NEW YORK UNIVERSITY
STEINHARDT SCHOOL OF CULTURE, EDUCATION AND HUMAN DEVELOPMENT
Department of Teaching and Learning
Multilingual Multicultural Studies
Fall 2014
TESOL-GE.2901.002
Student Teaching in TESOL: Elementary and Secondary (Part 1)
Thursday, 3:30 – 4:45 pm
Silver 409
Instructor:
Office:
Phone:
E-mail:
Office hours:
Dr. Heather H. Woodley
East Building, 239 Greene Street, 318
212-998-5494
[email protected]
Wednesday 1:00 – 4:00 pm; Thursday 1:00 – 3:00 pm by appointment
I have learned much wisdom from my teacher, more from my colleagues and the most from my students
–The Talmud
Catalog Description: One semester of supervised student teaching in a TESOL classroom, or TESOL
program, in grades K-6 or 7-12 for a minimum of 180 hours for 20 days. Student teaching experiences
will be used to support theoretical and practical applications of the planning and implementation of the
curriculum. Participation is required in a weekly student teaching seminar which offers a practical
examination of teaching problems and practices as they related to actual classroom teaching.
Course Overview: This course is a support and supplement to your supervised student teaching in
TESOL. Through discussion, reflection, presentation and analysis, this courses builds on and enhances
your student teaching experience. During your student teaching, you will receive support from your
seminar instructor, cooperating teacher, and supervisor.
Learner Objectives: Students will be able to:
Create a facilitative, collaborative, and low-anxiety learning environment
Foster a positive working relationship with your cooperating teacher and other members of the school
community, as well as parents and students
Identify and follow the routines of the schools and the school community (lunch, hallway duty, etc.)
Plan for the physical, emotional and academic needs and characteristics of diverse students.
Work with students of mixed levels and different learning styles
Develop and apply basic classroom management and discipline skills for their classroom
Apply the standards and best practices in curriculum, unit and lesson plan design
Utilize a variety of instructional strategies in teaching a second or foreign language and culture,
including but not limited to : target language immersion, communicative language practice, and
specific strategies for teaching pronunciation, grammar, vocabulary and the four language skills
(listening, speaking, reading & writing)
Assess students’ needs and achievements through various assessments including standardized tests
(e.g., NYSESLAT, Regents exams)
Reflect on and analyze their own planning and instruction
Prepare for the edTPA through the collection of teaching videos, student artifacts and practicing of
writing prompts
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Course Format: Classes are seminar style, using a combination of direct instruction, small and large
group discussion and activities. Outside of class, discussions will be held on NYU Classes.
Academic Integrity: You are expected to read and adhere to NYU’s and MMS’ policies on academic
honesty, and to produce work of your own doing and credit any secondary sources used in your writing
appropriately. Any use of others’ words/phrases or ideas without proper credit and documentation and
claiming it as one’s own constitutes plagiarism; it is a serious offense with severe consequences. And
then you miss out on the learning too. The full Steinhart statement of Academic Integrity can be found
at www.steinhardt.nyu.edu/policies/academic_integrity.
Students with Special Needs: Any student attending NYU who needs an accommodation due to a
chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should
register with the Moses Center for Students with Disabilities at 212 998-4980, 240 Greene Street,
www.nyu.edu/csd.
Course Requirements: Details in Assignments on NYU Classes
1. Class Participation & Attendance (20%)
Attend all classes
Complete all readings & watch all videos in advance of class meeting
Come prepared to class with all necessary materials and handouts
Actively participate in whole group, small group, and online discussions
2. Class and Group Presentations (20%)
Activity swap-shop (with posting on NYU classes for future reference; specify context)
o Program
o Field trip
o Differentiation
o Assessment
Teaching video clip (10 minutes maximum)
Professional conference/PD summary (with hand-out)
3. Teaching Materials (10%)
Learning Segment draft
Lesson Plans (3) draft including all accompanying materials
Final draft as part of Student Teaching Portfolio
4. Student Teaching Journals (30%) – see details at end of syllabus
o Journal 1: Context for Learning (edTPA) & Multilingual Ecology of Your School
o Journal 2: Planning for Instruction/Diverse Learners
o Journal 3: Theory in Action
o Journal 4: Reflection on Instruction
o Journal 5: Final Reflection
5. Final Student Teaching Portfolio (20%)
Revised Teaching Philosophy
Learning Segment - final
Lesson Plans (3) – final
Student work (with feedback)
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Grade scale
There is no A+
A 93-100
A- 90-92
B+ 87-89
B
BC+
C
83-86
80-82
77-79
73-76
C- 70-72
D+ 65-69
D 60-64
There is no D-
F Below 60
IP
Incomplete/
Passing
N No Grade
IF
Incomplete/
Failing
Attendance Policy: Participation, preparation and punctuality are highly valued components of this
course as the learning process is a mutually constructed event. If you are absent or late, please make
arrangements with another student to get class information and materials, check NYU Classes, or
discuss it with your instructor in office hours. More than two absences will impact your final grade.
