaching
diverse students from ESC 769

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
experiences that make these
aspects of subject matter
meaningful for students.

Principle #7 The teacher plans

instruction based upon
knowledge of subject matter,
students, the community, and
curriculum goals.

TESOL Standard
Standard 3.a. Planning for Standards-Based ESL and
Content Instruction. Candidates know, understand, and
apply concepts, research, and best practices to plan classroom
instruction in a supportive learning environment for ESOL
students. Candidates plan for multi-level classrooms with
learners from diverse backgrounds using standards-based ESL
and content curriculum. They use multiple modes of assessment
and address their students diverse backgrounds, developmental
needs, and English proficiency as they plan their instruction. They
plan toward specific standards-based ESL and content objectives, but
include multiple ways of presenting material. They collaborate with
general education and content-area teachers to ensure that ELLs
access the whole curriculum while learning English. Candidates
design their classrooms as supportive, positive learning climates.
They recognize the array of needs of SIFE students acclimating to the
school environment and plan instruction accordingly.

Standard 3.b. Implementing and Managing StandardsBased ESL and Content Instruction. Candidates know,
manage, and implement a variety of standards-based teaching
strategies and techniques for developing and integrating English
listening, speaking, reading and writing for a variety of social and
academic purposes. Candidates support ESOL students in
accessing the core curriculum by teaching language through
academic content and view language and content as joint means to
achieve ELLs academic and language development goals. They
understand that language is developed most effectively in meaningful
contexts, and they manage and implement learning around both
subject matter and language learning objectives. They use
meaningful instruction to build relevant academic vocabulary.

TESOL Standard
Standard 3.c. Using Resources Effectively in ESL and
Content Instruction. Candidates are familiar with a wide
range of standards-based materials, resources, and
technologies, and choose, adapt, and use them in effective ESL
and content teaching. Materials selected are challenging, culturally
appropriate, interesting, motivating, linguistically accessible and ageappropriate, and supportive of student learning. Candidates find,
create, adapt and use a wide range of print and nonprint resources,
including ESL curricula, trade books, AV materials, webquests,
podcasts, and other forms of multimedia. They are able to select and
use computer software, internet resources, and other technological
tools to enhance language and content instruction.

INTASC Principle
Principle #4: The teacher
understands and uses a variety
of instructional strategies to
encourage students'
development of critical thinking,
problem solving, and
performance skills.

LUTE
T1K2
T1S4-5
T1D3,11
T2K1-2
T4K1,3
T4D1

Annotated artifact list

A minimum of 1 required artifact

T1K1
T1K4-5
T2K2,3,
5
T3K1-4
T4K1-3
T1S1,4
T2S1,3
T3S1-2

A minimum of 2 required
artifacts, one of which must
relate to the teaching of
academic vocabulary in one of
the content areas

LUTE
T1S6
T2S4
T3K2
T3K4
T3S6
T4K1
T4S5
T4D2

Annotated artifact list

A minimum of 1 required artifact

Principle #7: The teacher plans

instruction based upon
knowledge of subject matter,
students, the community, and
curriculum goals.

Principle #5: The teacher uses

an understanding of individual
and group motivation and
behavior to create a learning
environment that encourages
positive social interaction,
active engagement in
learning, and self-motivation.
Principle #7: The teacher
plans instruction based upon
knowledge of subject matter,
students, the community, and
curriculum goals.

INTASC Principle
Principle #6: The teacher uses
knowledge of effective verbal,
nonverbal, and media
communication techniques to
foster active inquiry,
collaboration, and supportive
interaction in the classroom.

