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2014 TEACHER Program Curriculum Template Guide

The purpose of this curriculum template is to help you think through how you will make the STARTALK principles
come alive in your program while you implement the backward design process. It will provide you with a roadmap
and a means to communicate with program stakeholders. It will help to ensure that participants will have a
meaningful and successful learning experience in your proposed program.
STARTALK provides student and teacher programs with curriculum templates, knowing that a common template
design will facilitate the sharing of units, instructional strategies, and quality materials. The common templates are
designed to capture best practices in curriculum, instruction, and assessment. They are meant to guide the
discussions that will take place as instructors plan quality programs.
This Curriculum Companion Guide will help you to:
prepare a draft of your program curriculum template
establish achievable goals and outcomes for your program
decide how participants will demonstrate their learning
plan how to integrate best practices in teacher development throughout the program
identify the materials and resources that will work best for meeting program goals
Backward Planning and the Curriculum Template
The curriculum template for the teacher program has been created according to the backward design process for
curriculum development. As you work through the guide, you will notice that the template is divided into three
Stages. Stage 1 asks programs to identify desired results. In this section you will identify the TELL domains and criteria
statements that will guide your program. Stage 2 asks programs to identify those performance tasks that will allow
participants to demonstrate that they have met the program goals. Finally, Stage 3 asks programs to plan learning
experiences and identify the resources that support the TELL criteria statements.
In the sections that follow, each component of the curriculum template is explained in greater detail. Additionally, a
representative sample from a teacher template is provided to model what a program might create for each
component. Specific questions about template requirements can be answered by your team leader.

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Stage 1: What will participants be able to do with what they know by the end of
the program?
Overview
In this section, you will provide an overview of your program and the anticipated background of your participants.
This paragraph will address the following questions:
Who will your participants be?
How will you know what the needs of your participants will be?
What will your participants be able to do as a result of the program?
Consider the following questions when describing your participants:
Have you determined the prior knowledge and teaching experiences of participants?
Will this be a first STARTALK experience for your participants? Will some be STARTALK participants returning to
your program, or participants who have been trained in other STARTALK programs? You may find it helpful to
ask this question on your application, as many STARTALK teachers actively seek opportunities to participate in
programs every summer.
How will you determine the range of experience for participants who have not participated in previous
STARTALK programs?
Keep in mind that years of experience may or may not be the best indicator of a participants current level of
development.
Have you determined that participants have adequate English proficiency to be successful in your program?
Sample Overview
This two-week program is designed for pre-service and beginning teachers. Some participants will be
returning for a second year and will be in leadership roles in the program. All participants will complete a
TELL self-assessment to create a baseline profile for each participant. By the end of the program, the
participants will be able to plan and present a standards-based unit and performance tasks that are
appropriate for a variety of heritage learners. They will apply knowledge gained from presentations,
discussions, and activities on the following topics: differentiated instruction, standards-based instruction, and
backward design. Participants will observe classes for high school-age heritage language learners, and will
teach a lesson to a group of these students. Participants will keep a reflective journal documenting their
growth.

Program Goals
Programs will use the Teacher Effectiveness for Language Learning (TELL) domains and the supporting TELL criteria to
develop their program goals.
The TELL Project identifies characteristics of effective teachers in the context of a language learning environment.
The TELL Project has been correlated with well-known teacher effectiveness frameworks currently in use in the field
(e.g., ACTFL/CAEP, INTASC, NBTS, The Framework for Teaching, and The Casual Teacher Evaluation Model). The TELL
Project also reflects the STARTALK-endorsed Principles for Effective Teaching and Learning.
