CollegeofEducationandtheDistanceEducationUnit
ProtocolforWorkingwith
theELTCommunity
and
ObservationsAcrossCERTESL
forstudentsintheUniversity’sCERTESLcourses
NOTETOSASKATOON-AREASTUDENTS:
RequestformstovisittheSaskatoonOpenDoorSociety(SODS)aretobesubmitted
directlytoSODS.
RequestformstovisitaSaskatoonK-12schoolaretobesubmittedtotheCERTESL
ProgramOffice,UniversityofSaskatchewan,Room464,221CumberlandAve.N.orfax
(306)966-5590.
FormssubmittedafterthedeadlinedatesbelowtoeitherSODSorCERTESLwillnotbe
accepted.
Term1:September3(adultandK-12placements)
Term2:January5(adultandK-12placements)
SpringandSummer:May4(adultplacementsonly)
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Contents
Part1:ProtocolforWorkingWiththeELTCommunity
IntroductiontoWorkingwiththeELTCommunity......................................................3
WhyYouNeedtoArrangeObservationPlacements...................................................4
TypesofAgenciesinWhichYouMayObserve............................................................5
ContactwithAdultEnglishLanguageTrainingDeliveryAgencies...............................8
ContactwithK–12Schools........................................................................................10
Pre-K–12SchoolsinSaskatoon.......................................................................11
Pre-K–12SchoolsOutsideofSaskatoon.........................................................11
ContactwithELTPractitioners..................................................................................12
ContactwithEnglishLanguageLearners(ELL’s)........................................................13
LettersandForms......................................................................................................15
Part2:ObservationsAcrossCERTESL
InstructionsforObservingAcrossCERTESL...............................................................19
WhoCanIObserve?.............................................................................................19
WhenCanIObserve?...........................................................................................20
HowWillIDemonstratemyObservations?.........................................................20
SpecialNotes........................................................................................................21
DocumentationofObservationForm........................................................................22
SampleObservationReport.......................................................................................23
ObservationReportForm..........................................................................................25
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
PartI:ProtocolforWorking
withtheELTCommunity
IntroductiontoWorkingwiththeELTCommunity
CoursesinTeachingEnglishasanAdditional/SecondLanguage(TEALorTESL)atthe
UniversityofSaskatchewan,bothintheCERTESLprogramandintheCollegeofEducation’s
CurriculumStudiesDepartment(ECUR),havebecomeverypopular.Becauseyourmost
importantlearningwillcomefromEnglishlanguagelearners(ELLs)andteachers,practical
assignmentsthatdrawyouintocontactwiththesemostimportantresourcespeoplearea
featureoftheprogram.
Tocompleteourclassroom-andinterview-basedassignmentssuccessfully,youwillneedto
makecontactwithEnglishlanguagelearners,schooldivisions,teachersordeliveryagencies.
ThesegroupsvalueyoureffortstogainprofessionalexpertiseinEnglishLanguageTeaching
(ELT),somosthavebeenverycooperativeinthepast.Byfollowingtheinstructionsbelow,
youwillhelptoensureacontinuedgoodrelationshipbetweenstudentsoftheUniversity
andthesegroups.Someofthepointsbelowmayseemobvioustoyou,andweraisethem
heresimplyasreminders.Otherswillbenewpointsthatyoumaynothavethoughtof
before.
MOSTIMPORTANT:Theteacherswhoagreetosharetheirclassroomsandexpertisewith
youaregrantingyouaprivilege.Pleasedemonstrateanattitudethatletsthemknowyou
understandthisandappreciateit,whenyoumakerequests,whenyouparticipatein
observationsandinterviews,andwhencarryingoutalltherequirementsofyour
practicum.Ifyouarenotableorwillingtoprojectthisattitudetowardsyourfuture
colleagues,youmaynotbewell-suitedfortheEnglishlanguageteachingprofession.
Inaddition,pleasenotethatasanobserver,volunteer,orpracticumstudent,youdonot
representthehostagencyinanyway.Makesurethatyouunderstandallrelevantprotocols
ofthehostagencyandthatyoufollowthemcarefully.
AdultProgramPlacements
Ifyouwanttoworkwithadults,youcanmakedirectcontactwithEALdeliveryagenciesfor
adultsandfollowtheinstructionsbelow.Eachagencyhasalimitednumberofplacement
opportunitiesandyouareencouragedtocallearly.Ifyouplantoworkwithyounger
learners,youwillneedtorespectthechainsofresponsibilityinyourlocalschoolsystem.
Somevenuesrequireteacher-traineestomakeaformalcommitmenttovolunteerinreturn
fortheprivilegeofobservation.Volunteeringconstitutesexcellentprofessional
development,soyoushouldwelcomesuchrequirementsasopportunities.Ifthevenuein
whichyouobservedoesnothavesucharequirement,pleaseofferyourhelpanyway,
becauselanguagelearnerswillbeyourmostimportantteachersthroughoutyourcareerin
thelanguageteachingfield.
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Ifyouhopetoobserveinanagencywhichisreluctanttoacceptyoubecausetheyhaveno
policyinplaceforobservations,feelfreetosharethisinformationwiththeminordertohelp
themdevelopanapproachthatworksfortheirparticularagency.
Pre-K-12SchoolPlacements
Mostpre-KtoGrade12schoolsystemshavepoliciesandproceduresinplaceforstudentteachersandotherobservers.Thesepoliciesabsolutelymustberespectedbecausemost
studentsinsuchschoolsystemsarelegalminors(childrenandteenswhoareunderthe
legalageofconsent).SchooldivisioncontactsMUSTbemadefirstwiththeofficeofyour
regionalBoardofEducation,unlessyouarealreadyemployedbythatBoardorareinthe
processofcompletingapre-K-12practicumorinternshipplacementwithinaBachelorof
Educationprogramwithinthehostschool.Havingapreviousacquaintancewitha
particularteacherorschoolisnotgroundsformakingarrangementsdirectlywiththe
school;theboardofficemustbeawareofnon-boardpersonnelwhowillbeindirect
contactwiththeirlearners.
Ifyouwishtoconductyourobservationsinthepre-K–12systemsinSaskatoon,
proceduresaredifferent.IfyouarenotemployedbytheSaskatoonPublicorCatholic
Boards,youwillmakeyourinitialcontactsthroughtheCERTESLProgramOffice.The
SaskatoonschoolboardshostlargenumbersofCollegeofEducationandCERTESL
studentswhocomeintotheirclassroomsandthereforerequireacentralizedmeansof
keepingallobservationsorganizedandfairlydistributedthroughouttheirschools.It
usuallytakesthreeweekstoarrangepre-K–12placementsintheSaskatoonPublicand
Catholicschoolboardjurisdictions,soyoumustsubmityourrequestforminaccordance
withthedeadlinesonthecoverofthisbooklet.
Instructionsandformsconcerningplacementsinpre-K–12,whetherinSaskatoonor
elsewhere,canbefoundinthisprotocoldocument.
Pleasenotethatforethicalreasons,youmustnotconductinterviewsofanyoneunder
theageof18withoutfirstobtainingparentalpermission.Mostschoolssendpermission
formsformatterslikeschoolexcursionstoparents,soobtainingpermissionmaynotbeas
complicatedasitsoundsprovidedtheschoolagreestocooperate.Onceyouhavebeen
putintouchwithateacherthroughtherequiredprocedures,pleasecheckwiththe
principalofthehostschoolregardingparentalpermissionforinterviewsifthisiswhatyou
needaspartofanassignment.Ifpermissionisnotforthcoming,youwillneedtoexplore
alternativeswithyourinstructor.
