Endorsement Competency
Evidence Chart
Standard 1 Knowledge About Language: Teachers demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help Multilingual Learners (ML) acquire academic language and literacy skills specific to various content areas.
Content Topic
Evidence A
Evidence B
1.1 Teachers demonstrate knowledge of English language systems of grammar, (including phonology, morphology and syntax) in different discourse contexts (i.e. pragmatics, and semantics) to promote the development of students’ reading, writing, speaking, and listening skills across content areas. Teachers serve as language models for ML students.
1.1a Grad school course on Grammar
Description: Descriptive English Grammar 4 credit course taken at Wheaton College.
Analysis/Reflection: This was a foundational class I took when working to receive my TESOL certificate. The focus was on basic English grammar and how to teach different grammatical rules in a EFL or ESL classroom. Part of the course included teaching a grammar point using the TPR (Total Physical Response) method to classmate. I chose to teach prepositions, using a plate, a cup, and a piece of candy to demonstrate in, on, and under.
1.1b Grad school course on English Phonology
Description: English Phonology 2 credit course taken at Wheaton College.
Analysis/Reflection: This was a class I took that focused on learning the international phonetic alphabet as well as focused on the placement of the tongue, lips, and shape of the mouth when creating the different sounds that make up our alphabet. We also looked at other country sounds that are difficult to pronounce in English and how to address those in teaching. I still use many of the examples I learned during that summer course to help students with difficult sounds (l and r or th sound, v and b sounds).
1.2 Teachers demonstrate knowledge of second language acquisition theory, developmental process of language learning, and common ML learning standards (e.g. WIDA English Language Development (ELD) Standards) to set appropriate expectations for and facilitate language learning.
1.2a WIDA performance definitions
Description: Chart from WIDA on proficiency levels 1 – 6 for grades k-12.
Analysis/reflection: I use this chart and give it to teachers along with the WIDA can-do descriptors chart to help them see what their students are able to do at each level of English Language proficiency. For example, entry level students need more visual representation of language, whereas level – 5 Bridging students who are about to exit our program have an oral and written language comparable to English-proficient peers. There are 6 levels: 1 – entering, 2- beginning, 3 – developing, 4 – Expanding, 5 – bridging, and 6 – reaching.
1.2b Book from graduate school course on cross-cultural teaching
Description: The First Step on the Longer Path – Becoming an ESL Teacher, by Mary Ashworth.
Analysis/Reflection: This book has a good section on how second language is acquired and taught. There is are similarities as well as differences in L1 and L2 acquisition. For example, motivation for learning might be different in L1 and L2. Whereas both groups need comprehensible input. This book covers those as well as covers theories of L2 acquisition. Such as, acquisition versus learning. Here Krashen shares his view of how students acquire more language than they learn, provided they are exposed to interesting and relevant language.
1.3 Teachers demonstrate knowledge of language processes (e.g., interlanguage and language progressions) across different developmental levels and diverse cultural groups to facilitate and monitor students’ language learning in English.
1.3a Book from graduate school
Description: The First Step on the Longer Path – Becoming an ESL Teacher.
Analysis/Reflection: Interlanguage represents the steps between knowing no English and knowing nearly everything. There is a concern that some could develop a “freeze” in L2 along the way if they have picked up enough to get by with their needs. It needs to be understood that academic English takes much longer to master than social English.
1.3b Cross-cultural teaching course and teaching experience in Japan
Definition: A graduate school course on learning about how different cultural groups belief systems towards learning, the teacher, and the classroom, affects language progression in different ways from various cultures. Some students from Asian cultures might believe English is just a set grammatical rules that need to be memorized, but don’t take into account the pragmatics or the body language and gestures that go along with learning a language.
Analysis/Reflection: I remember teaching in an after school program in Japan many years ago and the 30 students I had were there to learn English conversation through games and activities, but part of the time my supervisors wanted tables set up and students doing exercises in workbooks. Part of the culture dictated what their beliefs towards English language progress looked like and to them, and it included completing workbook assignments. They were looking at a more rule-based approach to learning, and I was looking at a more function-based approach to teaching. I learned a lot about different cultures through this experience.
1.4 Teachers apply knowledge of English academic language functions, learning domains, content-specific language and discourse structures, and vocabulary to promote intellectual rigor and academic proficiency for ML students across content areas.