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STARTALK-endorsed Principles for Effective Teaching and Learning
Implementing a standards-based and thematically organized curriculum
Facilitating a learner-centered classroom
Using target language and providing comprehensible input for instruction
Integrating culture, content, and language in a world language classroom
Adapting and using age-appropriate authentic materials
Conducting performance-based assessment
The TELL framework is centered on the following domains:
Environment: Creating a safe and supportive learning environment to prepare for student learning
Planning: Planning learning experiences to prepare for student learning
The Learning Experience: Providing meaningful learning experiences that advance student learning
Performance and Feedback: Using assessment to show what learners can do with what they know
Learning Tools: Capitalizing on a variety of resources to maximize student learning
Collaboration: Collaborating with stakeholders to support student learning
Professionalism: Continuing growth as a professional to support student learning
Each of these domains is further explained by supporting criteria statements that define characteristics and
behaviors of effective teachers. The complete TELL document can be found at http://www.tellproject.com/.
Begin by selecting appropriate domains from the TELL document based on the experience levels of your participants
and your program goals. These will become the primary domain statements for your program.
Identify the key TELL domains and supporting TELL criteria statements that capture the major concepts or topics
identified in your program overview. Think about the following as you select your program domains and criteria:
Do your TELL domain and criteria statements capture your program goals? Do they serve to focus the work
that you will do with your participants?
Are your TELL criteria statements achievable in the amount of time that you have available for the program?
Do your TELL criteria statements reflect what are likely to be the primary needs of your participants, given
their teaching situations?
Do your TELL criteria statements allow for differentiation as you attempt to meet the needs of teachers who
may range from true beginners to those who have varying amounts of experience?
PROGRAM GOALS
TELL Domains
TELL Criteria Statements
Number the Criteria statements here and then transfer to Stage 2.
Planning
1. P1. I plan learning experiences based on my local curriculum and
state and national standards.
Planning
2. P3. I ensure that my planning accommodates the needs of
heritage/native speakers and identified exceptional learners, as well
as struggling or accelerated learners not officially identified.
Planning
3. P3c. Units provide opportunities for students to gain competence in
the three communicative modes.
Planning
4. P3a. Unit performance objectives are focused on proficiency targets
and are based on meaningful contexts.
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PROGRAM GOALS
TELL Domains
TELL Criteria Statements
Number the Criteria statements here and then transfer to Stage 2.
Performance and Feedback 5. PF1. My students demonstrate growth across the modes.
Performance and Feedback
6. PF2. I employ a variety of feedback strategies designed to assist the
learner in growing toward the target.
Professionalism 7. PR3. I am a reflective practitioner.
Stage 2: How will participants demonstrate what they can do with what they
know by the end of the program?
Performance Assessment
What evidence will participants produce to document growth toward meeting the TELL criteria statements? Use this
section to capture end-of-program products that will showcase participant growth and learning. The TELL criteria
statements are copied directly from Stage 1, Column 2. In the second column, indicate how the participants will
demonstrate that they have achieved the criteria statement. Use one row per statement so that the evidence is
clearly aligned with each of the TELL criteria statements.
PERFORMANCE ASSESSMENT
TELL CRITERIA STATEMENTS
Number the Criteria statements here
and then transfer to Stage 3.
EVIDENCE/PRODUCT AND BRIEF DESCRIPTION
1. P1. I plan learning experiences based on my
local curriculum and state and national
standards.
Standards-Based Thematic Unit In groups,
participants will design a thematic unit. Each group
member will design a sequential individual lesson
plan within the unit.
2. P3. I ensure that my planning accommodates
the needs of heritage/native speakers and
identified exceptional learners, as well as
struggling or accelerated learners not officially
identified.
Lesson Plan/Practicum Create a lesson plan that
incorporates a variety of strategies allowing
students to make progress toward daily goals in
different ways. Participant will teach lesson to
group of high school students.
3. P3c. Units provide opportunities for students to
gain competence in the three communicative
modes.
Modes Participants will develop a series of
activities based on an authentic text that addresses
all three communicative modes.
4. P3a. Unit performance objectives are focused
on proficiency targets and are based on
meaningful contexts.
Performance Assessment Tasks Participants will
create performance tasks in each mode for a
specific proficiency level. Each task will reflect the
thematic focus of the unit that is being created.
5. PF1. My students demonstrate growth across
the modes.
Rubrics Participants will create an appropriate
rubric for each performance task.