Pre-K-12placementsareusuallyunavailableduringtheSpring/SummerSession.
WhyYouNeedtoArrangePlacements
YourprogramincludesthefollowingactivitiesthatwillrequireyoutospendtimeinELT
orELD(EnglishLanguageDevelopment)classrooms.
•
ObservationAcrossCERTESL(seePart2forfullinstructions).Thisconsistsof
tenhoursofclassroom-basedobservationsthatyoumustcarryoutbeforeyou
canregisterforeitherTESL42(SupervisedPracticum)orTESL43(Professional
Project).Youwillnotbeallowedtoregisterin42or43untilyourrecordsof
theseobservationshavebeensubmittedtotheCERTESLProgramOffice.The
AcademicCoordinatorwillexamineyourreportsandprovidesomefeedback.If
youareplanningtoseekTESLOntarioaccreditationlateron,yourObservations
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
AcrossCERTESLmusttakeplaceinanadultvenueandideallyshouldbesplit
betweenatleasttwodifferenttypesofvenue,atleastoneofwhichshouldbe
agovernment-fundedSettlementEnglishprogramforimmigrantlearnerssuch
asLINC,pre-LINCliteracy,workplace-basedEnglishclasses,orELT.ECUR-TEAL
studentswhodonotplantoenterCERTESLdonotneedtodoallofthese
observations,butarewelladvisedtodoasmuchobservationastheycan
becauseitisanexcellentformofprofessionaldevelopment.
•
SpecificassignmentsthatyouwillcarryoutinvariousCERTESLclassesrequire
observationsorinterviewswithESLteachersorstudents.Youmayletsomeof
yourObservationsAcrossCERTESLdodoubledutyasrawmaterialforthese
assignments.
•
TESL42(SupervisedPracticum)mustbetakenbyallTESLCanadaandTESL
OntariocertificationcandidatesaswellasbyallCERTESLparticipantswhodo
nothaveeithersubstantial,documentedpriorteachingexperienceorB.Ed.
degrees.TESL42consistsoftenguidedobservationhoursandtensupervised
practiceteachinghours,inadditiontoacademiccourseworkonteaching
practiceandclassroom-basedresearch.MostTESLOntariocertification
candidatesmustalsoenrollinthePracticumAdditionalHoursModule,which
addsanothertenguidedobservationandtensupervisedpracticeteaching
hours.AnexceptiontotheAdditionalHoursrequirementisallowedtothose
TESLOntarioaccreditationcandidateswhostartedtheirtraininginaTESL
Canada-StandardIprogramthatincludedpracticaoftenobservationandten
supervisedteachinghoursinadultvenues.
IfyouwillbetakingTESL42,consideryourObservationsAcrossCERTESLagood
opportunitytobecomefamiliarwiththekindsofvenueinwhichyoumightliketoteach.
Yourobservationsarealsoachancetoscoutforpotentiallocalsupervisingteachersfor
yourpracticum.Yourchancesoffindingasuitablyqualifiedlocalsupervisorwillimprove
ifthequalifiedpeopleinyourareaknowwhoyouareandaresureofyourgenuine
interestintheirstudents.Don’thesitatetovolunteeratinterestingvenuesaswellas
observe,bothtoimproveyourlearningandtobecomeknownandwelcomeatthe
venue.
BecauseCERTESLstudentsarefoundinsomanydifferentlocations,itisnecessaryfor
themtomakethefirstcontactwithpossiblehostvenuesfortheirpractica.Afterthat,
theCERTESLAcademicCoordinatorwillbeavailabletohelpyouifthehostvenue
requiresdirectcontactwiththeprogramforthepurposeofmakingarrangements.
TypesofAgenciesinWhichYouMayObserve
ForthetenhoursofObservationAcrossCERTESLthatyouwillcarryoutpriorto
enrollmentinTESL42(SupervisedPracticum)orTESL43(ProfessionalProject),youcan
choosetoobserveanykindofprograminwhichclasseshaveatleastfiveESL,EFLorELD
students–unlessyouplantoapplylaterforTESLOntarioaccreditation.
AllobservationhoursthatyoucarryoutifyouareaTESLOntarioaccreditation
candidateareregardedaspartofyourpracticum,andhencetheprogramsandteachers
youobservemustmeetthebasicconditionsforyourpracticum:theclassesmustbe
EAP,generalESL,orfederally/provinciallyfundedclassesforadultlearnersinnoncredit
programsandatleast50%ofthehoursmustbelocatedinCanada.Theteachersmust
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
havetrainingatleastequivalenttothatrequiredforTESLOntariocertification,andthey
musthaveatleastthreeyearsofadultESLteachingexperience.TESLOntarioalso
requiresthatobservationstakeplaceinatleasttwodifferenttypesofadultprograms,
ofwhichoneshouldbeaLINC,pre-LINCliteracyorELTprogram(seethelistbelowfora
translationoftheseacronyms).ManyOntariostudentschoosetodotheirpre-TESL42
observationsinonetypeofvenueandtheirTESL42observationsinanother.Other
Ontariostudentschoosetoobserveintwoorthreedifferenttypesofvenuebeforetheir
practicasothattheycanjudgethetypeofvenuethatisbestsuitedtothemfortheir
practicum.Thisapproachtoobservationalsoworkswellfornon-OntarioCERTESL
student-teachers.
PleasenotethatTESLOntario’scertificationcommitteeprefersthatcertification
candidatesspendatleastfivehoursoftheirobservationtimeinatypeofprogramother
thantheoneinwhichtheirpracticumteachingandthebulkoftheirobservationsare
conducted.
AlthoughTESLCanadacertificationrequiresthattenhoursofPracticum(TESL42)
observationstakeplaceinadultprograms,currentlyTESLCanadaregardsyourten
ObservationAcrossCERTESLhourstobeinadditiontoratherthanpartofyour
practicum.ThiswillchangeinSeptember2017foranyoneplanningtoseekTESLCanada
StandardIIcertification;StandardIIpracticumobservationandteachingrequirements
willneedtomatchthehoursalreadyrequiredbyTESLOntario,andwillneedtooccur
explicitlyinadultprogramcontextsalthoughTESLCanadawillcontinuetoallownonCanadiansettingsforthewholeofapracticum.
IfyouarenotconcernedwitheitherTESLOntarioorTESLCanadacredentialing,youmay
seekplacementsinanyofthefollowingsettings;onlytheadultsettingsapplytoTESL
OntarioandTESLCanada.
Pre-K-12SchoolsThisisatermusedtorefertoordinaryschoolsservingchildrenand
teens.Dependingonthecommunity,youmayfindfull-timeEALclasseswithafocuson
ESL(EnglishasaSecondLanguage),EFL(EnglishasaForeignLanguage,ifyouare
locatedoverseasorinQuebec),orELD/ESD(EnglishLanguageDevelopmentorEnglish
asaSecondDialect,ifyouworkwithAboriginalCanadianlearnerswhodonothavea
stronggraspofacademicEnglish).Youmayfindresourceprogramsthatpullasmall
groupoflearnerswithEnglishlanguagelearningneedsoutoftheirhomeroomsfora
fewhourseachweek;“submersion”programsinwhichstudentsspendallormostof
theirtimeintheEnglish-first-languagehomeroom,hopefullywiththesupportofagood
educationalassistant;orpart-timeprogramsinwhichstudentsattendregularclasses
partofthedayandELTclassesfortheotherpart.Classesmaybemadeupentirelyof
immigrantsandrefugees,entirelyofinternationalstudentsheretemporarily,entirelyof
aboriginalstudentsborninCanada,orawildmixtureofethnicitiesandneeds.Ifyou
findaplacementinaK-12school,pleasenotethatyoushouldbeobservingactualELT
classrooms,whetherpart-timeorfull-time,oraresourceroomclasswithatleastfive
students.InQuebec,aCEGEPmayberegardedasaK-12venueasasubstantial
percentageofCEGEPstudentsareunder18yearsofage.
