Ucm Template For Dese Certification Program Reports

MA – TESL 1

Program Report For MA-TESL

Spring, 2009

Prepared by: Dennis Muchisky, PhD Program Coordinator, MA-TESL 660-543-4805 [email protected] MA – TESL 2

TABLE OF CONTENTS

DESCRIPTION OF PROGRAM...... 3 Table 1. Size of Program...... 4

CHARACTERISTICS OF PROGRAM CANDIDATES...... 10 Table 2. Demographics of Program - 2008-2009...... 10

CERTIFICATION PROGRAM REQUIREMENTS...... 10

COURSE LIST...... 13 Table 3. Course Offerings...... 13

MATRICES...... 14 Table 4. TESOL Standards & MA-TESL Courses Matrix...... 15 Table 5. TESOL Standards & DESE Standards Matrix...... 16 Table 6. MA-TESL-MoSTEP Standards for Teacher Education Programs Matrix...... 17

DESCRIPTION OF FIELD EXPERIENCES...... 17

DIVERSE CLASSROOM...... 18

DESCRIPION OF PROGRAM ASSESSMENT SYSTEM...... 18

ASSESSMENT DATA...... 19 Table 7. Course Completion Data -2007-2008...... 19 Table 8. Course Completion Data -2008-2009...... 20 Table 9. Portfolio Assessment...... 20 Table 10. Portfolio Components...... 21 Table 11. English 5800 Assessment...... 22 Table 12. English 5860 Assessment...... 22

TECHNOLOGY...... 23

PROGRAM RESOURCES...... 23

FACULTY...... 23

APPENDICES:

APPENDIX A – SYLLABI...... 25 APPENDIX B - CATALOG PAGES, COURSE DESCRIPTIONS...... 26 APPENDIX C- OBSERVATION PROTOCOL...... 27 MA – TESL 3

DESCRIPTION OF PROGRAM

1. Location of certification program. The MA-TESL program is housed in the Department of English & Philosophy in the College of Arts, Humanities, and Social Science. Students may earn a Master of Arts degree in the Teaching of English as a Second Language or receive an add-on certification for K-12 ESOL teaching for the State of Missouri.

2. Type of degree earned by completers. Completers earn a Master’s of Arts degree in Teaching English as a Second Language or a Graduate Certificate in the Teaching of English as a Second Language

3. Type of program. Graduates with a Certificate in Teaching English as a Second Language are eligible to apply for an add-on certificate for K-12 teachers.

4. Requirements for degree.

Graduates complete an approved program of study that includes courses which focus on principles of learning and teaching a second language as well as on the practical implications of those principles for classroom teaching. What follows is the Course of Study for the current Ma- TESL students which will be in the Fall 2009 university catalog.

MASTER OF ARTS Teaching English as Second Language Sem. Hours

REQUIRED GRADUATE COURSES...... …………………………….30 ENGL 5010 Introduction to Graduate Studies-TESL…………3 ENGL 4120 Language & Culture……………………………...3 ENGL 5110 Grammar for Teaching English as Second Language……………………..3 ENGL 5120 Second-Language Acquisition…………………...3 ENGL 5800 TESL Methods……………………………………3 ENGL 5820 Assessment & Professionalism in TESL………...3 ENGL 5860 Teaching English as a Second Language I: Spoken Language………………………………..3 ENGL 5870 Teaching English as a Second Language I: Written Language………………………………..3 ENGL 5880 TESL Capstone……………………………………3 ENGL 5890 Practicum in English as a

Second Language………………………………...3

Departmentally Approved Graduate Elective…………………………………..3 MINIMUM GRADUATE HOUR TOTAL……………………………………33 MA – TESL 4

GRADUATE CERTIFICATE Teaching English as a Second Language

Sem. Hours

REQUIRED GRADUATE COURSES...... ………………………………21 Language Description……………………………………………………….3 ENGL 4110 Linguistics………………………………………..3 OR ENGL 5110 Grammar for Teaching English as Second Language……………………..3 ENGL 4120 Language & Culture……………………………...3 ENGL 5120 Second-Language Acquisition…………………...3 ENGL 5800 TESL Methods……………………………………3 ENGL 5820 Assessment & Professionalism in TESL………...3 TESL I or II: Spoken or Written Language ENGL 5860 Teaching English as a Second Language I: Spoken Language…………..……………………..3 OR ENGL 5870 Teaching English as a Second Language I: Written Language………………………………..3 ENGL 5890 Practicum in English as a Second Language………………………………...3 MINIMUM GRADUATE HOUR TOTAL……………………………………21

5. Number of hours/semesters years to complete. Currently, the number of hours needed to complete the MA-TESL degree is 33, and the number of hours needed to complete the Graduate Certificate is 21. Generally a full-time candidate will complete the MA-TESL program in 4 semesters or two academic years.