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PERFORMANCE ASSESSMENT
TELL CRITERIA STATEMENTS
Number the Criteria statements here
and then transfer to Stage 3.
EVIDENCE/PRODUCT AND BRIEF DESCRIPTION
6. PF2. I employ a variety of feedback strategies
designed to assist the learner in growing
toward the target.
Electronic Portfolio Participants will create and
add documents that reflect their growth to their
portfolio.
7. PR3. I am a reflective practitioner.
Reflective Journal Participants will reflect daily
on the learning goals for that day. They will also
give questions, opinions, and suggestions to the
program instructors.
Stage 3: What will prepare participants to demonstrate what they can do with
what they know?
The STARTALK document STELLA (STARTALK TELL Alignment) is organized by domain and criteria, and identifies
resources and tasks that would support teachers at different developmental levels. It is important to note that the
activities in the modules are intended as suggestions for programs working with the instructional topics provided,
and can be modified as the instructor wishes to suit the particular needs of the participants. The resources suggest
materials that can be used as pre-reading/viewing or in-session reading/viewing material or examples of certain
practices and strategies. Currently, the majority of these resources are web-based. STELLA is a work in progress and
tasks and resources will continue to be added over time.
Learning Experiences
Copy the TELL criteria statements from Stage 2, Column 1. Select STELLA activities or design learning experiences that
allow participants to demonstrate their ability to meet the expectations for each criteria statement. Make certain
that there is an appropriate balance between theory and application. Give careful thought to the instructional topics
that participants will explore in order to engage in the learning experience.
In Column 2, name the key instructional topics and indicate key resources that participants will use to address the
topic. Remember that STARTALK has created video resources, which may be helpful to programs depending on
individual program goals. A brief explanation of each video, as well as the URL, can be found in the Appendix to this
guide.
Consider the following questions as you identify the materials and resources you will use:
What readings will support the goals of your program? How will they be used?
Is the length and complexity of readings appropriate for your participants?
How will multimedia be used to support program goals? What STARTALK videos and/or workshops will be
useful for your program?
What digital resources will be helpful to your participants as they develop curriculum?
Finally, in Column 3, describe the major learning experience(s) that will allow participants to demonstrate their ability
with regard to the stated TELL criteria.
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LEARNING EXPERIENCES
TELL Criteria Statements
Participants can
Instructional Topics & Resources
Participants need to know
Participants will use
Major Learning Experiences &
Evidence
Participants will experience &
demonstrate Need to know. Will use.
1. P1. I plan learning
experiences based on
my local curriculum
and state and national
standards.
National
Standards
State
Standards
Standards for
Foreign
Language
Learning in the
21
st
Century
Compare the ACTFL standards
with their program state
standards and develop a list of
similarities. (STELLA Beginning)
Develop a lesson plan
incorporating at least 2 of the 5Cs.
(STELLA Emerging)
2. P3a. Unit performance
objectives are focused
on proficiency targets
and are based on
meaningful contexts.
Understanding
by Design
ACTFL
Proficiency
Guidelines
LinguaFolio
UbD Starting
with the End in
Mind
ACTFL
Proficiency
Guidelines
Participants explore the ACTFL
proficiency website, looking at
various examples at different
proficiency levels.
Select a unit theme, write an
essential question and include
proficiency targets for the unit.
Select LinguaFolio Can-Do
statements that reflect unit theme
and target proficiency level.
3. P3c. Units provide
opportunities for
students to gain
competence in the
three communicative
modes.
Communicative
Modes
ACTFL Video
Workshop
Look at a video of a lesson and
identify various activities by mode.
Write learning targets for a
particular unit for each mode.
Create a lesson that incorporates
each of the modes on a related
topic.
4. P3. I ensure that my
planning
accommodates the
needs of
heritage/native
speakers and
identified exceptional
learners, as well as
struggling or
accelerated learners
not officially
identified.
