Program Report for the Preparation of Teachers of English to Speakers of Other Languages Teachers of English to Speakers of Other Languages (TESOL) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET 1. Institution Name Hunter College School of Education 2. State New York 3. Date submitted MM DD YYYY 02

/ 01

/ 2008

4. Report Preparer's Information: Name of Preparer: Anne M. Ediger Phone:

Ext.

( 212 ) 772 - 4775 E-mail: [email protected] 5. NCATE Coordinator's Information: Name: Elisa R. Hertz Phone:

Ext.

( 212 ) 772 - 4664 E-mail: [email protected] 6. Name of institution's program Teaching English to Speakers of Other Languages (TESOL)

7. NCATE Category English as a Second Language

8. Grade levels(1) for which candidates are being prepared Pre K-12 (1) e.g. Early Childhood; Elementary K-6

9. Program Type j Advanced Teaching k l m n i First teaching license j k l m n j Other School Personnel k l m n j Unspecified k l m n 10. Degree or award level j Baccalaureate k l m n j Post Baccalaureate k l m n i Master's j k l m n j Post Master's k l m n j Specialist or C.A.S. k l m n j Doctorate k l m n j Endorsement only k l m n 11. Is this program offered at more than one site? j Yes k l m n i No j k l m n 12. If your answer is "yes" to above question, list the sites at which the program is offered

13. Title of the state license for which candidates are prepared English to Speakers of Other Languages (Pre K-12) 14. Program report status: i Initial Review j k l m n j Response to a Not Recognized Decision k l m n j Response to National Recognition With Conditions k l m n 15. State Licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and

data must be reported in Section III. Does your state require such a test? i Yes j k l m n j No k l m n SECTION I - CONTEXT 1. Description of any state or institutional policies that may influence the application of TESOL standards. (Response limited to 4,000 characters) The Hunter College School of Education’s Teaching English to Speakers of Other Languages (TESOL) program meets New York State Education Department regulations for certification in English to Speakers of Other Languages. The program complies with the New York State Education Department’s regulations to provide graduate study that prepares candidates with: • Core content for assisting students in elementary and secondary schools in meeting the New York State learning standards for students in English language arts, mathematics, science, technology, and social studies • Pedagogical practices for teaching English to speakers of other languages • Study in cultural perspectives, language acquisition, linguistics, English grammar, and methods of second-language teaching at the elementary and secondary levels-- including methods of reading enrichment and remediation and methods of teaching reading to students who are English language learners and students with disabilities at the elementary and secondary levels. • field experiences and student teaching/practicum with candidates gaining exposure to English as a second language in both elementary and secondary schools; completing at least 50 clock hours of field experiences with students learning English as a second language; and student teaching/practicum with students learning English as a second language in both elementary and secondary schools totaling at least 20 days. Candidates also must pass the New York State Content Specialty Test to be certified by New York State. 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters) Candidates engage in student teaching/practicum clinical experiences, as well as early field experiences. Student teaching/practicum is measured in days and early field experiences are measured in hours. All clinical and field work components are linked to 15-week courses. Clinical experiences In student teaching, candidates work under the supervision of a Hunter College faculty member and a certified teacher in a New York City school selected by the college. In practicum, similar to student teaching, candidates work under the supervision of a Hunter College faculty member; the difference is that, in practicum, candidates are the teacher of record in their classroom and do not work with an additional certified, cooperating teacher in their classroom. For both student teaching and practicum candidates, New York State certification requirements require the program’s candidates to complete a minimum of 60 days of supervised student teaching/practicum, working at two different grade levels (i.e., 4 days a week for 15 weeks). In this program, candidates work a minimum of 30 days in an elementary school and 30 days at the secondary level. Candidates are observed 2 (for Practicum students) to 4 times (for student teachers) each semester for two semesters by the college field supervisor who evaluates them with the school and program rubric, which is included as part of key assessment 4, and includes the following evaluation areas: Knowledge of Learners; Knowledge and Use of Subject Matter; Skill in Planning; Skill in Teaching; Skill in Developing Caring Learning