6. Size of certification program. Nine to seventeen candidates complete the MA-TESL in degree each academic year (see Table 1 below).

Table 1. Size of Program

Year # Admitted 2002-03 15 2003-04 11 2004-05 17 2005-06 12 2006-07 13 2007-08 09 MA – TESL 5

7. Certification program history. Since our program’s beginning in the fall of 1988, we have offered high quality, relevant graduate courses for teachers and future teachers of English as a second/foreign language (ESL/EFL). Our programs follow the guidelines provided by TESOL, Inc., the primary professional organization for ESL/EFL professionals. The TESOL/NCATE Standards serve as primary course guidelines. We helped develop the Missouri K-12 certificate in teaching English to speakers of other languages (ESOL) (approved in May of 1990 by the Missouri Department of Elementary and Secondary Education [DESE]), and our courses fulfill the professional education requirements for adding K-12 ESOL certification to an existing Missouri teaching certificate.

8. How the program integrates and is coherent with the Unit’s Conceptual Framework.

Conceptual Framework (for teacher education at University of Central Missouri) As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

Both the TESOL/NCATE and DESE Standards for ESL (see below) teachers require students to demonstrate competency in the following areas: linguistics, language and culture, second language acquisition, language instruction (planning and implementation), assessment and professionalism, and, for non-native speakers, language competency. These sets of standards along with the conceptual framework guide instruction and assessment within the MA-TESL program. Throughout the program, students are required to analyze content information and reflect carefully about how program course content relates to classroom practices and how course content aligns with TESOL/NCATE standards. As they begin to design lessons plans, students examine and apply knowledge and methods to classroom practice, and an integral part of that process is reflection. During the practicum, reflection is emphasized, and the expectation is that candidates will continue this practice into and throughout their teaching careers. The capstone course is devoted to the compilation of a portfolio which allows the students the opportunity to reflect on the program as a whole and to explain how their course work has addressed the standards.

Department of Elementary and Secondary Education's (DESE) competencies for K-12 teachers of ESOL

Students who successfully complete this course will have compiled evidence to show that they have knowledge of and/or competency in the following areas: 1. Linguistics 1. The principles which characterize all human language systems; MA – TESL 6

2. The principles which characterize the English language; 3. The comparison of non-English language systems to the English language; and 4. The functions of language in social and academic settings. 2. Language & Culture 1. The impact of culture on perceptions, communication (verbal and non-verbal), behaviors, and learning; 2. The role of world politics, economics, history, and geography in shaping belief systems; and 3. The dynamics of cross-cultural interactions. 3. Second Language Acquisition 1. The development of theories and models of second language acquisition; 2. The emotional, social, and intellectual implications of the process of learning a second language while maintaining the first language; 3. The analysis and comparison of first language and second language acquisition; and 4. Learning styles and strategies as they relate to the second language learner in a cross-cultural setting. 4. Approaches to ESOL Instruction 1. Selection, administration, and interpretation of equitable formal and informal assessment tools appropriate to the cognitive, academic, and social development of students from diverse language backgrounds; 2. Strategies for using English as the language of instruction to develop social and academic language proficiency in the second language learner; 3. Strategies for selecting, organizing, adapting, and evaluating content area materials for students from diverse language and educational backgrounds in a cross-cultural setting; 4. Strategies for advocating and collaborating on behalf of students from diverse language backgrounds; and 5. Legal issues affecting students from diverse language backgrounds. 5. Language Competency 1. Proficiency in a second language; and 2. Native or near-native proficiency in standard English (listening, speaking, reading, and writing).

TESOL/NCATE (National Council for Accreditation of Teacher Education) Standards Students who successfully complete this course will have compiled evidence to show that they have met the following standards: Standard 1: Language Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement. MA – TESL 7

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

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

9. How Certification program, course outcomes, field experiences, and student evaluation (both course and clinical) are aligned to the professional knowledge base on which the Unit’s beliefs and goals (CF) are constructed.