1.4a Great Writing Series
Description: Great Writing Series, by National Geographic Learning.
Analysis/reflection: I have used these books with great success over the last five years to help students to be able to write various different styles of academic essays and further develop topic sentences and paragraphs with rich supporting details. We looked at narrative, persuasion, and description essays.
1.4b Reading inference cards
Description: Learning set of cards for ELL students to help develop academic proficiency.
Analysis/Reflection: According to Study.com “The mastery of academic language enables students to read, analyze, compare, contrast, explain, infer, and respond to academic text.” Many of the ones mentioned are used in various content areas throughout the school day. This is a helpful tool to give students the skills needed so they can participate in classroom discussions, and/or in science class experiments.
Standard 2 Multilingual Learners in the Sociocultural Context: Teachers demonstrate and apply knowledge of how dynamic intersectional factors of academic, personal, familial, racial, cultural, gender, sexual identity, social, socioeconomic, and sociopolitical contexts impact the education and language acquisition of Multilingual Learners as supported by research and theories. Teachers investigate the academic and personal characteristics of each student, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices. Teachers recognize the need for diversity and cultural awareness and how educator identity, role, culture, and biases impact the interpretation of ML students’ strengths and needs.
Content Topic
Evidence A
Evidence B
2.1 Teachers demonstrate knowledge and appreciation of how dynamic intersectional factors impact the education of students and seek resources to better understand and appreciate the inherent heterogeneity within culturally and linguistically diverse groups.
2.1a Book on cultural differences
Description: Tokyo Friends, by Betty Reynolds is a book where two kids from different cultures embrace their differences.
Analysis/Reflection: This is one of my favorite books to use to teach children on how to embrace different cultures in a fun and user friendly way. Everything from the way we greet each other, to the things we eat, to the way we count to ten, or the orientation of words on a page that we might read from right to left or vice versa or vertically or horizontally. Even different holidays we celebrate. Kids learn to appreciate the inherent heterogeneity within other cultural groups.
2.1b Book on intercultural awareness and picture for one activity.
Description: Developing Intercultural Awareness, by L. Robert Kohls and John M. Knight.
Analysis/Reflection: This book provides activities to help teach and develop intercultural awareness and show individuals the impact communication has on cross-cultural interactions. “Intercultural communication is a “…process by which two individuals who do not belong to the same culture ‘try’ to exchange a set of ideas, feelings, symbols …meanings.” (59) One activity used to demonstrate this is a picture of a young woman, or is it an old woman? We perceive things differently. It shows how we unconsciously bring prior assumptions or associations to communication.
2.2 Teachers demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for students as well as promote critical awareness of the intersection between language, race, and identity.
2.2a Cultural and Linguistic Differences, by Donna Ford, PhD, Vanderbilt University
Description: Article about what teachers should know about cultural and linguistic differences.
Analysis/Reflection: By using self-reflection teachers are able to see their personal worldviews and how they influence their teaching, and possibly affect inappropriate expectations placed on students. “Culturally responsive teachers create classroom environments that make students feel empowered and successful, regardless of their cultural or linguistic differences.” Learning about cultures, values, and beliefs is a first step in promoting linguistic diversity.
2.2b Drexel.edu – Importance of Multicultural Education
Description: Article addressing cultural and linguistic diversity to promote learning.
Analysis/Reflection: “Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities.” Students become more open-minded and more unprejudiced to diverse cultures and different ways of seeing things. By promoting awareness, students can become more empathetic to different races and the vast cultural experiences and perspectives that they bring that enrich classroom learning.
2.3 Teachers devise and implement methods to understand each students’ academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices. Teachers utilize current best practice to support students who have experienced trauma and/or have had limited or interrupted formal education. These instructional and assessment plans build upon the students’ strengths and provide the supports and accommodations needed for students to express their knowledge.
2.3a Accessing Students’ Background Knowledge in the ELL Classroom, by Kristina Robertson
Description: Article about learning about student background knowledge to help bridge gaps to make content more relevant and accessible.
Analysis/Reflection: Some ways this article mentioned we as teachers can help understand and tap into ELL background knowledge includes: researching about the countries your students come from, find materials to engage students through art or music, and using stories from other cultures to help students to connect to what they are reading. This is a good way to help ELL students know their diverse backgrounds are valued in your class.