Environments and Showing Respect; Skill in Assessment and Impact on Student Learning; and Commitment to Teaching and Professionalism. Early Field Experiences In addition to student teaching and practicum, candidates have early field experiences. For those who do not enter the program with teacher certification in another area, candidates complete at least 125 hours of early field experiences. Candidates who enter the program with prior teacher certification complete at least 80 hours of early field experiences. The field experiences are linked to 15-week courses. For all candidates, the early field experiences cover a range of areas including: methodology of teaching English to speakers of other languages, TESOL for children (pre-K-12), curriculum and materials in TESOL, and foundations of bilingual education. Candidates are required to received a grade of B or higher in the early field experience courses, in order to be eligible to progress to their student teaching/practicum clinical experience. Specific information about each field experience, including the courses, field hours associated with each course, and course description are presented in the attached chart. 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. (Response limited to 4,000 characters) Admission Requirements: 1. A cumulative undergraduate GPA of 2.8 from an accredited bachelor’s degree program or a GPA of 3.5 from a master’s degree program. 2. Twelve (12) credits of foreign-language study documented on the transcript or equivalent credits on a standardized proficiency test like the College Level Proficiency Program (CLEP) or the NYU Proficiency Test in a Foreign Language. 3. Submission of two letters of recommendation to be included in the graduate application. 4. Submission of statement of purpose to be included in the graduate applicant. 5. Applicants with academic credentials from non-English-speaking countries are required to take the Test of English as a Foreign Language (TOEFL). These applicants must score at least 600 on the paperadministered test or 250 on the computer administered test; 5.0 on the Test of Written English (TWE); and 50 on the Test of Spoken English (TSE). 6. Satisfactory communication skills, as demonstrated through an oral interview and an on-site writing sample. Retention Standards: 1. Students must maintain an overall GPA of 3.0, which includes courses in the arts and sciences subject as well as in teacher education, in order to continue in the program. 2. Students with more than one course grade below B in the first 12 credits will not be allowed to continue in the program. 3. A student who receives a grade of F in any course including arts and sciences courses in the first 12 credits will not be allowed to continue in the program. 4. Students with one grade of IN (Incomplete) within the first 12 credits are restricted from registering for more than one additional course. Those with two or more INs will not be allowed to register for any courses. Note: It is recommended that students with two or more INs take an official leave of absence. 5. Students must demonstrate satisfactory graduate-level academic oral and written communication skills in their coursework, and the ability to serve as appropriate models of the English language to their future students. Students who cannot demonstrate this level of language ability must take a non-credit writing course offered by the School of Education in order to enroll in any courses after completing 12 credits.

Exit Standards: 1. A minimum of 30 (for candidates with prior certification) or 40 credits (for candidates without prior certification) beyond the baccalaureate degree as outlined in the sequence of courses in the program completed with an overall B average. 2. Comprehensive examination or a master’s essay (EDESL 780). 4. Description of the relationship (2)of the program to the unit's conceptual framework. (Response limited to 4,000 characters) The School of Education’s conceptual framework articulates the vision of all the School’s education programs and represents our mission to prepare reflective, knowledgeable, and highly effective teachers, counselors, and administrators. The conceptual framework was developed and approved by School of Education faculty representing all programs. The conceptual framework’s ideals are represented by four spheres: 1. evidence-based practices, 2. integrated clinical experiences, 3. educating a diverse student population, and 4. using technology to enhance learning. Sphere 1 Evidence–Based Practices: The School of Education grounds its course content in field-based research and practice. Our candidates master the theory and practice of effective pedagogy in their subject areas, and acquire the tools for reflection on and improvement of their professional work. Our program is committed to evidence based practices incorporating into the curriculum a foundation in the history, philosophy, psychology, sociology and methodology of education that enriches the candidates’ teaching. Candidates also gain expertise in analyzing and using assessment of student performance to guide their instruction and create optimal learning environments for students. Sphere 2 Integrated Clinical Experiences: The School of Education ensures that its candidates understand and experience the realities of school contexts. We establish strong connections with partnering schools in New York City and surrounding areas. Our program provides extensive fieldwork with supportive supervision in these schools. Our candidates engage in carefully sequenced and comprehensively assessed early field experience and clinical experiences prior to their graduation. Sphere 3 Educating a Diverse Student Population: The School of Education provides its candidates with the critical skills and understanding necessary to be responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge. Our program teaches candidates to create humane and ethical learning communities in their classrooms and schools. They gain the ability to collaborate successfully with parents, families, community members, school faculty and staff in order to provide this support. Sphere 4 Use of Technology to Enhance Learning: The School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Our program’s formative and summative assessments of our candidates’ technology competencies are a critical component of preparing them for working and teaching in the schools. (2): The response should describe the program's conceptual framework and indicate how it reflects the unit's conceptual framework.

5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system(3). (Response limited to 4,000 characters) The TESOL program has a unique set of assessments that comply with TESOL standards and contribute to the unit’s school-wide assessment system to meet NCATE standards. The attached chart shows how

the unique program assessments are incorporated in the school-wide assessment plan, which requires that each program collect and review performance data that assess candidates’: content knowledge; planning of classroom-based instruction; instruction of a class; and use of assessment strategies in the classroom to document teacher candidate impact on student learning. In addition to the key assessments that serve as both program assessments for TESOL requirements and unit assessments for NCATE requirements, the unit assessment system also includes program specific key assessments that address: knowledge of the foundations of education; knowledge of the ways students develop and their relationship to learning; knowledge of issues related to diversity and student populations, families, and communities; and use of educational technology. Furthermore, the program candidates complete the school-wide New Student Survey, which is administered during orientation; the school-wide End of Program Survey, which is administered during a candidate’s last semester in the program; and the school-wide Alumni Survey, which is administered one year after a candidate graduates. The survey data inform the school and the program about why the candidate selected his/her program, what personal and professional values are important to the candidate, which aspects of the program successfully contributed to the candidate’s education and employment, and which school services were helpful. (3) This response should clarify how the key accessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard 2.

6. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.) TESOL Sect I-6 Program of study

See Attachments panel below.

7. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable. TESOL Sect I-2 Description of the field and clinical experiences TESOL Sect I-5 Unique set of program assessments

See Attachments panel below.

8. Candidate Information Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary. Program: MA in TESOL (program 1, for students without certification) # of Candidates

# of Program

Academic Year

Enrolled in the Program

Completers(4)

2004-05

57

5

2005-06

65

12

2006-07

75

18

Program: MA in TESOL (program 2, for students with prior certification) Academic Year

# of Candidates Enrolled in the Program

# of Program Completers(4)

2004-2005

28

3

2005-2006

26

5

2006-2007

24

9

(4) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements.

9. Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name

Baecher, Laura

Highest Degree, Field, & University(5)

EdD in TESOL, Teachers College, Columbia University

Assignment: Indicate the role Full-time Substitute Faculty & Clinical Field Supervisor Teaches curriculum and teaching courses. Supervises student teachers/ practicum students in their of the faculty member(6) clinical field experiences Faculty Rank(7) Tenure Track

Assistant Professor

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

8 years K-12 teaching, including: PreK-12 Certifications/ Licenses by New York: TESOL, School Administrator and Supervisor (SAS), School District Administrator (SDA).

Faculty Member Name

Armillas, Rona

Highest Degree, Field, & University(5)

Masters in TESOL, Teachers College, Columbia University

Assignment: Indicate the role Clinical Field Supervisor Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track Scholarship (8), Leadership in

Adjunct

g YES c d e f

Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

34 years working in PreK-12 schools, including: early childhood, elementary, middle/junior high, high school, and the district office. PreK-12 Certifications/ Licenses by New York: ESL Secondary, ESL-Elementary, Asst. Principal Administration-Secondary

Faculty Member Name

Delgado, Victoria

Highest Degree, Field, & University(5)

Masters in Bilingual/ESL and in Supervision and School Administration, Long Island University

Assignment: Indicate the role Clinical Field Supervisor Teaches curriculum and teaching courses. Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

30 years working in PreK-12 schools, including: early childhood, elementary, middle/junior high, high school, and the district office. PreK-12 Certifications/ Licenses by New York: Bilingual Teacher K- 6-12, School and District Administration and Supervision

Faculty Member Name

Ediger, Anne

Highest Degree, Field, & University(5)

Ph.D. in Applied Linguistics, University of California, Los Angeles

Assignment: Indicate the role Department Chair, Curriculum and Teaching, and Faculty Teaches curriculum and teaching courses. Supervises student teachers/ practicum students in their of the faculty member(6) clinical field experiences. Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Book Chapter: Ediger, A. (2006). Developing Strategic L2 Readers: by Reading for Authentic Purposes. In E. Usó-Juan, A. Martínez-Flor (Eds.), New Perspectives on Teaching the Language Processing Skills. Berlin: Mouton de Gruyter. Presentations: Ediger, A. & McCormack, B. 2007. Grammar Knowledge Requirements in ESL Teacher Preparation: Novice Teachers' Written Feedback on Lexical and Grammatical Errors.' AAAL Conference, April 24, 2007 McCormack, B., and Ediger, A. 2007. Lexico-grammatica

Teaching or other professional experience in P12 schools(11)

1 year working in PreK-12 schools, including: early childhood, middle/junior high, and high school. PreK-12 Certifications/ Licenses: Secondary Certification in German, KS Secondary Certification in Language Arts, KS

Faculty Member Name

Frazier, Julia

Highest Degree, Field, & University(5)

MA & MEd in TESOL Teacher Education; Columbia University Teachers College

Assignment: Indicate the role Faculty & Clinical Field Supervisor Teaches curriculum and teaching courses. Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

g YES c d e f

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

3 years working in PreK-12 schools, including: elementary, middle/junior high and high school.

Faculty Member Name

Gangemi, Aura

Highest Degree, Field, & University(5)

Doctorate in Reading and Linguistics, Hofstra University

Assignment: Indicate the role Faculty & Clinical Field Supervisor Teaches curriculum and teaching courses. Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

36 years working in PreK-12 schools, including: elementary and the district office. PreK-12 Certifications/ Licenses by New York: Bilingual Education K-6, Reading, Accounting & Business Practices for High School, Elementary Education

Faculty Member Name

Gulli, Antonino

Highest Degree, Field, & University(5)

Doctorate in Linguistics, The Graduate Center CUNY

Assignment: Indicate the role Faculty Teaches curriculum and teaching courses. of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11) Faculty Member Name

Johnson, Rebekah

Highest Degree, Field, & University(5)

Masters (MA) in TESOL and Masters (MEd) in Applied Linguistics; Teachers College, Columbia University