Grading Policy: The seminar grade is based on performance in your student teaching placement and
campus-based work. Grades for the course are based on your NYU supervisor’s and cooperating
teacher’s final grades for your fieldwork (approx. 70%) and the seminar grade (approx. 30%). The
campus-based grade of 30% consists of the completion of the assignments required by the seminar
instructor. The field-based grade of 70% consists of the completion of responsibilities required for
student teaching by the field office, your CT and NYU supervisor.
New York State Certification and NYC Teaching Information
Mark Perez, NYU Certification Officer, Pless Hall 2nd floor, [email protected]
Andrea Vallani, T&L Department Certification Specialist, East 200, [email protected]
Amanda Savarese-Roth, T&L Department Student Teaching Coordinator, East 200, [email protected]
Frank Pignatosi, Director, T&L Department Office of Clinical Studies, [email protected]
Teacher certification @NYU: http://steinhardt.nyu.edu/teacher_certification/
Forms and resources for student teaching: http://steinhardt.nyu.edu/apprentice
Weekly Timesheets: Obtain weekly time sheets (also health forms) at the Office of Clinical Studies
on the 3rd floor of the East Building. Keep a record of your daily student teaching hours on the time
sheets and ask your cooperating teacher to sign them every week. Submit signed weekly time sheets
to the Field Placement Office. Submit health forms and get fingerprinted before you begin your
student teaching.
Weekly Journals to supervisor: In an email to your NYU supervisor, describe your highs/successes,
lows/challenges, and questions of the week in your student teaching. Consider asking questions for
specific resources, lesson planning materials, or give scenarios in your teaching.
Teacher observations: During the second half of the semester, it is recommended that you observe
other teachers who teach courses similar to or different from your own style of teaching, or in a
different program (push-in/pull-out, etc.). You are also expected to attend staff development/PD
sessions or days, parent-teacher conferences, test days, and other activities in your schools.
What’s the deal with Foliotek? Foliotek is an online platform for data storage, management, and
submission of your edTPA. You have received an invitation to join through NYU Classes, and once
you are on the Foliotek NYU Classes page, you can click a link to be redirected to your Foliotek
account. Here you will have direct access to all edTPA prompts and templates for your certification
track(s). You will be able to enter your responses directly after each prompt on Foliotek. There is also
space to store you video, photo, and audio files, share files with your instructor and classmates. This is
also where you will officially submit your completed edTPA to New York State.
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Course Calendar
Please note that our seminar calendar follows the NYU academic calendar:
www.nyu.edu/registrar/calendars/university-academic-calendar.html
Your student teaching placement follows the NYC DOE public school calendar:
http://schools.nyc.gov/Calendar
Central Focus
September Who are we?
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Who are our
students?
Readings
to be completed before class meeting
Assignments Due: Assignments Due:
Presentations
Written
In class:
1. What Teachers Make https://www.youtube.com/watch?v=3xkk71rhQpo
2. NYC DOE ELL Demographics Report 2012-2013
3. Student teaching expectations
What are our
expectation of
this semester?
September How can I
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create and
encourage a
positive class
environment?
What are the
different
school
programs or
models for
TESOL?
September How can I
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become a
certified
teacher?
How can the
edTPA tools
help me to
improve my
own teaching?