2.3b Current Performance Data
Description: WIDA screeners and data collected on ELL students (names withheld).
Analysis/Reflection: There are WIDA screeners performed on students that help understand each students’ academic background and current data from classroom assessments to help better understand how to best develop individualized instruction. One student that I am currently working with is in 1st grade and scored an entry level 1 on his WIDA screener test. The data from the classroom teacher recently also confirms that he is still struggling with phonemic awareness and so we did some changes in his instruction to include phonemic awareness drills and activities.
2.4 Teachers devise and implement methods to learn about personal characteristics of the individual student (e.g., interests, motivations, aspirations, strengths, needs) and their family (e.g., language use; literacy practices; migrant, transnational, undocumented and/or refugee experiences) to develop effective and culturally responsive instructional practices to be implemented throughout the students’ academic day. Teachers also use this knowledge to support and celebrate students’ development of their own unique cultural identity and to ensure families can authentically engage in their students’ education.
2.4a Dropping off groceries – a favorite with food flash cards
Description: Dropping off groceries and reading books to connect with the family outside of school to help out.
Analysis/Description: One week at school I did a special lesson set using flash cards on what the kids liked and didn’t like to eat. From there I asked what their 5 favorite foods were. From the cards the 3 brothers picked, I went to the grocery store and picked up some things they liked and brought the box of food over for the Christmas holiday. I wanted to also connect with the step-mom to bring some books for the kids so they could read over the break and continue to develop their literacy skills.
2.4b Holiday Traditions in your family
Description: An assignment I gave my 3rd grade student from Chile to help better understand more about him and his family.
Analysis/Reflection: Every time I asked my 3rd grade student a question about Chile his face would light up. I realized throughout the semester that if there were assignments I could give him where he could share more about his rich cultural heritage, I wanted to find ways to celebrate his unique cultural identity. My area focus was on his writing skills. We started with a form where he could read the questions and fill in the blanks with answers. The next assignment we progressed to writing a paragraph about Christmas.
2.5 Teachers identify and describe the impact of their identity, role, cultural understandings, personal biases, critical knowledge of U.S. culture and hidden curriculum bias on their interpretation of the educational strengths and needs of individual students and Multilingual Learners in general.
2.5a Reflective Teaching
Description: Reflective Teaching in Second Language Classrooms, by Jack C. Richards.
Analysis/Reflection: “Teaching is a very personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.” (36)
Having lived overseas for 14 years and being a 2L learner myself, I bring an understanding and empathy for Multilingual Learners that I work with. I know the frustrations and the misunderstandings, and that helps me to be a better teacher to my students. For me it is important to build trust and a relationship, and from there it is easy to create an environment that enhances learning. I then become a coach cheering my students to reach their academic language goals.
2.5b How to support needs of Multilingual Learners
Description: How to Support Multilingual Learners (MLLs) in the Classroom, by Jennifer Corujo.
Analysis/Reflection:
Multilingual students come to the classroom with linguistic experiences and many assets that should be considered as educational strengths. I like what she said about possible former bias when she remarked, “Using multilingual learner breaks away from an English-only mindset found in the term English Language Learner.” She mentions many good strategies we can use as teachers to help support our ML learners. We can build on background knowledge and help build vocabulary. We need to engage our students in conversation and then check for comprehension. These are good things to keep in mind in my role.
Standard 3 Planning and Implementing Instruction: Teachers plan supportive environments for Multilingual Learners, design and implement standards-based instruction using evidence-based, student-centered, interactive approaches. Teachers make instructional decisions by reflecting on individual student outcomes and adjusting instruction. Teachers demonstrate understanding of the role of collaboration with colleagues and communication with families to support their students’ acquisition of English language and literacies in the content areas. Teachers use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for students.
Content Topic
Evidence A
Evidence B
3.1 Teachers plan for culturally responsive, linguistically relevant, supportive, and inclusive environments that promote students’ learning. Teachers design scaffolded instruction of language and literacies to support standards and curricular objectives for ML students in the content areas.
3.1a Graphic Organizers and Visuals
Description: Materials and resources as well as repetition and modeling for entry level 8th grade student.