CramSchools(juku,hogwan,etc.)FoundmainlyinEastAsiancountriessuchasJapan,
KoreaorTaiwan,theseareafter-schoolEFLprogramsattendedmostlybyjuniorhigh
andhighschoolstudentswhoareunderparentalpressuretoearnhighEnglishscores
onuniversityentranceexams.Somecramschoolsserveelementaryschoollearnersas
well.
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
LINCLINCstandsfor“LanguageInstructionforNewcomerstoCanada.”Probablythe
mostcommontypeofadultESLprograminmostprovinces,LINCprogramsare
federally-fundedandassureimmigrantsandConventionrefugeesofbasicto
intermediate-levelinstructioninEnglishlanguageskills.LINCprogramsaredeliveredby
awiderangeofagencies,includingsettlementagencies,ethnicandmulticultural
councils,publicandprivatecolleges,schoolboards,immigrantwomen’sadvocacy
groups,andsomeprivatelanguageschools.Pre-LINCliteracyprograms,whichmeetthe
needsofESLlearnerswhoarenotliterateornumerateintheirfirstlanguages,are
generallytreatedasbeingpartofLINCprograms.
ELTEnhancedLanguageTrainingenableslearnerswhohavecompletedtheirallowable
fundedLINChourstoincreasetheirEnglishskillstoalevelclosertothatneededtofind
workintheirownfields.ItalsoenablessomelearnerswhoarenoteligibleforLINCwith
languagetrainingoptions.Anemploymentorientationcomponentisusuallyastrong
featureofELTprograms.(NotethatthetermELTisnotusedinallprovincesforthistype
ofprogram;programswithothernamesmayhavethesamefocus.)
EAPEnglishforAcademicPurposes(universityorcollegepreparation)coursesare
usuallyofferedinconnectionwithseniorhighschool,universityorcollege-basedESLor
EFLprograms.EAPcanincludebothcomprehensiveuniversitypreparationandsuch
specializedcoursesasadvancedwritingorTOEFL,CanTEST,IELTSorTOEICpreparation.
NotethatforTESLOntarioandTESLCanadapurposes,EAPobservationsshouldnottake
placeinahighschoolcontextandlearnersshouldbe18yearsofageorolder.
EAL/ESLCommunicationorConversationThesetypesofcoursesareusuallydesigned
forpeoplewhoaretakingEnglishforpersonalinterestratherthansettlement,
employmentoracademicpurposes,althoughthistypeofcoursecanalsobeofferedto
meetpracticalneedsoflearnerswhonolongerqualifyorhaveneverqualifiedfor
federalorprovincialfunding.Thesearemostcommonlyofferedbyprivatelanguage
schools,ethnicormulticulturalcommunitycentres,andsomecollegesoruniversities.
ESPEnglishforSpecialPurposesisatermthatcoversawiderangeofspecialtopic
coursesrelatedtospecificfieldsofemployment,suchasbusiness,banking,tourismor
medicine.UsuallythesearedeliveredinanEFLratherthananimmigrantoracademic
preparationlanguage-learningenvironment.However,someELTprogramsmay
accuratelybedescribedasESP,especiallyiftheyaredesignedtomeetneedsofa
particularemploymentgroup.
BridgingProgramsAnumberofprogramtypesfallintothiscategory.Bridgingcan
includespecializedprogramsforprofessionalsorskilledtradespeoplewhoare
“bridging”backintotheirpropercallingsfollowingimmigration.Itcanalsoinclude
programsforyoungadults(ages16to21)whohaveseriouslimitationsinacademic
skillsandneedto“bridge”intothepracticalitiesofadultlifeaswellaslanguage.The
secondtypeofprogramcanbefoundinsomehighschools,butbecausethistypeof
programisnotteachinghighschoolcurriculumandnotpreparinglearnersforhigh
schoolgraduation,itmeetsTESLCanadaandTESLOntario’sdefinitionof“adult”
programming.Finally,someadultEnglishforAcademicPurposesprogramsprovide
“bridging”classesthatgiveadvancedlearnersexperienceandsupportformastering
contentinregularuniversitycourses.
WorkplaceorVocationalEnglishProgramsSomeemployerssponsorESLprograms
specificallyforimmigrantand/ormigrantworkersintheirplants.Occasionallythese
programsareopentospousesofsuchworkersaswellastheworkersthemselves.As
longasthistypeofprogramistaughtbysuitablyqualifiedinstructors,itcanbeusedfor
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
practicumpurposes.Unfortunately,becausemanyoftheseprogramsareinrural
locationswheretrainedEnglishLanguageteachersarenotavailable,notallvenuesare
abletoengagesuchindividuals.
VolunteerEnglishProgramsThesemayberunoutofanumberofvenues,withreligious
institutions,communityagenciesandlibrariesbeingperhapsthemostcommonvenues.
Often(thoughnotalways)taughtbyvolunteerswithlittleornotraining,thistypeof
programmaybeveryinformativetoyoubutiftheteacherisuntrained,hisorher
classesdonotmeetthestandardnecessaryforTESLOntarioorthefutureStandardII
TESLCanadaobservations,andtheteacherdoesnotmeetthestandardnecessaryfor
youreventualpracticumregardlessofwhereyouplantobecomecertifiedoraccredited.
Thesametypesofvenuesmayrunprofessionally-ledprogramsaswellasvolunteer-led
programs;makeyourprofessionalcertificationneedsveryclearwhendiscussing
possibleplacementswithsuchavenue.
ContactwithAdultEnglishLanguageTrainingDeliveryAgencies
Asyouhaveseen,therearemanykindsofEnglishlanguageteachinginstitutionsand
agenciesinavarietyoflocations.TherearealsomanyEnglishlanguageteachertraining
programswhosestudentsneedpracticumplacements.Asthemenuofrecognizedtraining
programshasexpanded,competitionforobservationandpracticumplacementshasbecome
achallengeinsomelocations.Observationplacementsaregenerallyeasiertofindthan
practicumplacementsbecausethelevelofresponsibilityforteachersisless.Startchecking
outpracticumplacementpossibilitiesearlyinyourprogram.Ifyoudiscoveryourlocationto
beoneofthemoredifficultones,contacttheCERTESLAcademicCoordinatorearlyfor
guidance.
Keepingthesethingsinmind,thefollowingideasmayhelpyoumakeinitialcontactand
buildagoodworkingrapportwithEALdeliveryagencies:
1. Identifythetypesofstudentswithwhomyouwouldeventuallyliketowork.Then
dosomeresearchtofindoutwhichEnglishLanguageprogramsinyourregionwork
withthesetypesoflearnergroups.