Clarification of
terms
heritage/native
Differentiation
Multiple
intelligences
Wiki Dare to
Differentiate
Examine profiles of students with
different learning needs. Choose
activities that they would use to
plan a learner-centered lesson that
would meet these students
individual learning needs. (STELLA
beginning)
Select an activity from a recent
lesson plan. Modify the activity
and incorporate it into a lesson
plan designed to fit the individual
learning needs of students with
different learning preferences.
(STELLA emerging)
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LEARNING EXPERIENCES
TELL Criteria Statements
Participants can
Instructional Topics & Resources
Participants need to know
Participants will use
Major Learning Experiences &
Evidence
Participants will experience &
demonstrate Need to know. Will use.
5. PF1. My students
demonstrate growth
across the modes.
Performance
Assessment
Rubrics
ACTFL
Performance
Descriptors
CAPS - FLENJ
Analyze student work to determine
performance level.
Develop performance tasks and
corresponding rubrics that align to
unit theme and assess student
performance in the three modes.
Develop additional learning
experiences to move students
toward the next performance
level.
6. PF2. I employ a variety
of feedback strategies
designed to assist the
learner in growing
toward the target.
Feedback
Strategies
How to Give
Effective
Feedback to
Your Students -
Brookhart
Score student work using rubrics.
Discuss rubric scores with other
participants to develop inter-rater
reliability
Role play a feedback session with
a student based on rubric scores.
7. PR3. I am a reflective
practitioner.

Professional
Growth
Teacher
Evaluation
TELL
tellproject.com
Have participants set a personal
daily learning goal and reflect on it
at the end of each day.
Contribute to a daily blog
reflecting on learning experiences.
Select statements from a TELL
domain to guide personal growth
and development. Create an
individual plan for meeting
personal professional goals
beyond the program.

Micro-teaching/Practicum
If applicable, this section asks you to describe the teaching experience that your participants will complete. Consider
the following:
When will participants teach?
How will the microteaching experience approximate an authentic teaching experience?
How long will participants teach?
How will they assess student learning for their lesson?
Who will provide feedback for the lesson?
Will the lesson be recorded for analysis by the participant?
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Program Outline and Schedule
Before the program begins
Consider what participants might do prior to the program in order to ensure that all arrive with a deeper
understanding of certain topics. For participants whose first language is not English, it may be helpful to provide
readings in advance. Describe the learning experiences that will occur. Explain how the goals for this part of the
program connect to the onsite program.
Timeline for Before and During the Program
Provide an abbreviated syllabus that shows what will occur on each day of the program. Be sure to include the days
that occur before the onsite program begins. Indicate the days when guest instructors will be presenting and identify
their topic.
After the program
Describe any planned activities that will allow participants to continue to grow professionally. If participants are
being given additional time to complete required products, explain how they will receive feedback.

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Appendix: Video Segments
In this section of the guide, we refer you to video resources that may be helpful depending on your program goals.
These segments capture best practices and may be useful for those who would like to see these practices in action. A
brief explanation of each video, as well as the URL, can be found here. The video segments identified, described, and
referenced in this guide come from two sources: ACTFL/Annenberg, and STARTALK.
ACTFL/Annenberg Videos: To view the ACTFL/Annenberg videos, you will visit http://www.learner.org. To view a video,
you may be asked to first provide an e-mail address and create a password. There is no charge to use this site, and you
will not receive any additional e-mail after creating an account.
STARTALK Videos and Workshops: STARTALK has also commissioned several videos of classroom practice, as well as
online teacher training workshops related to STARTALK-endorsed principles for language learning. A full list of
workshops can be viewed at https://startalk.umd.edu/teacher-development/workshops; videos of classroom practice
can be viewed at https://startalk.umd.edu/teacher-development/videos.
Professional Development: The Journey to Become a Standards-Based World Language Teacher
https://media.startalk.umd.edu/workshops/2009/Rutgers/
Teachers of less commonly taught languages often take alternative paths to certification. Three Chinese speakers
describe their journeys to become teachers, and comment on the strategies and techniques they use in their world
language classrooms.