Analysis/Reflection: Last month I screened and started working with an entry level 8th grade student. As we were working on vocabulary related to daily activities, school schedules and time I quickly realized that he needed a graphic organizer to help him remember the times of the day. I also cut out visual pictures so he could match them with his graphic organizer as he was began to make connections with the new vocabulary. From there I created sentence stems where he needed to use the new vocabulary or pictures to fill in the blanks and modeled it for him many times first. As I continue to work with him daily I see him speaking more and more as he now has a framework to assist him in language reproduction.
3.1b WIDA Scaffolding Webinar
Description: 3 week online course that met weekly. WIDA Scaffolding Learning Through Language Facilitated Webinar Series.
Analysis/Reflection: In December of 2023 I enrolled in a WIDA course that was recommended by Stephanie Vogel, our Title III and EL Program Director for Vermont. This course started with an activity of making origami without instructions in order. From there we were given them in order. And after that a video. It was to show us how difficult it is for ML students when they first come and have no framework or support for understanding instructions in any of their content classes. This activity and the frustrations helped us to better understand how our students feel. One of the sections in our workshop covered different types of oral language on a scale going from talking with friends to giving presentations. The same with written language and how we can do scaffolding exercises to help our students’ master curricular objectives.
3.2 Teachers instruct students using evidence-based, student-centered, and developmentally appropriate interactive approaches, and ensure equitable access to instructional technology and materials.
3.2a Ventures Arcade online practice
Description: Interactive online program that follows the different level books to allow students additional practice in listening, reading comprehension, grammar and sentence structure, and vocabulary recognition at their own pace, with instant feedback.
Analysis/Reflection: This is one of my favorite online tools to give older students practice in listening, reading comprehension, sentence structure, grammar, and vocabulary. It is interactive and free to use at any time. It is structured with different levels that coordinate with student books, which have QR codes for additional grammar explanation, and workbooks. Each unit topic is the same in level, but only harder. I find this software very student centered and developmentally helpful as well as appropriate.
3.2b Evidence- based instructional strategies
Definition: Article written by Jessica Pastore on evidence based strategies.
Analysis/Reflection: Some of the things mentioned in her article to keep in mind include: use clear learning goals, engage prior knowledge, share & model along with visual evidence, check for understanding and comprehension along the way with exit tickets, provide feedback by using compliments with corrections, and chart student progress in a learning graph so they can see how they are improving. These are all good ways of evidence- based and student -centered approaches towards language acquisition. The author states, “EBI are strategies consistently associated with positive learning outcomes. You can rest easy knowing that these strategies have been peer-reviewed and are backed by scientific data.”
3.3 Teachers balance academic support and rigor by adjusting instructional performance indicators based on critical reflection of students’ learning outcomes in both language and content. Teachers distinguish between indicators of language acquisition and indicators of learning disabilities.
3.3a WIDA English Language Can Do Descriptors, Proficiency Level, and Key Use of Language: Grades 6-8
Description: Chart of each level 1-6 of what kids can do in listening, speaking, reading, oral language, and writing.
Analysis/Reflection: This chart is helpful for me as well as something I can give to teachers that have ELLs in their classrooms. I recently screened a new 6th grade student who was at the overall 1.5 language proficiency level. By giving this chart to his teacher, she can easily see what he is capable of doing in the various domains. For example: in listening the student can Process Recounts by: identify familiar objects, point to objects. Whereas in Process Explanations by: Matching instructional language given orally, with visual representation.
3.3b Distinguishing Between a Language Acquisition Problem and Learning Challenges in ELL Students.
Description: Article by Michele Hudson from University of Saskatchewan related to the difficulties distinguishing language acquisition problems from learner challenges.
Analysis/Reflection: “In order to effectively distinguish between language acquisition difficulties and learning challenges there needs to be a team-based process requiring extensive analysis of student opportunities to learn in the classroom and response interventions, consideration of background data and factors, and the use of appropriate formal and informal assessments over time to monitor student progress.”
3.4 Teachers collaborate with other educators, school personnel, community partners, ML students’ and their families to foster an equitable, and inclusive learning environment that supports rigorous learning of language and literacies in the content areas.
3.4a Literacy Intervention along with ELL Services for 1st grade student
Description: Added extra literacy intervention for ELL student.