2. Findoutifanagencyhascontinuousintakeoflearners,orwhentheirtermbegins
andends.Forexample,itisnotadvisabletomakefirstcontactwithanagencyin
Augustiftheirclassesdon’tevenbeginuntilmid-September.Similarly,don’texpect
deliveryagenciestobeabletoaccommodateyourneedsuntilafterthefirstweekof
theterm,oncestudentsandteachershavesettledintoaroutine,anddefinitely
don’texpectthemtoaccommodateyouduringtheintenseweekpriortoterm
exams.
3. Findoutifthereisaparticularpersonwithwhomyoushouldbespeaking.Most
agencieshaveaspecificstaffperson,usuallyinasupervisoryposition,whoshould
bethefirstpersontodealwithpossibleobservers.
4. Onceyouhaveidentifiedthecorrectpersontotalkto,identifyyourselfbyname.
Askifsheorhehastimetotalktoyou.Theymaydirectyoutoaspecificteacheror
student,ortheymayhandletherequestpersonally.Ifthecontactdoesn’thave
timeforyourightaway,youcansetupanalternativetime.
5. Afterconfirmingthatthetimeisrighttotalk,tellthepersonwhatcourseyouare
taking(identifythecoursebynumberandtitle).Forexample,say:“Mynameis
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
MaryJones.IamenrolledintheCERTESLprogramattheUniversityof
SaskatchewanandIamtakingthecourseECUR291–IntroductiontoTESL.”Askif
theyarefamiliarwiththeprogrambeforeyougoon.Giveabriefexplanationif
requiredandfeelfreetoshareourwebaddress.“IamcontactingyoubecauseI
needtoobserveESLclassesandstudentsandtalkwiththeirteachersaspartofmy
requiredteachertrainingcoursework.”Giveashortexplanationofyourmost
immediateassignmentwhichrequiresteacherorstudentcontact,andaskifyou
mightbeabletoarrangeobservationsand/oraninterviewwithoneoftheir
teachersand/orstudents.
6. Askiftheyhaveanyrequirementsofyou.Someinstitutionsrequirethatyoucommitto
volunteerworkinexchangeforallowingyoutoenterclassroomsandworkwith
learners.Othershavenosuchexpectations.
7. Aschooloragencymaynotbeabletoaccommodateyou.Ifthishappens,simplythank
themfortheirtimeandturntoanotheragency.Theydonotoweyoutheirtimeand
theyarenotobligedtogiveyouaccesstotheirstudents,sopleasedon’timplythat
theydo!Ifyoucannotfindanagencythatwillhelpyou,contactyourinstructor
immediately.Heorshemaybeabletoassistyou.
8. Actprofessionallyatalltimesduringyourcontactwithaschooloragency.Ensure
confidentiality.Thanktheagency,administrators,andlearnersorteachers(orboth)
onceyouhavecompletedyourworkwiththem.Acardissufficientthanks.
Remember:theseschoolsandagenciesaregoingoutoftheirwaytohelpyouandarenot
obligatedtodoso.Beverypoliteandconsiderateinordertomaximizeyourchancesof
cooperation.Alsobeveryrespectfuloftheirpolicies,andoftheprivacyrightsoftheirstaff
andstudents.Thisisamatterofbasicprofessionalmanners.Weexpectstudentsinthis
programtobehaveprofessionally,anditisinyourownbestinteresttodoso.
Veryseriousbreachesofprofessionalmannersmaymeritsuspensionfromourprogram.
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
ObservationsattheSaskatoonOpenDoorSociety
IfyouareintheSaskatoonareaandwishtocarryoutrequiredworkforCERTESL
coursesinasettingthatinvolvesadultESLlearnersorimmigrants,youmaybe
consideringtheSaskatoonOpenDoorSocietyasanoptionforplacement.Ifso,please
notethatspecialstepsmustbetakentoobtainaplacementduetothenumberof
studentsrequestingthisexperienceandtheSociety’sdesiretocontrolclassroom
interruptionstoensureeffectivelearningforitsstudents.
ItisnotappropriatetocontactSaskatoonOpenDoorSocietyteachersdirectly.
Instead,youshouldbeginbysubmittingtheSaskatoonOpenDoorSocietyCERTESL
studentrequestform(blue)attheendofthisdocumenttotheManager,Education&
Trainingwithacoveringletter.ThedeadlinesforapplicationstotheSaskatoonOpen
DoorSocietyforeachtermarelistedonthecoverofthisdocument.Thosedeadlines
arefirm.Youwillberequiredtoundergosomespecificorientationifyouareaccepted
asanobserver,orlaterinyourprogramasapracticumstudent,andyouwillbe
responsibleforfamiliarizingyourselfwithprotocolsforobservers,volunteersand
practicumstudentsattheagency.
SendyourrequesttoManager,Education&Training,SaskatoonOpenDoorSociety,
st
247-1 Ave.N,S7K1X2.Becauseofthetighttimelines,youmightwanttofax306653-4404totheattentionoftheManager,Education&Training,oreventodeliverit
personally.
ObservationsattheUniversityofSaskatchewanLanguageCentre
AstheacademichomeoftheCERTESLprogramandSaskatoon’slargestemployerof
teacherswhomeetorexceedTESLCanadaandTESLSaskatchewancertification
standards,USLCisalsoapopularobservationvenueforSaskatoonarearesidentsin
theCERTESLprogramandintheCollegeofEducation’sECUR-TESLcourses.
Overtheyears,USLChasevolvedaparticularprotocolforrespondingtoobservation
andpracticumplacementrequests.EvenifyouareacquaintedwithaUSLCteacher
whoiswillingtocooperatewithyou,pleaserouteyourofficialrequestthroughthe
AssistantDirectoroftheCentre.USLC’sconcernisthatrequestsarefairlydistributed
betweeninstructorstoensurethateveryonedoeshisorhershareandno-one
becomesburnedoutbecauseoftoomanyobservers.USLCalsoneedstoensure
logicaltimingthatdoesnotdetractfromkeyeventssuchasstart-of-termorientations
andexamperiods.
MakeyourrequestbyphoningtheAssistantDirectorat(306)966-4354.
ContactwithK–12Schools
IfyouwishtocarryoutworkforCERTESLcoursesinasettingthatinvolveschildrenor
teenagers,youwillalmostcertainlybeattemptingtodosointheK–12schoolsystem.As
notedabove,becausethestudentsyouobservewillbeminors(underthelegalageof
consent),properprotocolsmustbefollowedwhenmakingcontactinordertorequest
observations,interviewsorpracticumteachingaccess.
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ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Becausetheprivacyandsecurityofstudentsundertheageof18areextremelyimportant,
youmayberequiredtoundergoandpayforapolicecheckpriortobeingallowedintoK12schoolsinschooldivisionsthathaveandenforcesuchpolicies.Makesurethatyou
checkoutsuchrequirementswhenyouinitiallyrequestyourplacement.
ThisK–12sectionisdividedintotwosubsections:proceduresforpre-K–12schoolsin
Saskatoon,andproceduresforschoolsoutsideofSaskatoon.
Pre-K–12SchoolsinSaskatoon
Ifyouplantocarryoutyourschool-basedworkinSaskatoon,specialprotocolshavebeen
developedwhichmustbefollowedbecauseofthenumberofUniversityofSaskatchewan
studentsthatvisitSaskatoonschools.YouarecompetingnotonlywithotherCERTESL
trainees,butwithallthestudentsoftheCollegeofEducation.