Assignment: Indicate the role Faculty Teaches curriculum and teaching courses. of the faculty member(6) Faculty Rank(7) Tenure Track Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Adjunct

g YES c d e f Presentation: Family Discourse and Identity: Creating Family Roles through Interaction between Parents and Adult Children, The International Pragmatics Association (IPrA), 10th International Pragmatics Conference, Göteborg, S (07/2007) Conference Presentation. Title: Family Discourse and Women's Roles, NYS TESOL Applied Linguistics Winter Conference, Feb. 3, 2007 (02/2007) Service: NYS TESOL Executive Board Member for 2006-2007

Teaching or other professional experience in P12 schools(11) Faculty Member Name

Kagan, Micheline

Highest Degree, Field, & University(5)

Masters in TESOL, Teachers College, Columbia University

Assignment: Indicate the role Clinical Field Supervisor Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

30 years working in high school. PreK-12 Certifications/ Licenses by New York: TESOL and French

Faculty Member Name

Klatzkin, Karen

Highest Degree, Field, & University(5)

Masters in Literacy, ESL/ELL, English Methods, Arts-in-Education, Reading and Writing Across the Curriculum; New York University

Assignment: Indicate the role Clinical Field Supervisor Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service: $500 stipend for teaching City College English education class to future Service (9):List up to 3 major science teachers and observing their work with young people at the New York Hall of Science. contributions in the past 3 (10) years Teaching or other professional experience in P12 schools(11)

5 years working in high school. PreK-12 Certifications/ Licenses by New York: English

Faculty Member Name

Lacas, Fran

Highest Degree, Field, & University(5)

Masters in French, Northwestern University

Assignment: Indicate the role Adjunct of the faculty member(6) Faculty Rank(7) Tenure Track

g YES c d e f

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

35 years working in PreK-12 schools, including: middle/junior high and high school and the district office. PreK-12 Certifications/ Licenses by New York: English as a Second Language, French, Ed. Administrator

Faculty Member Name

Lahn, Martha

Highest Degree, Field, & University(5)

Masters in Bilingual Education/TESOL, Fordham University

Assignment: Indicate the role Clinical Field Supervisor Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

33 years working in PreK-12 schools, including: elementary school and the district office. PreK-12 Certifications/ Licenses by New York: Bilingual Common Branches, TESOL Elementary, TESOL Secondary

Faculty Member Name

McCormack, Bede

Highest Degree, Field, & University(5)

Doctorate in Linguistics and Second Language Acquisition; University of Durham, England, UK

Assignment: Indicate the role Faculty Teaches curriculum and teaching courses. Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Article: di Gennaro, K and McCormack, B. 2007. Promoting Knowledge of Theory Scholarship (8), Leadership in in Teacher Practice. The Proceedings of the 2006 Conference of the International Professional Associations, and Association of Teachers of English as a Foreign Language (IATEFL). Grant: PSCService (9):List up to 3 major CUNY Research Award PSCREG -38-922, April 2007. Post ESL Observation Talks in the Field: An inter-school analysis of mentor/candidate discussions. contributions in the past 3 (10) Presentations: Ediger, A. & McCormack, B. 2007. Grammar Knowledge years Requirements in ESL Teacher Preparation: Novice T Teaching or other

professional experience in P12 schools(11) Faculty Member Name

Moghadam, Lourdes

Highest Degree, Field, & University(5)

Masters in Administration and Supervision, City College of New York CUNY; and Masters in Bilingual Education and TESOL, Long Island University CW Post

Assignment: Indicate the role Clinical Field Supervisor Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

30 years working in PreK-12 schools, including: elementary, middle/junior high and high school and the district office. PreK-12 Certifications/ Licenses by New York: Principal Day Elementary School, Assistant Principal Day Elementary School, Elementary

Faculty Member Name

Mulligan, Maura

Highest Degree, Field, & University(5)

Masters in TESOL, Hunter College CUNY

Assignment: Indicate the role Clinical Field Supervisor Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

27 years working in elementary school. PreK-12 Certifications/ Licenses by New York: TESOL, Elementary

Faculty Member Name

Ogulnick, Karen

Highest Degree, Field, & University(5)

Doctorate in English Education/Applied Linguistics, New York University

Assignment: Indicate the role Faculty Teaches curriculum and teaching courses. of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

g YES c d e f

Book Chapter: Expanding Indigenous voices through popular ed.programs in Chiapas. In Miguel Mantero (Ed). Perspectives on Language Studies: Identity, Scholarship (8), Leadership in Culture, and Discourse in Educational Context. Information Age Publishing. Professional Associations, and (11/06) Book Chapter: Popular education and language rights in indigenous

Service (9):List up to 3 major contributions in the past 3 years(10)

Mayan communities: Emergence of new social actors and gendered voices. In Garcia,OSkutnabb-Kangas,T(Eds). Imagining Multilingual Schools. Multilingual Matters.(10/06) SCHOLARSHIP CONTINUED BELOW

Teaching or other professional experience in P12 schools(11)