September
25
1. Translanguaging: A Guide for
Educators (Celic & Seltzer,
2011), Introduction (p. 1-5) &
Part 1, Section 1 “Multilingual
Ecology” (p. 13-43)
2. School Website, DOE School
Progress Report, Student IEP’s (if
possible)
3. In class: NYC DOE, ELL Parent
Orientation Video
schools.nyc.gov/academics/ELL/f
amilyresources/ellorientationvide
o2010.htm
1. EAL edTPA Hadbook,
Introduction &Tasks Overview
section (pgs. 1-8)
2. edTPA Student Guide: Making
Good Choices
3. In class: Teacher Memes
Program swapshop: share a
model or
program in your
teaching context
(ex: Responsive
Classroom,
ReadyGen,
TC/Workshop
Model, etc.)
**Weekly journal
due to supervisor
each Friday
throughout the
semester
(high/low/question)
Journal #1:
Context for
Learning (edTPA
template on
Foliotek) &
Multilingual
Ecology of Your
School (with
visuals)
No class – Rosh Hashanah
Use this week to complete your Field Trip swap-shop idea
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October 2
How can I use
Gradual Release
of Responsibility
in planning
lessons?
How can I use
backwards
design in
planning my
learning
segment?
1. edTPA Instruction/Planning
Section & Corresponding
rubrics
2. Sections from: Understanding
by Design (McTighe &
Wiggins)
3. Levy (2007) Gradual Release of
Responsibility
October 9
What can I use
students’ home
languages as a
learning tool in
the classroom?
1. Depending on placement:
Common Core Standards, NYS
ESL Standards, BCCI
2. Translanguaging: A Guide for
Educators (Celic & Seltzer,
2011), Choice Section of a
strategy
October
16
How can we
differentiate
learning for
emergent
bilinguals?
1. Differentiating Instruction:
Meeting Students Where They
Are (Willoughby, 2005)
www.glencoe.com/sec/teachingt
oday/subject/di_meeting.phtml
October
23
What are
informal and
formal
assessments used
in the classroom?
1. edTPA Assessment Section &
Corresponding rubrics
2. CR Part 154:
http://p1232.nysed.gov/biling/d
ocs/Part154_Guidance_2013_1
4.pdf
3. Translanguaging: A Guide for
Educators (Celic & Seltzer,
2011), Choice Section of an
activity/assessment
How can we
make
accommodations
in assessing
emergent
bilinguals?
Field trip swapshop: share a
fieldtrip
destination in the
NYC area with
before-duringafter activities
Journal #2:
Planning for
Instruction and
Diverse Learners
Differentiation
swap-shop: share
an activity you
have observed or
facilitated that
differentiates for
students based on
diverse language,
literacy, interests,
or learning styles
Draft Outline of
Learning Segment
Plan: Use template
on NYU Classes
Journal #3:
Theory in Action
5
October
30
Who are SLIFE
students?
Who are
LTELLs?
How can we meet
their needs in the
classroom?
November
6
November
13
How can we
analyze and
reflect on our
teaching?
1.
DeCapua et. al. (2009) Meeting
the needs of students with
limited or interrupted
schooling: A guide for
educators, Chapters 1 & 2
2. The Difficult Road for LongTerm English Learners
(Menken & Kleyn, 2009)
http://www.ascd.org/publication
s/educational_leadership/apr09/
vol66/num07/The_Difficult_Ro
ad_for_LongTerm_English_Learners.aspx
1. Student-friendly readings and
media for lesson planning
Lesson Plans (3):
Use template on
NYU Classes
Presentations:
Teaching Videos
Journal #4:
Instruction
Reflection (due
with video
presentation)
Presentations:
Teaching Videos
Journal #5: Selfassessment
November
20
November
27
No class – Thanksgiving
December
4
How can we
analyze and
reflect on our
teaching?
December
11
What are my
In class: Sample interview questions
next steps in my
teaching career?
1. Student-friendly readings and
media for lesson planning
Portfolio share
Teaching Portfolio
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Assignment details
See NYU Classes (Resources) for rubrics
Journal #1: Context of Learning (edTPA) & Multilingual Ecology of your school
1. The Context for Learning template from edTPA/Foliotek and on NYU Classes
2. On a separate page, reflect on the multilingual ecology of your school and classroom. Where
and how are students’ multiple languages seen in the space of the school? How are these
languages used in the physical space including walls, displays, student work, labels, signs,
etc.? Include visuals/pictures of your classroom, the school, the walls, to show us this ecology
(or its absence). Include a brief reflection of the impact or suggestions based on what you see.