Unlessyouareanemployeeoftheschooldivisioninwhichyouhopetoobserve,orhavea
CollegeofEducationpracticumorinternshipplacementintheparticularschool,youmustfill
outtheformattheendofthisdocumententitled“CERTESLRequesttoVisitaSaskatoon
School.”Twocopiesareprovided:oneforstudentswhohopetovisitschoolsinthePublic
system,andoneforstudentswhohopetovisitschoolsintheCatholicsystem.Deliverthe
completedformtotheCentreforContinuingandDistanceEducationOffice,Room464,
WilliamsBuilding,221CumberlandAve.N.SaskatoonS7N1M3.Ifnecessary,youmayfaxit
totheattentionoftheCertificatesAdministrationOfficeat966-5590orsendascanto
[email protected],ourofficewillthen
forwardyourrequesttooneofthetwoschooldivisions.Thedeadlinesforapplicationsto
SaskatoonK-12Schoolsarelistedonthecoverofthisdocument.Whenwereceiveareply,
wewillcontactyouwiththenecessaryinformation.DONOTcontacttheschooldivision
directlyifthereplyisslow;contactourfrontofficeat(306)966-5563andwewillfollowup
withtheschooldivision.
PleasenotethattheSaskatoonPublicBoardofEducationwillrequirethatyouundergoa
policecheckifyouwanttodoindividualtutoringofstudentswhoarenotunderthedirect
supervisionofaclassroomteacher.Ifyoumerelywanttoobserve,apolicecheckwillnotbe
necessary.
Ifyouareanemployeeoftheschooldivision,youprobablyhaveyourowncontacts.Ifyour
hoursofworkarethesameasthoseoftheEALprogram,youmaybeabletoobtain
permissionforthenecessaryhoursofprofessionaldevelopmentleavefromyour
superintendentordirector.Ingeneral,Saskatoon’sschooldivisionshavebeensupportiveof
teachersandteachingassistantswhoareintheprocessofacquiringTESLcredentials,but
theyneedyourfullcooperationinordertodistributerequestsfairlyandappropriately.
K–12SchoolsOutsideofSaskatoon
Neartheendofthisdocumentwehavesuppliedasampleletterandsampleformthat
youmightusetorequestaplacementinaK-12schooloutsideofSaskatoon.Notethat
inthelargemajorityofSchoolDivisions(BoardsofEducation),itisnotappropriateto
contactteachersdirectlyunlessyouarealreadyanemployeeofthesameschool
division.Instead,youshouldbeginbycontactingtheofficeoftheDirectorofEducation
foryourlocalSchoolDivisiontorequestinformationaboutthedivision’sparticular
policiesandprocedures.Ifyouwishtofindaplacementinaband-controlledschool
(FirstNations),thenyoushouldcontacttheofficeoftheDirectorofEducationforthat
band.Youshoulddothisbyphoneinitiallytodetermineifitisevenpossibletoarrange
aplacement,butyoushouldalwaysconfirminwriting.
11
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Schooldivisionsarelikelytowanttoknowthefollowing:
•
thenatureofyourtrainingprogram,courseandassignmentsandyour
expectations.(Doyouwishjusttoobserve,totutorstudents,tointerviewstudents,
tobecomeaclassroomvolunteer?)Feelfreetocopyandsharetheinstructionswe
provideyouinthisdocumentandinyourcoursesyllabuseswithdivisionstaff.
•
howmanytimesandforhowlongyouwishtovisittheschool.
Beflexibleandrespectful.Schooldivisionsmaynotbeabletomeetallyourneeds,andtheir
ownstudents’needsmustcomefirst.
Asampleletterisincludedlaterasanexampleofhowyoumightwishtoapproachaschool
division,alongwithaformyoumaywishtofilloutandenclose.Somepartsofthesample
lettermaynotbeappropriateforyourcircumstances,soedititasyouwish.Itissimply
intendedasaguide.
Youshouldallowtwotothreeweeksfromthetimeofyourwrittenrequestuntilyoureceive
aresponse.Thisiswhyyoushouldstartwithanexploratoryphonecall.Youdonotwantto
waitthreeweeksfora“no.”
Ifyouareanemployeeoftheschooldivision,youprobablyhaveyourowncontacts.Ifyour
hoursofworkarethesameasthoseoftheEALprogram,yoursuperintendentordirector
maybewillingtoapprovePDtimeforclassroomobservationpurposes,asitistoyour
Board’sadvantagetoassistteachersandeducationalassistantsinlearningtowork
effectivelywithEnglishlanguagelearners.
ContactwithELTPractitioners
Duringyourpre-practicumobservationsandcourseassignments,youwillbeinvolvedintwo
typesofcontactswithinstructors:contactwhenobservingtheirclasses,andconsultationsor
interviewsyouwillconduct.
ELTteachersandadministratorsarebusypeople.However,whenyougetthemtalking
abouttheirfavouritetopic,theywillbeaccommodating.Likeallofus,ELTpractitionersare
ofalltypesandtemperaments.Followingthesepointsshouldfacilitateyourworkwiththis
group.
1. Identifyyourselfbyname.Tellthepractitionerwhatprogramandcourseyouaretaking;
identifythecoursebynumberandtitle,anddescribetheassignment.
2. Askifitwouldbepossibleforyoutoworktogetherontheproject,beitvisitingtheir
classorconductinganinterview.Askifheorshehasanyrequirementsofyou,suchas
participatingasaconversationpartnerorassistingwithmonitoringofsmallgroupwork.
Suchrequirementsareagoodthing;youlearnmoreifyoucanengageactivelywith
students.
3. Setupmutuallyagreeabletimestocarryoutthework,andbesuretokeepyour
appointments.
4. Ifthepractitionercannotaccommodateyou,simplygiveyourthanksandturnto
anotherpractitioner.Ifyoucannotfindanyonewhowillhelp,contactyourinstructor.
Heorshemaybeabletoassist.
5. Actprofessionallyatalltimes.Ensureconfidentiality.
12
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
6. Thankthepractitioneronceyouhavecompletedyourwork.Asmentionedearlier,a
cardissufficientthanks.
ContactwithEnglishLanguageLearners(ELL’s)
Whetherornotaschooldivisionoradultprogramprovidesyourinitialintroductionto
learnerswithwhomyouwillwork,yourcontactwithELL’srequiresthegreatestcultural
awarenessandsensitivityonyourpart.Learnersareindividualswithavarietyof
personalities,cultures,andbackgroundexperiences.Whilesomehavehadarelativelyeasy
adjustmenttolifeinNorthAmerica,forotherstheadjustmenthasbeendifficultandthe
experiencesleadinguptotheirimmigrationhavebeentraumatic.
Ifyouareworkinginaclassroom,asktheteacherifheorshehasanysuggestionsregarding
whichlearnerstoworkwith.Donotjustpickalearneronyourown;theteachershould
facilitatethecontact.Ifthelearnerisundertheageof18,youmayhavetofollowadditional
protocolsinaccordancewithschooldivisionpolicies.
Manybookshavebeenwrittenonworkingwithpeoplefromdifferentcultures.Whenusing
suchbooks,becarefulofstereotypingthatmayappearinthem.Nocultureisamonolith;
everyvillage,agegroup,genderandsocialclasshasitsvariations.
Someagencieshaveprintresourcesaswellasexcellentinterculturalorientationsessions
thatyoumaymakearrangementstoattend.Youcanrefertobooksandotherresources,but
forstartersourbestadviceistopayattention,beobservant,listen,andthinkbeforeyou
speak.
1. Identifyyourselftothelearner(s)byname.Youshouldprobablywritedownyourname
sothattheywillfeelmorecomfortablewhentryingtopronounceit.However,beaware
ofthelearners’levelsofliteracybeforeyoudothis,anddon’tpressthemtoreadyour
namebacktoyou.