SCHOLARSHIP CONT.:Book Chapter:Toward a pedagogy of pleasure:Affirming body knowledge in the classroom.In Sharon Colangelo Carolina Mancuso (Eds).Teaching with a Heart:Ed. Practices for the Twenty-First Century.(12/06) PROFESSIONAL EXPERIENCE IN P-12 SCHOOLS: 5 years working in PreK-12 schools, including: elementary, middle/junior high and high school. PreK-12 Certification/ License by New York: Special Education Supervises student teachers/ practicum students in their clinical field experiences

Faculty Member Name

Perrone, Michael

Highest Degree, Field, & University(5)

MA & MEd in L2 Assessment; Teachers College, Columbia University

Assignment: Indicate the role Faculty Teaches curriculum and teaching courses. of the faculty member(6) Faculty Rank(7) Tenure Track

Adjunct

c YES d e f g

(8)

Scholarship , Leadership in Professional Associations, and Article: Differential Item Functioning (DIF) and Item Bias: Critical Considerations Service (9):List up to 3 major in Test Fairness (10/2006) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11) Faculty Member Name

Sherriton, Marcia

Highest Degree, Field, & University(5)

Masters in Bilingual Education/TESOL; and Professional Degree in Administration and Supervision, St. John's University

Assignment: Indicate the role Faculty Supervises student teachers/ practicum students in their clinical field experiences of the faculty member(6) Faculty Rank(7) Tenure Track

Clinical Field Supervisor

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Chair: ELL Committee (art teachers and museum educators) Edited and Service (9):List up to 3 major submitted enhancement for Blueprint For the Arts, a New York City Department. of Education publication. (01/2007) contributions in the past 3 (10) years Teaching or other professional experience in P12 schools(11)

5 years working in PreK-12 schools, including: elementary and high school. PreK12 Certification/ License by New York: Spanish 7-12, School District Administrator; ESL: Nursery/ Kindergarten Grades 1-6 High School Bilingual Common Branches

Faculty Member Name

Tong, Virginia

Highest Degree, Field, & University(5)

Doctorate in Teaching English as a Second Language; New York University

Assignment: Indicate the role

of the faculty member(6)

Program Coordinator and Faculty

Faculty Rank(7)

Assistant Professor

Tenure Track

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Article, Peer-Reviewed: Tong, V., Huang, C., McIntyre, T., (2006). Promoting a Positive Cross-Cultural Identity: Reaching Immigrant Students, Reclaiming Children and Youth, 14:4, Winter 2006, pp..203-208. Presentation: 35th Annual NYS TESOL Conference, 2006; Interpreting School Influences: the Acculturaion of Chinese Immigrant Students Within the School Life; Presenter SCHOLARSHIP CONTINUED BELOW

Teaching or other professional experience in P12 schools(11)

SCHOLARSHIP CONTINUED: Service: Program Coordinator, MA TESOL Program, Hunter College School of Education, Department of Curriculum and Teaching, 2005-2007.TEACHING OR OTHER PROFESSIONAL EXPERIENCE IN P-12 SCHOOLS: 3 yrs. working in PreK-12 schools, including: middle/junior high and high school.PreK-12 Certifications/ Licenses by NY: TESOL, School Administrator and Supervisor (SAS), School District Admin. (SDA) Supervises student teachers/ practicum students in their clinical field experiences.

(5) e.g., PhD in Curriculum & Instruction, University of Nebraska. (6) e.g., faculty, clinical supervisor, department chair, administrator (7) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (8) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (9) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (10) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (11) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

SECTION II - LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for meeting the TESOL standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. 1. Please provide following assessment information (Response limited to 250 characters each field) Type and Number of Assessment Assessment #1: Licensure assessment, or other contentbased assessment (required) Assessment #2: Assessment of content knowledge in English as a second language (required)

Name of Assessment Type or Form of Assessment (12)

(13)

When the Assessment Is Administered (14)

New York State Teacher Certification Exam Content Specialty Test (CST)

Licensure Exam

Before graduation

Grammar Analysis Task

Grammar Analysis Project

EDESL 705 Structure of English: A Pedagogical View

Assessment #3: Assessment of candidate ability to plan instruction (required) Assessment #4: Assessment of student teaching (required) Assessment #5: Assessment of candidate effect on student learning (required) Assessment #6: Assessment that demonstrates candidates have a philosophy of teaching that reflects candidates’ understanding of and commitment to the critical issues related to culturally and linguistically diverse students. (required) Assessment #7: Additional assessment that addresses TESOL standards (optional) Assessment #8: Additional assessment that addresses TESOL standards (optional)

Curriculum Project

Lesson Plans

Student Teaching/Practicum Observation Evaluations

Observation Evaluations

EDESL 785 Student Teaching & EDESL 788 Practicum

Assessment Project

End of program/EDESL 780 Seminar in Educational Research (Master’s Essay)

Second Language Acquisition Final Project

Research Project

LING 773 Theory & Research of Second Language Acquisition

Culminating Project

Essays

EDESL 781 Curriculum and Materials in TESOL

Interview Project

EDESL 789 Sociocultural Aspects of Language

Language Assessment Final Project

Case Study

EDESL 791 Language Assessment in TESOL

(12) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (13) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (14) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS For each TESOL standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple TESOL standards. 1. Domain 1 – Language. Candidates know, understand and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement.