Module 1: Instruction in a Meaningful Context
Module 2: Building a Learning Community with Heritage Language Learners
Module 3: Using a Repertoire of Strategies and Tasks
Professional Development: Leadership Development Program for World Language Educators
http://stanford.edu/group/cflp/cgi-bin/startalk/leadership/
This series of e-learning modules is intended to provide professional developers with a model, resources and practical
strategies for developing teacher leaders. While these modules are primarily geared towards world language educators,
they are also applicable to developing teacher leadership in other curricular areas. The series is based on the assumption
that educational reform must be inclusive of teachers voices and perspectives on how to improve teaching and learning;
as such, preparing teachers to assume leadership roles is critical to attaining desirable outcomes for any educational
reform initiative.
Module 1: What Makes a Good Leader
Module 2: Identifying Leadership Styles
Module 3: Influencing World Language Departments
Performance Assessment: Assessment Strategies
http://www.learner.org/libraries/tfl/assessment/analyze.html
This video introduces assessment strategies aligned with the National Standards for Foreign Language Learning, state
and district standards, and curriculum and instructional practices. Comments from teachers, students, and experts in the
field illustrate how teachers are assessing their students world language skills.
Integrated Performance Assessment: 5:478:00.
Interpretive Task: 8:0014:45.
Interpersonal Task and Presentational Task: 18:1522:00.
Performance Assessment: Assessment for Language Instructors: The Basics
https://startalk.umd.edu/teacher-development/workshops/2009/CAL
This is an interactive, computer-based workshop designed to provide STARTALK instructors with a foundational
knowledge of language assessment and testing. The workshop also features a glossary of important terms used for
talking about language assessment. At the end of each module, participants will complete an activity and a quiz to
document what theyve learned.
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Performance Assessment: Chinese Immersion: Lesson-planning in the Content-based Classroom
https://startalk.umd.edu/teacher-development/workshops/2009/GVA
This video provides hands-on professional development for K-12 immersion teachers on how to develop lesson plans
that include both content and target language learning. This video focuses on three teachers as they plan life science
lessons in Chinese. Participants will see how these three teachers write content and language objectives, develop
formative assessments, and deliver the lessons in their respective classrooms.
Step 2: Assessment
Performance Assessment: Integrating Language, Culture and Content
https://media.startalk.umd.edu/workshops/2009/Occidental/
This video is designed to support teachers in all phases of their careers, leaders of professional development, and
university faculty responsible for teacher education. The workshop showcases the standards in action as Arabic language
teachers integrate language, culture and content.
Part III: Interpreting Authentic Materials
Part IV: Facilitating Interpersonal Tasks
Part V: Carrying Out Presentational Tasks
Technology: NOVASTARTALK Online: Technology-Enhanced Language Instruction
https://startalk.umd.edu/teacher-development/workshops/2009/NVCC
NOVASTARTALK Online is a web-based resource designed to help teachers use technology tools and 21st century
language pedagogy in the official STARTALK languages. With this resource, instructors of less-commonly languages can
learn to create standards-based, technology-enhanced activities that will add excitement and engagement to the
language instruction in their schools. NOVASTARTALK Online contains a growing collection of faculty development
materials, with step-by-step tutorials in printable text and PDF formats, videos, discussion fora, user comments and a
gallery of classroom-tested learning materials developed by STARTALK teachers.

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Appendix: Glossary of Frequently Used Terms
5Cs
The five goal areas of the Standards for Foreign Language Learning in the 21
st
Century. The 5Cs are: Communication,
Cultures, Connections, Comparisons, and Communities.
ACTFL
American Council on the Teaching of Foreign Languages. This is the national organization for professionals involved
with teaching languages other than English.
Assessment: Summative
Assessments administered at the conclusion of a unit of instruction to comprehensively assess student learning and
the effectiveness of instruction. The goal of summative assessment is to show whether students have acquired the
knowledge and skills identified in the learning targets for that unit of learning.
Assessment: Formative
Formative assessments are on-going tasks, activities, assessments, and observations that measure student progress
towards learning targets. Formative assessments are conducted throughout the entire instructional process, and the
results of these assessments help teachers continuously adapt instruction to meet learners needs.