2. Tellthelearnerswhyyouareworkingwiththem.Explainthecourseyouaretaking.If
thelearnersaresufficientlyadvanced,youmaywishtoidentifythecoursebyitstitle.
Alsodescribetheassignment.
3. Askifitwouldbepossibleforyoutoworktogetherontheproject.Askiftheyhaveany
requirementsofyou.
4. Setupmutuallyagreeablemeetingtimestocarryoutthework.
5. Ifthelearner(s)cannotaccommodateyou,simplygiveyourthanksandtryelsewhere.If
youcannotfindanyonewhocanaccommodateyou,contactyourinstructor
immediately.Heorshemaybeabletoassist.
6. Actprofessionallyatalltimes.Besurethatyoukeeplearners’namesconfidentialand
letthemknowthatyouwillnotusetheirrealnamesonassignmentsunlesstheywant
youto.Donotcreatesoundorvideorecordingswithouttheirexplicitconsent,evenfor
tutoringpurposes.
7. Showgenuineinterestinthelearner(s),butdonotpressforanswersifalearnerisnot
willingtosupplythemtoyou.Tellthelearner(s)thattheyonlyhavetoanswerquestions
thattheyarecomfortablewith.
8. Payattention,beobservant,listen,andthinkbeforeyouspeak:
13
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
•
Payingattentionmeansbeingawareandalert,particularlytoculturalsignals.Don’t
pressurelearnerstoomuch.Findoutaboutlearnersfromtheirinstructorsifyou
cansothatyouarepreparedforyourworkwiththem.Somequestionsyoumight
askofinstructorsrelatetoculturalspecifics(forexample,someculturesholdeye
contactlongerthanothers;certainbodylanguageinsomeculturesisoffensive,
etc.).
•
Observingmeanswatchingbodylanguage,eyecontact,andgeneralcomfortlevel
witheachquestion,comment,andresponse.
•
Listeningmeanshearingwhatthelearnerhastosay.Youmaywishtofeedback
whatthelearnerhassaidtoyoubyrepeatinghisorherstatementsinother
(simple)wordstomakesurethatyouhaveheardandunderstoodcorrectlyandthat
thelearnerhasnothingelsetoadd.
•
Thinkingbeforeyouspeakmeansanumberofthings.First,itmeansnotspeaking
untilyouhavegivensufficienttimeforthelearnertothinkabouttheanswerand
respond.Awaitingtimeoftwoorthreesecondsisnotenough.10to15secondsis
morerealistic.Youmayneedtorephraseorrepeatyourquestion,assilencemay
meanthatthelearnerdoesnotunderstandyourquestionorpronunciation.
•
Thinkingbeforeyouspeakmeansenunciatingclearly,slowingyourspeechby
pausingslightly(butnotunnaturally)betweenphrases(notindividualwords),and
slightly(notunnaturally)exaggeratingintonation.Itdoesnotmeanspeakingmore
loudlythannormal.
• Thinkingbeforeyouspeakmeanspickingnotonlyyourwordsbutalsothe
complexityofyoursentencessothatthestudentwillunderstandyou,without
feelingthatyouareinsultinghisorherintelligence.
•
Thinkingbeforeyouspeakalsomeansaskingyourselfifthequestionyouareabout
toaskorthecommentyouareabouttomakeistoointrusive,consideringwhatthe
learners’pastexperiencesmighthavebeen.
9. Thankthelearneronceyouhavecompletedyourwork.Asmentionedabove,acardis
sufficientthanks.
Goodluckwithyourcommunitycontacts!Weknowthatyouwillbenefitfromthe
experience.
14
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
15
SaskatoonOpenDoorSociety
CERTESL/ECUR-TESLStudentPlacementRequestForm
Students:ThisformisyourapplicationforaStudentObservation/Volunteerplacementatthe
SaskatoonOpenDoorSociety.PleasesubmityourapplicationtotheattentionoftheLINC
programassoonaspossible,preferablybeforetheofficialstartingdayofyourtermofstudy.
StudentName Phone
Email Coursenameandnumber
Courseinstructor
Phone
Email Courserequirements Availabilitytimes
WithpermissiontofulfillmycourserequirementsatOpenDoor,Iagreeto:
1. AttendanorientationsessionregardingtheLanguageTrainingUnitandpoliciesrelatedto
observers,volunteersandpracticumstudents.
2.SubmitacurrentCanadianPoliceInformationCentercertification(donewithinthelast3
months)toindicatenocriminalrecord.
3.Committovolunteer/assistinanESLclassfor10additionalhoursifmycourserequirements
aretoobserveorteachfor10ormorehours.
4.Respecttheconfidentialityofthestudentsinmyassignmentsandoutsidetheclassroom.
5.SubmitacopyofmyassignmentstotheOpenDoorteacher(s)whoseclassIobserved.
Signatureofstudent Date ForOfficeUseOnly
Dateplaced______________________________CPIC ☐
Teacher_________________________________Orientation____________________________
Class/level_______________________________Assignmentreceived ☐
Datecompleted___________________________Commentsattached ☐
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
SampleLetterforCERTESL/ECUR-TESLStudentsSeeking
K-12PlacementsOutsideofSaskatoon
JaneDoe
1234-1234thStreet
City,ProvincePostalCode
Date
NameandAddress
SchoolDivision
DearMr./Ms.NNN:
AsIexplainedtoYYYYonthephonerecently,IamastudentinTESL<nameofcourse>,acourseinthe
CertificateinTeachingEnglishLanguage(CERTESL)programoftheUniversityofSaskatchewan[orinthe
CollegeofEducationattheUniversityofSaskatchewan,asappropriate.]Tocompleteoneofthe
assignmentsforthiscourse,Ineedtodosomework/conductaninterview/observeaclassinanESL(EFL,
EAL,orELD)classroomsetting.WhenIspoketoYYYYonthephone,Iwasinformedthatthiswouldnotbea
problem.Therefore,Iamwritingtomakeaformalrequestandtodescribeingreaterdetailthenatureof
myassignmentandwhatIwouldliketodointheclassroom.
Thedetailsofmycourserequirementsareattached.Iunderstandthatyoumayhavedifficultymeetingall
thespecificdetailsofmyrequest,soI'dliketoassureyouthatIcanbeflexibleinthisrespectandwould
appreciatediscussingthiswithyouoroneofyourstaffinordertomakearrangementsthatmeetyour
needs.
Thankyouforyourhelpinthismatter.Yourco-operationisgreatlyappreciated.
Yourssincerely,
Encl.
16
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
17
CERTESL/ECUR-TESLStudentRequestFormto
VisitaK–12SchoolOutsideofSaskatoon
Students:pleaseusethisformtoprovideinformationtotheschooldivisionwithwhichyouarearranging
visitationpermission.
StudentName:___________________________________________________
Address:
CourseNameandNumber:____________________________________________________
Telephone(h):____________(w)______________Email:_____________________
Describebrieflythenatureofyourassignment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Checkthefollowingwhereappropriate.Iwishto: Observe_____ Teach/TutorStudents____
InterviewStudents_____ InterviewTeachers_____
Howmanytimesdoyouwishtovisittheclass?_______________________________
Howlongwilleachvisitbe?___________________________________________________
Haveyouundergoneapolicecheck?______Ifnot,areyouwillingtodoso?______
Ihavethefollowingspecialrequirements.(Thisiswhereyoumayindicateifyouwishtoworkwithparticularage
orethnicgroups,ifyouhaveaphysicaldisability,ifyouwishtoasktheschooldivisiontorestrictcirculationof
personalinformationsuchasyourphonenumber,etc.)