#1 #2 #3 #4 #5 #6 #7 #8 1a. Describing Language. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in g g b c d e f b f c d e f g g c d e b f c d e f g g b c d e b f c d e f g g b c d e c d e f helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes. 1b. Language Acquisition and Development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition g b f c d e f g g b c d e c f d e f g g b c d e b f c d e f g g b c d e b f c d e f g c d e of a primary and a new language in and out of classroom settings. 2. Domain 2 – Culture. Candidates know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and content-area achievement. #1 #2 #3 #4 #5 #6 #7 #8 2a. Nature and Role of Culture. Candidates know, understand and use the major concepts, principles, theories, and research related to the nature and b g c d e f g b g c d e f b g c d e f b g c d e f b g c d e f b g c d e f b g c d e f b c d e f role of culture in language development and academic achievement that support individual students’ learning. 2b. Cultural Groups and Identity. Candidates know, understand and use knowledge of how cultural groups and students’ cultural identities affect b g c d e f g b g c d e f b g c d e f b g c d e f b g c d e f b g c d e f b g c d e f b c d e f language learning and school achievement. 3. Domain 3 – Planning, Implementing and Managing Instruction. Candidates know, understand and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing. and integrating language skills, and choosing and adapting classroom resources. #1 #2 #3 #4 #5 #6 #7 #8 3a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand and apply concepts, research, and best practices to plan classroom instruction in a supporting learning environment for ESL b g c d e f g b g c d e f b g c d e f b g c d e f b g c d e f c g d e f b g c d e f c d e f students. Candidates serve as effective English-language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. 3b. Managing and Implementing Standards-Based 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, and for b g c d e f g b g c d e f b g c d e f b g c d e f b g c d e f c g d e f b g c d e f c d e f accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together. 3c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, b g c d e f b g c d e f b g c d e f b g c d e f b g c d e f c g d e f b g c d e f c d e f resources, and technologies, and choose, adapt, and use them in effective g ESL and content teaching. 4. Domain 4 – Assessment. Candidates understand issues of assessment and use standards-based assessment measures with ESOL students. #1 #2 #3 #4 #5 #6 #7 #8

4a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g. cultural and linguistic bias, political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the g g b c d e f b g c d e f b f c d e f g g b c d e b g c d e f b f c d e f g g c d e c d e f difference between language proficiency and other types of assessment (e.g. standardized achievement tests of overall mastery), as they affect ESOL student learning. 4b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their b f c d e f g g g b c d e b g c d e f b f c d e f g g b c d e b g c d e f b f c d e f g c d e instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students. 4c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform b g c d e f g b f c d e f g g b c d e b g c d e f b f c d e f g g b c d e b g c d e f c d e f instruction. 5. Domain 5 – Professionalism. Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment. #1 #2 #3 #4 #5 #6 #7 #8 5a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and b g c d e f g b g c d e f c g d e f b g c d e f b g c d e f b g c d e f b g c d e f c d e f apply this knowledge to improve teaching and learning. 5b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with b g c d e f g c g d e f b g c d e f c g d e f c g d e f b g c d e f c g d e f c d e f students’ families. 5c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including b g c d e f g c g d e f c g d e f c g d e f c g d e f b g c d e f c g d e f c d e f paraprofessionals, to improve learning for all ESL students. SECTION IV - EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. Assessments and scoring guides should be aligned with the SPA standards. This means that the concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:  Content knowledge (Assessments 1 and 2)  Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)  Focus on student learning (Assessment 5) Note that in some disciplines, content knowledge may include or be inextricable from professional

knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report. For each assessment, the compiler should prepare a document that includes the following items: a two page narrative that responds to questions 1, 2, 3, and 4 (below) and the three items listed in question 5 (below). This document should be attached as directed. 1. A brief description of the assessment and its use in the program (one sentence may be sufficient); 2. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. 3. A brief analysis of the data findings; 4. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; and 5. Attachment of assessment documentation, including: (a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment. It is preferred that the response for each of 5a, 5b, and 5c (above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond five pages. All three components of the assessment (as identified in 5a-c) must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available. 1. State licensure tests or professional examinations of content knowledge. TESOL standards addressed in this entry could include all five of the standards’ domains. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 1

See Attachments panel below.