Journal #2: Planning for Instruction & Diverse Learners
Use the prompts below (from EAL edTPA handbook) to explore the variety of emergent bilinguals in
your class who may require different strategies/support, such as students with IEPs, Students with
Interrupted Formal Education (SIFE), readers who struggle in their first language, students at varying
levels of language proficiency, long-term ELLs, underperforming students or those with gaps in
academic knowledge, and/or gifted students. Describe in detail:
1. Prior academic learning and prerequisite skills related to the central focus—What do students
know, what can they do, and what are they learning to do?
2. Personal/cultural/community assets related to the central focus—What do you know about your
students’ everyday experiences, cultural backgrounds and practices, and interests?
Journal #3: Theory in Action
Consider all you have learned in your graduate studies and teacher education experiences including
theories, strategies and models of education for language learning. Connect this learning to what you
see in your student-teaching placement, both in your classroom and in the larger school. Where and
how do you see educational theories in action? Provide specific examples from both the theoretical
frames you see and evidence from the classroom and school that supports these theories or strategies.
Journal #4: Instruction Commentary
From the edTPA, Instruction Commentary, analyze your video and respond to the following questions:
1. Promoting a Positive Learning Environment: In response to the prompt, refer to moments in
the video clips where you provided a positive learning environment. 1. How did you demonstrate mutual respect for, rapport with, and responsiveness to students
with varied needs and backgrounds, and challenge students to engage in learning?
2. Engaging Students in Communication in English as an Additional Language: Refer to examples
from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing English language proficiency
within content-based instruction with a focus on at least one modality (speaking, listening,
reading, or writing) and at least one competency (grammatical, pragmatic, discourse, or
metalinguistic).
b. Describe how your instruction linked students’ prior academic learning and personal,
cultural, and community assets with new learning.
3. Deepening Students’ English Language Proficiency during Instruction: Refer to examples from
the video clips in your explanations.
a. Explain how you elicited and built upon student responses to promote thinking and develop
students’ English language proficiency within content-based instruction.
b. Explain how you supported your students’ development of English language proficiency in
a meaningful academic context with respect to at least one modality and at least one
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competency.
c. Explain how your instruction promotes comparisons and connections between students’
prior academic learning, their cultural and linguistic backgrounds, and their experiences and
the demands of the content being taught.
4. Analyzing Teaching: Refer to examples from the video clips in your responses to the prompts.
Consider the variety of learners in your class who may require different strategies/support, such
as students with IEPs, Students with Interrupted Formal Education (SIFE), readers who
struggle in their first language, students at varying levels of English language proficiency,
underperforming students or those with gaps in academic knowledge, and/or gifted students.
a. What changes would you make to your instruction—for the whole class and/or for students
who need greater support or challenge—to better support student development of English
language proficiency (e.g., missed opportunities)?
b. Why do you think these changes would improve student development of English language
proficiency? Support your explanation with evidence of student learning
Journal #5: Final Self-Assessment/Reflection on Teaching
Your final journal should be a summative self-assessment. Reflect on your experience and progress.
You may wish to refer back to your earlier journals to reflect on your own progress. Have you met the
challenges you discovered early in the semester? What do you still need to improve? What have you
done well? How has your teaching philosophy changed as you encounter a real classroom?
Learning Segment Video details: From the edTPA handbook: Provide 2 video clips (each no more
than 10 minutes in length) that demonstrate how you interact with students in a positive learning
environment to develop English language proficiency in meaningful academic context(s) with a focus
on at least one modality (speaking, listening, reading, or writing) and one competence (grammatical,
pragmatic, discourse, or metalinguistic).
1. The first clip should focus on you engaging students through modalities to develop ELPD
through content (modality in content)—or supporting students in practicing language.
2. The second clip should focus on academic language (vocabulary, grammar, etc.) competencies.
Here, you as the teacher candidate should be preparing/modeling to prepare students to practice
language.
The video clips:
Should include interactions in English that are (1) between you and your students and (2)
among the students, including your responses to student comments, questions, and needs.
Can feature either the whole class or a targeted group of students within the class, with a focus
on student-student interactions. One clip may feature interactions between you and your
students, the other interactions among the students.
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