__________________________________________________________________
__________________________________________________________________
Arethereparticulartimesordaysthatarebestforyou?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Arethereanytimesordaysthatareimpossibleforyou?
__________________________________________________________________
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
18
CERTESL/ECUR-TESLRequestFormtoVisit
aSaskatoonK-12School
Students:pleaseusethisformtoprovideinformationtotheCERTESLProgramOfficeaboutyourrequestfor
visitationpermission.
StudentName:________________________________________________
Address:
StudentNumber:
CourseNameandNo:________________________________________________________
Telephone(h):______________ (w)_______________ Email:_______________________
Describebrieflythenatureofyourassignment:_____________________________
________________________________________________________________________________________
________________________________________________________________________________________
Checkthefollowingwhereappropriate.Iwishto: Observeclasses____
Teach/TutorStudents____
InterviewStudents____ InterviewaTeacher____
Howmanytimesdoyouwishtovisittheclass?____________
Howlongwilleach
visitbe?_________________
Doyouhaveapreferenceforapublicorseparate
school,andifso,which?_________________________________________________
Haveyouundergoneapolicecheck?_____Ifnot,areyouwillingtodoso?_____
Ihavethefollowingspecialrequirements.(Thisiswhereyoumayindicateifyouwishtoworkwithparticularage
orethnicgroups,ifyouhaveaphysicaldisability,etc.)
__________________________________________________________________
__________________________________________________________________
Arethereparticulartimesordaysthatarebestforyou?
__________________________________________________________________
Arethereanytimesordaysthatareimpossibleforyou?
__________________________________________________________________
Pleasesignbelowindicatingthatwehaveyourpermissiontosharethisformwiththeschoolwhereyou
willbeworking.Ifthereisinformationyoudonotwishmadepublicinthisfashion,pleasecontact(306)
966-5563.
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Part2:ObservationsAcrossCERTESL
InstructionsforObservingAcrossCERTESL
StudentsintheCERTESLprogramarerequiredtocompleteatotalof10hoursof
classroomobservationbeforeapplyingtoenrollineitherthepracticum(TESL42)or
theprofessionalproject(TESL43/ECUR493).Thisistoensurethatyouhave
opportunitiestoobservehowteachersapplylanguageteachingtheoryintheir
classroomteachingandtoexperiencetheactualdynamicsoftheclassroomin
preparationforyourpracticum.Duringthepracticum,youwillhaveadditional
opportunitiestoobserveteachersandpeers.
Thissectionexplainshowyouwillcompletetheseobservationhoursasyouwork
throughtheCERTESLprogramtowardthepracticum.
AsoutlinedintheonlineCERTESLHandbook,youshouldhaveaccesstostudentsto
completeyourcourses.EvenifatcertaintimesyouwillnothaveaccesstoEnglish
languagelearners(forinstance,ifyouliveinaparticularlyremoteareawithlittle
accesstoEnglishlanguagelearners),youwillstillnotbeadmittedtothepracticum
orprojectunlessyouhaveatsometimefoundtenhourstoobserveinalanguage
classroomandtodocumentandreportonyourobservationspriortotakingthe
practicum.
WhoCanIObserve?
Thereisarangeofclassroomsinwhichyoucanobserve,fromelementary,to
secondarytoadultinCanadaorelsewhere.YoucanobserveinLINCprograms
offeredbysettlementagencies,libraries,orcommunitycolleges.Youcanobservein
privateorpubliclanguageprograms,orinpost-secondaryprogramsfor
internationalstudents.YoucanobserveinCanadaorinanothercountry.Readyour
Protocoldocumentforamorecomprehensivelist,keepinginmindrestrictions
imposedbyyourprofessionalaccreditationorcertificationobjectives.
WestronglypreferthatyouobserveinanEnglishlanguageclassroom.However,if
youmeetthreeconditions,youmayobservefornomorethan4hoursinaforeign
languageclassroom(e.g.,French,Spanish,German,Cree,etc.):
•
ifyoucanspeakenoughoftheforeignlanguagetounderstandthe
teachers’instructiontostudents
•
ifyoudonotneedtousethoseobservationhourstomeetTESLOntario’s
requirements
•
ifyouarenotinapositiontoobtainanobservationplacementforthefull
tenhoursinanEnglishlanguageclassroom.
Youwillgainthemostfromyourobservationiftheteacherthatyouobservehas
someformaltraininginthefieldoflanguageteachingandatleast2yearsof
experience.
Youmaynotusepeerobservationsorvideotapedlessonsaspartofthis
requirement.
19
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
IfyouplantoapplyforTESLOntarioaccreditationor,afterSeptember2017,for
TESLCanadaStandardIIcertification,youwillneedtoconducttheseobservations
inanadultprogramenvironment.IfyouarenotplanningtoapplytoTESLOntario
orforTESLCanadaStandardII,youmayobservestudentsofanyageduringthese
pre-practicumobservations.TESLCanadaStandardIcertificationprospectsmay
observestudentsofanyageatthisstage;however,theirpracticahavetobecarried
outentirelywithadultlearners,andyoumaywishtoapplyStandardIIprovisions
justincaseyoudecidelatertoobtaintheStandardIIcredential.
WhenCanIObserve?
Youcanobserveatanytimepriortoenrollmentinthepracticum.Atleasttwo
hoursneedtooccurduringenrollmentinTESL21/ECUR291andTESL31/ECUR391.
Whileitisrecommendedthatyouobserveforatleasttwohoursduringeachcourse
youtakebeforethepracticumorproject,youmayalsodoallofyourprepracticum/pre-projectobservationsatonetime(althoughthisisnotthebestidea
asittendstoreducethebenefitofreflectivelearning).Ifpossible,youshouldnot
doallofyourobservationduringTESL21and31,butspreaditacrossyourwhole
pre-practicumtimeinCERTESL.Inthisway,youwillbeabletoobservehow
teachersapplythetheoreticalconceptsintroducedinallofthecoursesthatyou
takepriortothepracticum.However,ifyouhavebeengrantedspecialpermission
totakethreecoursesduringyourfirstterminCERTESLinordertocarryoutyour
practicumorprojectduringthesecondterm,youwillneedtodoalltenhours
duringthefirstterm.
HowWillIDemonstrateMyObservationTime?
YouwilldocumentthehoursthatyouhaveobservedthroughtheDocumentationof
ObservationformandObservationReportFormsthatfollow.Pleasemakeasmany
copiesasyouneed.Youmaywanttokeeptheseformsinaseparatefoldersoas
th
nottolosethemovertime.Youmustsubmitthemnolaterthanthe15 ofthe
monthpriortothemonthinwhichyoustartyourpracticumorproject.Theywill
thenbepassedontoyouracademicadvisorforfeedback,andeventuallytoyour
UniversityofSaskatchewanpracticuminstructor.
Youhavebeensuppliedwithacopyofaformtodocumenteachofyour
observationhours.Itincludesaplacefortheteacher(s)whoseclassyouobserved
tosign.Inorderfortheobservationtobeofficial,youmustobtainasignaturefrom
theteacherintheclassthatyouobservedindicatingthatyouhavecompletedthe
observation.