2. Assessment of content knowledge(15) in early childhood education. TESOL standards addressed in this assessment could include all of the TESOL standards except standards 5.b and 5.c. Examples of assessments include examinations, GPAs or grades16, analysis of oral and/or language examinations, reflections, case studies, research papers, cross-cultural experiences, role plays, essays, and portfolio tasks17. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 2

See Attachments panel below. (15) Content knowledge in early childhood professional preparation includes knowledge of child development and learning (characteristics and influences); family relationships and processes; subject matter knowledge in literacy, mathematics, science, social studies, the visual and performing arts, and movement/physical education; as well as knowledge about children's learning and development in these areas. (16) If grades are used as the assessment or included in the assessment, provide information on the criteria for those grades and describe how they align with the specialty standards. (17) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work—and the artifacts included

3. Assessment that demonstrates candidates can effectively plan and implement appropriate teaching and learning experiences. TESOL standards that could be addressed in this assessment include all of the TESOL standards except standard 4.a. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans, individualized educational plans, needs assessments, practicum evaluation, follow-up studies of graduates, and intervention plans. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 3

See Attachments panel below.

4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. TESOL standards that could be addressed in this assessment include all of the TESOL standards except standard 4.a. The assessment instrument used in student teaching, an internship, or other clinical experiences should be submitted. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 4

See Attachments panel below.

5. Assessment that demonstrates candidate effects on student learning. TESOL standards that could be addressed in this assessment include all of the TESOL standards except standards 4.a, 5.b and 5.c. Examples of assessments include those based on lesson/unit plans, analysis of audio/video tape, analysis of language proficiency tests, portfolio tasks, case studies, and follow-up studies. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 5

See Attachments panel below.

6. Assessment that demonstrates candidates have a philosophy of teaching that reflects candidates’ understanding of and commitment to the critical issues related to culturally and

linguistically diverse students. All of the TESOL standards could be addressed in this assessment, especially standards 5a, 5b, and 5c. Examples of assessments include evaluations of field experiences, reflections, case studies, and portfolio tasks. (Answer Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 6

See Attachments panel below.

7. Additional assessment that addresses TESOL standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, test and/or software evaluation, adaptation of texts, item analysis, research papers, analysis of audio/video tapes, analysis of language, language proficiency tests, reflections, and follow-up studies. Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 7

See Attachments panel below.

8. Additional assessment that addresses TESOL standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, test and/or software evaluation, adaptation of texts, item analysis, research papers, analysis of audio/video tapes, analysis of language, language proficiency tests, reflections, and follow-up studies. Provide assessment information (items 1-5) as outlined in the directions for Section IV TESOL Sect IV Assessment 8

See Attachments panel below.

SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM 1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning. (Response limited to 12,000 characters)

Analysis of Assessment Results The Hunter College School of Education’s assessment system was modified in the 2005-2006 academic year to address the new NCATE and TESOL reporting requirements. As part of the modifications, the program faculty defined eight key assessments to comply with TESOL’s standards. In addition, the program faculty agreed to use common rubrics and weightings for the key assessments as a way to evaluate student performance targeted at meeting the standards. Another improvement to the assessment system was changing from paper to electronic data collection for the key assessments. Using the School’s Performance and Assessment Support System (PASS) and Education Information Management System (EdIMS), each semester, faculty report student performance on the key assessments. This data is compiled by the Director of Assessment and reported to the program faculty for their review. Overall, analyzing the data has been a useful way to assess candidates’ knowledge of students, subject matter, instruction and assessment, as well as their sense of professionalism and dispositions towards creating caring and successful learning communities. One of our next steps is for the faculty to refine the program rubrics to ensure that the performance criteria clearly differentiate among the ratings and set expectations appropriately rigorous for each of the ratings. In addition, we have been compiling candidate work samples for each of the key assessments and will share them with the faculty and candidates as models for what type of work is expected for each of the performance levels. Finally, we have begun an overhaul of the program (see new program courses listed below) to streamline the program, remedy several areas of weakness identified by our program surveys and other types of student feedback. Content knowledge Our findings from the assessment evidence indicate content knowledge is an area for which our student performance is strong. For example, 100% of the candidates passed the New York State Content Specialty Exam, which assesses candidates’ proficiency in listening and speaking, writing, reading, foundations of ESOL instruction, developing English language proficiency across the curriculum, the ESOL program, and a written component. We have already addressed one weak area from this assessment, the writing component, by developing a new Reading/Writing Workshop course for students needing additional work on their writing. Even though the data report positive results, they also highlighted areas where we need to modify our key assessments. For example, we need to improve data collection of the New York State Content Specialty Exam scores in order to monitor not only the candidates overall pass/fail rates, but their performance on each of the content subareas. Several of our own internal assessments document the content knowledge of our candidates. Ninety-five percent passed the program’s culminating requirement (the comprehensive exam or MA Essay), which assesses and requires a written synthesis of all of the course content in the program. The assessment that showed the greatest area of weakness was the Grammar Analysis Project (which showed that only 71% performed at or above standard. However for two of the three semesters of data collection 82% and 84% of candidates performed at or above standard; the combined three semester percentage was brought down by one atypically low semester). Nevertheless, this assessment has been addressed in several ways: a) we have tightened up our norming to our rubric across different sections of the same course and across semesters, bringing different instructors more into line with our rubric (possibly accounting for the wide range of performance across semesters); b) we have undertaken further analysis of our data (see McCormack & Ediger, 2007) for the purpose of understanding in greater detail the areas of weakness of our candidates. While the deeper analysis of these data is not yet complete, we plan to continue our work on this in the coming year. Our preliminary analysis, however, suggests that our program needs to provide candidates with a greater ability to identify and analyze student (grammar) errors, as well as to adjust/fit their lexico-grammar instruction more appropriately to their students’ needs (Note: these data also reflect our candidates’ impact on their own students’ learning, and we anticipate that changes proposed here will improve this aspect of our candidates’ preparation as well). Overall, however, we interpret the above as solid evidence that our candidates largely have the content knowledge necessary