Analysis/Reflection: After meeting with the teacher and looking at the data, we talked with instructional staff, my supervisor, and literacy intervention to adjust my time with a student in order to also add literacy intervention so we can focus especially on phonemic awareness with a student who is struggling behind all his classmates. The student is frustrated about how many times he is now pulled from class by different people, so after spring break we will reassess what is in the best interests to help this young ELL student thrive and develop his literacy skills.
3.4b Parent input on writing for 2nd grade son in ELL program
Description: Parent conversation and discussion on a plan to help improve writing skills of their son.
Analysis/Reflection: After talking with a parent and seeing sample writings from her son over the summer we came up with a plan this year to focus on developing his writing skills and expand his use of supporting details as well as transition words in writing samples. We worked hard to create an environment that supports rigorous language and literacies in topic areas of interest of the student to ensure full engagement. Those areas included: people of interest, science, and space exploration.
3.5 Teachers use and adapt relevant materials and resources which facilitate a culturally responsive curriculum across content areas; make appropriate accommodations for students who lack equitable access to digital resources; support communication with other educators, school personnel, relevant community partners, interpreters, ML students’ and their families; and foster student learning of language and literacies in the content areas.
3.5a Language software loaded onto laptop to be given to student
Description: The IT department for the district is taking my old laptop that I am donating and will load it with 3 levels of language software for a 6th grade student who doesn’t have access to digital resources at home.
Analysis/Reflection: This family doesn’t have equitable access to digital resources or the finances to provide the needed extra resources to support reading literacy at home. This is one way that we can adapt and use IT resources to accommodate the need for curriculum that will include: reading comprehension, but also grammar, vocabulary recognition, and listening practice. We have added to his plan a social worker who meets weekly with him, that has lived in his home country and speaks his language. This has also been a huge step in helping overcome difficulties that students face in their first full year of academic studies in a new country.
3.5b Student project on famous person from Vermont.
Description: An assignment given by teacher for the whole class with a presentation event for the school.
Analysis/Reflection: A 3rd grade teacher approached me with ideas of things to help my ELL student with during this spring season. Her class is doing research on famous Vermont born people and the students need to find different key things about their character and then turn that information into a speech and share it as if they were that actual person. This will be an event held at the school towards the end of the year. My student is so excited about what he is learning that our time always flies by too quickly. It is great seeing so much enthusiasm in this young student from Chile.
Standard 4 Assessment and Evaluation: Teachers apply assessment principles to analyze and interpret multiple and varied assessments for Multilingual Learners, including classroom-based, standardized, and language proficiency assessments. Teachers understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Teachers understand the importance of evaluating progress results in an accessible format for other educators as well as in the home language(s) of students and their families.
Content Topic
Evidence A
Evidence B
4.1 Teachers apply knowledge of validity, reliability, and assessment purposes to analyze and interpret student data from multiple sources, including norm-referenced and criterion-referenced tests. Teachers make informed instructional decisions in collaboration with other school specialists (i.e., reading specialist, special educators), if applicable, that support language learning.
4.1a Literacy intervention for 1st grade student
Description: Added extra literacy intervention for ELL student.
Analysis/Reflection: After meeting with the teacher and looking at the data from assessments done in class, we talked with instructional staff, my supervisor, and literacy intervention to adjust my time with a student in order to also add literacy intervention so we can focus especially on phonemic awareness with a student who is struggling behind all his classmates. The student is frustrated about how many times he is now pulled from class by different people, so after spring break we will reassess what is in the best interests to help this young ELL student thrive and develop his literacy skills.
4.1b K student with speech difficulties also screened as an ELL student
Description: Assessment of student with speech difficulties also assessed as ML student.
Analysis/Reflection: This is an area where I wish there was more collaboration between special educators in our district. I was called in to screen a student that speaks another language at home and at times she slurs her speech and it is hard to understand. From her screener results she was classified as an ELL student and offered services, but at times as I have worked with her, I wonder if it is more of a speech issue going on. She is a high functioning fluent ELL student, so I am curious to see her WIDA Access results in the coming weeks. This is where maybe it would have been helpful to meet with the speech therapist at the beginning of the year.
4.2 Teachers demonstrate understanding of classroom-based formative, summative, and diagnostic assessments scaffolded for both English language and content assessment. Teachers understand how to approach assessments and results with a critical understanding of test-bias towards non-native speakers of English. Teachers determine language and content learning goals based on assessment data and their understanding of individual student abilities. Teachers distinguish between indicators of language acquisition and indicators of learning disabilities.