Youhavealsobeensuppliedwiththereportformthatyouwillneedtocomplete
foreachperiodofobservation.Twoversionsofthereportformhavebeensupplied
foryouattheendofthisdocument.Thefirstversionisasamplecopyofa
completedform.Thesecondisaquestions-onlyversionwithspaceforyouto
respond;youmaymakeasmanycopiesofitasyouneedforyourreports.
PleasefillinoneObservationReportFormforeachlessonyouobserve.Alessonis
definedastheperiodbetweenonebreakandthenext:usuallyaslongasninety
minutesinanadultprogramcontext,andasshortasfortyminutesinan
elementaryprogramcontext,butNEVERasawholedayorhalf-day.Ifyouobserve
forawholemorningorawholeday,treateachperiodbeforeorafterabreakas
onelesson;forinstance,ifyouobserveforfourhoursduringwhichtherearetwo
breaks,youshouldfilloutthreeforms.
20
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Youmaywriteyourreportsbyhandifyourhandwritingislegible,oryoumaytype
them.Whenyouhavecompletedyourreportsonalltenhours,submitthemtothe
CertificatesAdministrationOfficebymail,email,faxorhanddelivery.Aslongas
theycanberead,andaslongaswereceivethemintimeforyoutoregisterinTESL
42or43(April15,August15,December15),we’renotparticularabouthowyou
produceorsubmitthem.
Pleasemakesurethatyouphraseyourobjectivesclearly,thatprocessinformation
isadequatetosupportyourcommentsandsuggestions,andthatyouareproviding
differenttheory-practicelinksforeachreport.Ifyourreportsarenotreasonably
thoroughandclear,theymaybereturnedtoyouforrewriting.
SpecialNotes
IfyouchoosetotakeTESL43:ProfessionalProjectinsteadofTESL42:Supervised
Practicum,youwillstillneedtocompleteinadvance10hoursofobservationto
ensurethatyouhaveseenhowteachersapplytheoryandtoexperiencetheactual
dynamicsofthelanguageclassroom.
Ifyoureceivedtransferofcreditforcoursestakenatanothereducational
institutionandwouldliketohaveguidedobservationscarriedoutatthatinstitution
countedasObservationAcrossCERTESLhours,youmustdemonstratethatyou
observedinanactuallanguageclassroom(notjustobservationofpeerteaching)as
anofficialpartofyourprevioustrainingprogram.Youmustindicatethenumberof
hoursobservedandconfirmthatthroughaletterfromtheteacherwhereyou
observedorfromastaffmemberattheprevioustrainingprogram.
OtherobservationsdonebeforeyouenrolledinECUR-TEALorCERTESLcourseswill
notbeacceptablebecausetheObservationsAcrossCERTESLareopportunitiesfor
youtoapplythetheorythatyoulearnedinyourCERTESLcoursestoclassroom
practice.Ifyoudidnotcarryoutobservationswithexplicitreferencetoand
guidancefromaTESLtrainingprogram,theywillnotbecounted.
Ifyouhavespecificquestions,contacttheCERTESLAcademicCoordinator.
21
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
22
ObservationacrossCERTESL:
DemonstrationofObservationForm
Pleasecompletethisformasyouprogressthroughyourobservations.Printsoallentries
arelegible.Thesignaturesoftheteachersyouobservewilldemonstratethatyouhave
completedtherequirednumberofpre-TESL42/43observationhours(10).Spaceforfive
entrieshasbeenprovidedbelow.Youmayneedtomakeanothercopyofthispage,
dependinguponthenumberoflessonsyouobservetomakeuptenhours.
YourName:________________________________YourStudentNumber:________________
Datesand
hoursof
observation
Name(s)andlocation(s)ofinstitution
Signatureandprintedname(s)of
teacher(s)
Contactphone
number(s)
*Don’tforgettofillintheObservationFormeachtimeyouobserveinaclassroom.
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
SampleCERTESLObservationReport
TobecompletedbytheCERTESLstudentteacher:
Studentname(printed)andsignature:
Naomi Hayakawa
Naomi Hayakawa
Typeofprogramobservedandlocation:
part-time morning LINC program for recent adult immigrants
to Canada in Saskatoon, SK. Level 2 (high beginner-low
intermediate.) Students are between 30 and 60 years of age.
Numberofhoursobserved:1.25hours(75minutes)
Foryourobservationperiod,listthefollowing:
Topic(s)/theme(s)ofthelesson,expressedintermsofcommunicativepurpose
(e.g.,makingadoctor’sappointment,winterclothing,etc.)
ask and give information about a person’s childhood
Objectivesofthelessontaught:
Main (terminal, content) objective: Students will ask and
respond to questions about their childhoods using “wh” words
and past tense
Enabling objective: Students will form questions using “wh”
words (who, what, where, when, why, how)
Enabling objective: Students will use simple past tense
accurately in questions
Describethreethingsaboutthelessonthatyoufoundeffective.
•I
liked the way the teacher introduced the lesson by
giving information about her own childhood
• the teacher modelled the task for the students
• she knew and used the names of all students
23
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Explaintwotothreethingsyoumighthavechosentododifferently.
• The teacher is very good at drawing and often drew to
demonstrate the meaning of words such as skating. I am not
such a good artist, so likely I would use more mime to
demonstrate activities.
• I would have repeated more key phrases because the newer
students had trouble picking out main points.
• Students might benefit from some homework on the topic
because there wasn’t enough class time to explore all their
ideas or to do much writing. The instructor says most of the
students have jobs or child-care responsibilities so a lot
of homework isn’t a good idea, but I think some of them
might appreciate the option.
Explainthreethingsyouobservedinthisclassroomthatconnecttotheoretical
conceptsyoucoveredinyourCERTESLcourses.Brieflylistthreeconnections
betweenwhatyouobservedintheclassroomandwhatyouhavecoveredin
yourcoursereadings.
Module 1 of TESL 21 describes the LINC program and I was
able to see how it works. I was impressed by the way the
teacher was able to deal with students from different
backgrounds and with varying language proficiency levels and
literacy skill sets.
In module 5 of TESL 21, I read about the role of the
“affective filter” in language acquisition. In this lesson,
I saw that the teacher made the learners comfortable by
using their names, modeling the activity and sharing
relevant information about her own life. The atmosphere
seemed relaxed, so students were willing to experiment with
the new language.
In module 6 of TESL 21, I learned about the three stages of
a lesson: presentation, practice and production. I was able
to see the first two stages in this lesson. The teacher
planned to work on the last phase after the break (see next
report).
24
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
CERTESLObservationReportForm
TobecompletedbytheCERTESLstudentteacher:
Studentname(printed)andsignature:
Typeofprogramobserved,location,levelandagerangeoflearnergroup:
Numberofhoursobserved:
Foryourobservationperiod,listthefollowing:
Topic(s)/theme(s)ofthelesson,expressedintermsofcommunicativepurpose
(e.g.,makingadoctor’sappointment,winterclothing,etc.):
Objectivesofthelessontaught:
Describethreethingsaboutthelessonthatyoufoundeffective.
25
ProtocolforWorkingwiththeELTCommunityandObservationsAcrossCERTESL
Explaintwotothreethingsyoumighthavechosentododifferently.
Listthreethingsyouobservedinthisclassroomthatconnecttotheoretical
conceptsyoucoveredinyourCERTESLorotherTESLtrainingcourses.Explain
theconnectionsbetweenwhatyouobservedintheclassroomandthe
particularmodulesandconceptsyouhavecoveredinyourcoursereadings.
Pleasecitemodulesandcoursenumbers.
26