to teach ESL. Professional and pedagogical knowledge, skill, and dispositions Our findings from the assessment evidence indicate that professional/pedagogical knowledge, skills, and dispositions are areas for which our candidate performance appears strong, and is moving in an upward direction. For example, 80% of the candidates performed at or above standard on their curriculum development project, demonstrating their ability to design and plan lessons and materials for instruction. Over the past three semesters, the rate of performance at or above standard has been steadily climbing, showing progress each term. Eighty-eight percent of our candidates met or surpassed the Second Language Acquisition Project, demonstrating their content knowledge of second language acquisition. This assessment demonstrates sensitivity to teaching and learning issues, and commitment to culturally linguistically diverse students. For the case study, in which candidates gain an understanding how and under what circumstances each speaker's native language and culture interface with the language and culture of the host society, 89% of candidates performed at or above standard. Ninety-two percent of the candidates were at or above standard in their ability to create lesson and unit plans and then execute them in their student teaching/practicum observation evaluations. However, the items on the student teaching/practicum observation rubric do not include content standards specific to TESOL. Therefore, we will append the rubric with items that directly relate to TESOL standards. Furthermore, the faculty member who evaluates candidates in their early fieldwork experience will use a rubric closely related to that of our student teaching/practicum observations to align these two experiences and to begin to build student performance earlier in the program. That strategy will strengthen the faculty’s promotion of and the candidates’ understanding of the program goals, as well as clarify the expectations for student teaching/practicum. Effect on student learning Our findings from the assessment evidence indicate that candidate performance on the impact on student learning analysis is good, although we would like to see it improve further. For example, over a threesemester period, 84% of the candidates demonstrated their impact on student learning that met or exceeded the standard in the Language Assessment Task. We believe that our task and rubric on this measure is a complex but effective one; nevertheless, we intend to continue to emphasize its importance and work to improve the performance of our candidates in this area. General Reflections and General Results: Given that most of our assessments are comprehensive assessments that address multiple competencies, much of the data that we have obtained gives us information about our teacher candidates’ abilities to integrate their knowledge of theory and content with pedagogy. This makes it difficult to analyze (1) Content Knowledge and (2) Pedagogical Content Knowledge, Skills, and Dispositions, as distinct types of knowledge. However, a few of our assessments have suggested useful areas for development and/or change, and as a result, we have made a number of changes to our programs: 1. Given some feedback from students about the extreme length of the program, we have streamlined courses in our revised program by eliminating significant overlap in content, addressing new areas previously lacking, such as the lack of research methods in the SLA class, as well as the need for better focus on teaching ESL through content subjects, and greater emphasis on teaching literacy. Our new program is more streamlined, and contains new courses specifically focused on the areas listed above. 2. We have refined our assessment rubrics, and will continue to do so. 3. MA Essay: We have made this into a full-year course, enabling more candidates to continue their work on their essay for a longer period of time.

4. We believe we need better consistency across faculty evaluators for each given assessment. We are addressing this in several ways: a) we are currently searching to fill a vacancy for a full-time tenuretrack faculty member that we hope will fill one of our areas of weakness in the program; b) we are working to improve inter-rater reliability among our faculty, using full-time faculty to train adjunct instructors, and bringing together all practicum supervisors in training sessions as a method of norming them better to the standards we seek in the feedback we give candidates, and in the degree of detail we give in our feedback to candidates. 5. We have held norming meetings with all of our supervisors and have begun a videotaping project, with TESOL Teacher candidates forming a crucial part of this group. These videotapes will be used both to review actual teaching performance with each candidate, but also to begin collecting sample videos for the purpose of modeling good teaching and fine-tuning our training of candidates’ skills in teaching earlier in the program. Among other things, we have also begun discussing such issues as: * how to assess novice vs. experienced candidates, or a candidate’s development from their first term of student teaching compared to their second on the same rubric. * how to assess a candidate who is willing to take risks in his/her teaching, but then may not always be successful * how to best use videotaping with candidates who have difficulties to fine-tune their teaching * what exactly we mean by “at standard” and what minimal level of competence we want all candidates to achieve in order to be deemed “satisfactory” SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY 1. Describe what changes or additions have been made in response to issues cited in previous recognition report. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report or a response to condition report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4 (Response limited to 24,000 characters.)

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