4.2a Formative vs. Summative assessments for ELLs
Description: Article address Formative and summative assessments.
Analysis/Reflection: “Summative assessments often have high stakes and are treated by the students as the priority over formative assessments…
An over-reliance on summative assessment at the conclusion of an element of study gives studies a grade, but provides very little feedback that will help them develop and improve before they reach the end of the module/programme.” This is something to consider along with diagnostic testing. Sometimes I get frustrated with the WIDA Access testing and wish there were shorter tests that could be done though out the year. Too much weight is given to the scores on the WIDA assessments.
4.2b Diagnostic Assessments for ELLs
Description: Article of different types of diagnostic assessments that can be used.
Analysis/Reflection: Sentence starters can be used to offer scaffolding for diagnostic testing to help assist ELLs with their responses. Breaking down assignments into bite size manageable steps will also support comprehension.
Entry and Exit Tickets as well as Mind Maps. I have used mind maps on certain subjects to see what prior knowledge and vocabulary an ELL student might already know.
4.3 Teachers demonstrate knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate to ML students for standardized assessments.
4.3a First Year VTCAP Exemption For ELA portion of VTCAPS testing.
Description: Exemption from ELA VTCAPS for first year ML student.
Analysis/Reflection: I advocated for an exemption for my first year entry level 6th grade student for his ELA test in English, noting he just arrived to the states and was a Level 1 entry level student. “Federal law exempts English Learners who enrolled in a U.S. school for the first time within the last 12 months (before the beginning of the test window) from the ELA assessments.” It was good not add this extra testing stress to this student who was already facing many difficulties in adjusting to a new culture and school culture setting.
4.3b 6th Grade Level 1 Student to take Math test in Spanish accommodation.
Description: Accommodation for VTCAPs test in Math.
Analysis/Reflection: After talking with school specialists and his teacher at the beginning of the year and then again this winter, we decided it would be in the students’ best interests to take his VTCAPS Math test in Spanish. All year long he has been using a Spanish text alongside an English test and still is struggling with the academic vocabulary to take this test in English. According to education.vermont.gov, “The stage of English language acquisition demonstrated by the individual student must be taken into consideration when choosing the most appropriate accommodations.”
4.4 Teachers demonstrate understanding of how English language proficiency assessment results are used for identification, placement, and reclassification of individual students and are aware of relevant local, state and federal guidelines. Teachers demonstrate knowledge in what makes data accurate, valid and reliable and critically examines student assessment data with this lens.
4.4a WIDA Vermont Access for ELLs Online checklist
Description: Guidelines from the state on how, when, and what to do before, during, and after testing.
Analysis/Reflection: This checklist helps ELL teachers to know what needs to be done for ELL students before, during, and after Access testing, as well as what is needed to do for the state to make sure data is accurate, valid, and reliable. It also includes state-specific clarification for exit criteria, grades 1-12 and notes that Kindergarten students can’t exit, but need to be reassessed in 1st grade and specific information about Alternative Exiting Pathways.
4.4b Partial screener for K student from Chile (Listening and speaking)
Description: I was asked to screen a student in K for ELL eligibility.
Analysis/Reflection: A student was struggling to keep up in class, so I found out that this student was at a previous school, but only given a partial WIDA screener in listening and speaking, but when I gave the full WIDA screener her overall scores went way down and she became eligible for ELL support services. She scored high in listening and speaking, but very low in reading and writing. In fact, she didn’t know her alphabet and couldn’t read words. It has been good to work with her beginning, middle, and end sounds and see her develop her literacy skills. She now is beginning to read short sentences and is close to catching up with the other 1st graders in her class.
Standard 5 Professionalism and Leadership: Teachers demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of Multilingual Learners, advocating for students and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through collaborative teaching.
Content Topic
Evidence A
Evidence B
5.1 Teachers demonstrate knowledge of effective collaborative strategies to establish norms and expectations of support with content area teachers, school leadership, multicultural liaisons, and other school staff; to co-design effective Tier I instruction; to serve as a resource for culturally relevant ML instruction; and to advocate for students and their families.