TESOL Standard
Standard 4.a. Issues of Assessment for ELLs.
Candidates demonstrate understanding of assessment issues as
they affect ELLs, such as accountability, bias, special education
testing, language proficiency, and accommodations in formal
testing situations. Candidates understand the different purposes of
assessment and that assessment must be fair, valid, reliable, and
easy to administer. They should understand how and why to
implement authentic or performance-based assessment and the
difference between formative and summative assessment. They
understand the particular issues and biases regarding ELLs that stem
from high-stakes testing. Candidates work with other school
professionals who assess ELLs in English and their native language
to distinguish among normal language development, language
differences, and learning problems, using multiple sources of
information to make adjustments before concluding that the problem
resides within the learner and making a special education referral.
Standard 4.b. Language Proficiency Assessment.
Candidates know and use a variety of standards-based 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.
Candidates are familiar with national and state requirements,
procedures, and instruments for ELL identification, reclassification,
and exit 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 contexts. They use formal and
informal test results to inform their instruction. They teach effective
test-taking strategies.

Standard 4.c. Classroom-Based Assessment for ESL.

Candidates know and use a variety of performance-based
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 ELLs at varying stages of English
language and literacy development. Candidates understand that
portfolios are important tools in the assessment of ELL learning and
are familiar with and can use a variety of rubrics to assess portfolios
and their individual contents. They also use peer- and selfassessment to encourage students to monitor their own learning.

INTASC Principle

LUTE
T2K1-4
T2S2
T2S3
T3K1, 2,
4
T3S1-4
T4K1
T4K3
T4S1
T4S3

Annotated artifact list

A minimum of 1 required artifact

Principle #8: The teacher

understands and uses formal
and informal assessment
strategies to evaluate and
ensure the continuous
intellectual, social and physical
development of the learner.

T1K2, 5
T1S1,3
T3K1
T3K4
T4K1,3

A minimum of 1 required artifact

Principle #8: The teacher

understands and uses formal
and informal assessment
strategies to evaluate and
ensure the continuous
intellectual, social and physical
development of the learner.

T1K2
T1D6

A minimum of 1 required artifact

Principle #8: The teacher

understands and uses formal
and informal assessment
strategies to evaluate and
ensure the continuous
intellectual, social and physical
development of the learner.

(an artifact demonstrating test-taking

strategies cannot be the only artifact
presented for this standard)

TESOL Standard
Standard 5.a. ESL Research and History. Candidates

INTASC Principle

LUTE
Annotated artifact list
T1K3,5
A minimum of 1 required artifact
T2K2-3
T3K2,4
T4K1,3,4
T4S3
T3S1
T2S1
T1S1

Principle #9: The teacher is a

reflective practitioner who
continually evaluates the effects
of his/her choices and actions on
others (students, parents, and
other professionals in the
learning community) and who
actively seeks out opportunities
to grow professionally.

T1D8
T1D10
T1D11
T2D1-3
T3K1
T3D15,8
T4K2-3
T4D1-4
T4S1-4

demonstrate knowledge of history, research, educational public

policy, and current practice in the field of ESL teaching and
apply this knowledge to inform teaching and learning.
Candidates are familiar with the history of ESL teaching, including
legal decisions and judicial mandates that have had an impact on the
development of the field of ESL. They understand the impact of
NCLB and other federal, state, and local laws and policies on the
instruction and achievement of ELLs. They stay current with recent
research, methodologies, and strategies in the field. They use this
knowledge to design effective instruction for ELLs. They can explain
the impact of legislation on their classrooms and the schools
community.

Standard 5.b. Professional Development,

Partnerships, and Advocacy. Candidates take advantage of
professional growth opportunities and demonstrate the ability to
build partnerships with colleagues and students families, serve
as community resources, and advocate for ELLs.
Candidates participate in professional growth activities.
They view their ELL students families as vital resources that inform
their classrooms and schools. They are aware of community
resources to assist ELLs and share this information.
They know and understand public issues that affect ELLs education
and support ELLs and their families socially and politically. They
promote school environments that value diverse student populations
and provide equitable access to resources for ELLs.

Principle #10: The teacher

fosters relationships with school
colleagues, parents, and
agencies in the larger
community to support students'
learning and well-being.

A minimum of 1 required artifact

They collaborate with school staff to provide educational opportunities

for ELLs and advocate for appropriate instruction and assessment by
sharing their knowledge of ELLs with their general-education and
content-area colleagues and with the community. Candidates
engage in collaborative teaching in general education, content-area,
special education, and gifted classrooms.