Authentic materials:
Digital and print books, tapes, videos, games, magazines, and other materials produced by native speakers for use by
native speakers of the language.
Backward Design
Backward design is a method of designing educational curriculum by setting goals before choosing instructional
methods and forms of assessment. Backward design of curriculum involves three stages:
Identify desired results
Determine acceptable evidence of learning
Design learning experiences and choose resources to ensure that learners reach desired results
Can-Do Statements
Can-Do statements are taken directly from LinguaFolio

. These statements state what learners should be able to do

at different levels of proficiency.
Program Can-Dos
Can-Dos that have been modified to fit the specific theme and content of a program.
Content
Learners use language to acquire information and skills form other disciplines. Learners are not using the language to
only learn about the language. (Integrating culture, content, and language in a world language classroom is one of
the STARTALK-endorsed Principles for Effective Teaching and Learning.)
Culture
The set of shared attitudes, values, goals, and practices that characterizes an institution, organization, or group.
(Integrating culture, content, and language in a world language classroom is one of the STARTALK-endorsed
Principles for Effective Teaching and Learning.)
Perspectives: The meanings, attitudes, values, and ideas held by a particular culture.
Products: The tangible artifacts of a particular culture that reflect a cultures perspective.
Practices: The intangible behaviors of a culture that reflect a cultures perspective.
Language
Students use language to engage in meaningful conversation (interpersonal), to understand and interpret spoken
language and written text (interpretive), and to present information, concepts, and ideas (presentational).
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(Integrating culture, content, and language in a world language classroom is one of the STARTALK-endorsed
Principles for Effective Teaching and Learning.)
Learning Target
Learning targets identify what teachers expect students to know and be able to do. The idea behind learning targets
is that if teachers have clear statements of intended learning, they can create the necessary learning experiences for
students to achieve the targets.
Modes of Communication
Interpersonal: Language users listen, speak, sign, read, write, and view as they negotiate meaning with others.
Interpretive: Language users individually listen, read, and view using knowledge of cultural products, practices,
and perspectives without interaction with others.
Presentational: Language users present oral and written messages in situations in which no direct opportunity
for the active negotiation of meaning exists.
Negotiation of Meaning
Negotiation of meaning is a process that speakers go through to reach a clear understanding of the message that is
being delivered. Some strategies used in negotiation of meaning included asking for clarification, rephrasing, and
confirming what you think you have understood.
Proficiency
The ability to read, write, speak, and understand an acquired language. The ability to use language for real-world
purposes in culturally appropriate ways.
Proficiency Levels According to ACTFL Proficiency Guidelines
The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms of speaking,
writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. For each skill,
(listening, speaking, reading, and writing) these guidelines identify five major levels of proficiency: Distinguished,
Superior, Advanced, Intermediate, and Novice. The major levels Advanced, Intermediate, and Novice are subdivided
into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of proficiency from that
of the highly articulate, well-educated language user to a level of little or no functional ability. (See
http://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf)
STELLA (See TELL)
The STARTALK Teacher Effectiveness for Language Learning Alignment (STELLA) is organized by domain and criteria
and identifies resources and tasks that would support teachers at three levels of development: beginning, emerging,
and advanced. See (TELL).
TELL
The Teacher Effectiveness for Language Learning project defines what effective language teachers do to facilitate
their own growth in supporting the language learning of their students. www.tellproject.com
TELL Domains
There are seven TELL domains: Environment. Planning, The Learning Experience, Performance and Feedback,
Learning Tools, Collaboration, and Professionalism. www.tellproject.com
Thematic Unit
Thematic units consist of a series of learning experiences that are focused on a particular theme topic, idea, author,
or genre. Each unit consists of specific learning outcomes for students. Each thematic unit has a beginning; designed
to focus interest, and an ending, designed to show what students have accomplished. Thematic instruction often
integrates basic disciplines like reading, math, and science with the exploration of a broad subject. The chosen theme
can reflect curriculum topics, student interests, experiences, issues, or problems.