5.1a Collaboration with 1st grade teacher – Student from Burma
Description: Frequent meetings with teacher to act as a Burmese cultural resource and together look at areas of needed practice in English.
Analysis/Reflection: I have reached out by email as well as in person to connect with a teacher when I pick up my student weekly. We have addressed some culturally awkward moments when this student brought snacks to share and other kids that were unfamiliar to the other students, and the importance of being culturally supportive. We have also discussed reading strategies, such as multiple short text readings for 3 minutes to improve reading flow and other strategies the class is using to practice reading fluency.
5.1b Meeting with teachers and counselor for new EL student.
Description: Meeting with middle school teachers for new ELL student.
Analysis/Reflection: In March I met with all the teachers for a new middle school 8th grade that was a level 1 learner to discuss strategies of how to make accommodations for this student. We discussed having him read a book in Spanish for ELA class and doing his Math with Spanish translation. The school also purchased a subscription for a bilingual emergent software for Lexia, a course that students use in our district. We also talked about using visuals and having instructions written as well as given orally. I ordered the Ventures series with QR codes and a workbook for ML instruction, as well as put a packet together with academic readiness vocabulary that he will need as he adjusts now to American school culture and followed up with his parents to what we were implementing.
5.2 Teachers apply knowledge of school, district, and governmental policies and legislation that impact ML students’ educational rights in order to provide adequate resources and advocate for students and their families.
5.2a Importance of having a Lau Plan
Description: Lau Plan
Analysis/Reflection: A Lau Plan is important to have in place to help ensure that the needs of ML students are being met and educational rights are being addressed. A Lau Plan covers everything from assessments and identification to making sure instruction and resources are being given to such students. It helps districts to evaluate their programs and makes sure they stay on track. It addresses issues such as translation and interpreting for parents and guardians and how students will exit the program. By law, each district needs to have one in place and that is why I am advocating that a team be put in place to begin working on one for our district.
5.2b English Learner Tool kit
Description: Federal Tool Kit put out by U.S. Education OELA (Office of English Language Acquisition) for ML families with resources available.
Analysis/Reflection: English Learner Tool Kit updated with ESSA (Every Student Succeeds Act of 2015) references. It is great because it includes: overview, sample tools, and resources. It also has the introduction in 10 different languages. Some of the 10 chapters cover many topics such as: Language Assistance Programs, Meaningful Access to Core Curricular, Evaluating the Effectiveness of a Districts EL Program, Ensuring Meaningful Communication with limited English Proficient Parents, and so much more.
5.3 Teachers practice self-assessment and reflection, make adjustments for self-improvement, and plan for continuous professional development in the field of multilingual learning and teaching.
5.3a WIDA Scaffolding Webinar
Description: Seminar I took through WIDA for 3 Fridays in December, 2023.
Analysis/Reflection: This was a workshop to help develop an understanding of scaffolding practices, build awareness of macro-and micro-scaffolding practices, and a vision for scaffolding UP in our content with EL students. I reflected most on the scaffolding UP section that gave us ways to engage students in rigorous curriculum. There is that balance between challenge and support to stretch students’ contributions.
5.3b WIDA Lau Self Audit Tool
Description: A Self Audit Tool to be used as a formative assessment tool.
Analysis/Reflection: This tool is for educators and practitioners in school districts to evaluate the development of programs for Multilingual Learners identified for EL services. “All districts that enroll EL students must comply with federal EL education policy.”
5.4 Teachers engage in supervised or collaborative teaching to apply and develop their professional practice using self-reflection and feedback from their teaching colleagues and school leadership.
5.4a Observation by Support Services
Description: Observation by the Director of Support Services.
Analysis/Reflection: A report filled out by my supervisor who is the Director of Support Services for our District. She observed my teaching on March 29, 2024 and filled out the evaluation form provided by the state. I appreciated having her take the time to observe my teaching style and the reflection so I can continue to improve in my professional practice.
5.4b Input from 1st grade teacher on teaching a cultural lesson to her class.
Description: Discussions afterwards from 1st grade teacher on what she thought went well for the cultural lesson.
Analysis/Reflection: I have been working with two of her entry level 1 students all year long and see signs of overall development in listening, speaking, reading, and writing. I always appreciated her feedback or ideas that she shares for ways to better meet their EL needs and advocate for other services.