MA-TESL candidates are assessed through discipline specific instruments that are aligned with TESOL/NCATE standards. The MA-TESL program assessments are as follows:

1. Course specific examinations and reflective papers (all courses) 2. Instructional Unit and Lesson Plans – (English 5800, 5860, 5890). 3. Field Experiences – (English 5010, English 5890) 4. Portfolio – throughout the program of study and compiled during the capstone class (English 5880).

10. Authority to offer the program and any collaboration used to develop and deliver the program. The MA-TESL Program has been approved by the University through the curriculum process, by the Missouri Department of Elementary and Secondary Education, and by the Missouri Department of Higher Education’s Coordinating Board (CBHE). MA – TESL 9

11. Membership, authority, and responsibilities of whatever advisory body has responsibility for the program (from the bylaws and procedures of the Teacher Education Council [TEC] and Professional Education Faculty [PEF]). The Professional Education Faculty (PEF) shall be the representative body of the Teacher Education Program (TEP) for the entire University. The role of the PEF shall be to review, support, and implement the conceptual framework of the Teacher Education Program at the University of Central Missouri. Membership in PEF shall include all full-time Central faculty who (a) teach one or more classes in the teacher education program, (b) supervise field experiences or student teaching, (c) advise teacher education students, or (d) serve as chairs in departments that include PEF members. At the request of the Dean, department chairs identify members of the PEF in the fall of each year, using the qualifications above. The Teacher Education Council (TEC) is the Executive Board of the PEF and serves in an advisory capacity to review and recommend on policy, programs, curricular, and programmatic assessment matters related to the Teacher Education Program. The TEC serves the PEF and is representative of the PEF. The TEC reports to the Dean of the College of Education in his/her capacity as the University's official unit head.

At the department level, the ESL Committee is responsible for continuous review of the program and for making recommended changes to the department curriculum committee. After changes are made and approved at the department level, they are forwarded for approval to the college curriculum committee and then to the Teacher Education Council (TEC).

12. Recent revisions or changes to the program. In response to changes in students’ needs, changes in the TESL field, and changes in teacher certification requirements from Missouri’s Department of Elementary and Secondary Education (DESE), the TESL faculty spent the 2005-2006 academic year considering revisions to the present MA-TESL program. As a result of those efforts, a revised MA-TESL program of studies that was introduced in the Fall of 2007. Changes to the program include:  increasing the total number of credits needed to complete the MA degree from 32 to 33 credits;  decreasing the number of elective hours from 6 to 3 hours;  requiring ENGL 411O (Introduction to Linguistics) as a prerequisite for admission to the degree program;  revising/developing new courses required for the degree

The new courses are:  ENGL 5820 – Assessment & Professionalism for TESL (3cr.) Exploration of guidelines for ESL services, support, and advocacy, standards for achievement and interpretation of formal and informal assessments of students, courses, and programs.  ENGL 5880 – TESL Capstone (3cr.) Examination of the history of ESL teaching and the development of a portfolio to provide evidence of meeting the TESOL/NCATE standards MA – TESL 10

CHARACTERISTICS OF PROGRAM CANDIDATES

1. Number of Candidates – Admitted and Completed for each year since last visit. Table 1 (on page 4) shows the number of candidates admitted to the program for each of the past six academic years. Over that period of time nine to 17 students a year have been admitted to the MA-TESL program. The number remained fairly constant from 2002 to 2007. This past year, 2007-2008 showed a decrease in candidates who were admitted. Data on completers and transfer are not available, and demographic data are also not available. Data on students currently enrolled in the program are shown in Table 2.

Table 2. Demographics of Program - 2008-2009 r e c r e e k n L i l l t e a c i a a a n i e A h a h s l a t m T Y M p B A e O W s O i F T H

2008-09 2 14 10 2 2 16

2. Entrance GPA. One of the requirements for admittance to the MA-TESL program is a minimum GPA of 2.7 on a 4 point scale. All candidates who are admitted to the MA-TESL program meet this requirement.

CERTIFICATION PROGRAM REQUIREMENTS

1. Description of admission process /requirements. See number 2 in Characteristics of Program Candidates section above. In addition, all non-native speaking candidates must obtain a score of 565 (225 computer-based test, 85 iBT) on the Test of English as a Foreign Language (TOEFL). All native English speaking candidates must show evidence of having taken a minimum of two semesters of a foreign language or must complete two semesters of foreign language study before completing the program.

2. Description of required courses – content courses, degree-specific courses, professional education, and courses specifically required for certification. As illustrated by the Recommended Course of Study and the 2009 -2010 MA-TESL English catalog copy (see both under number 4, Requirements for degree), candidates must meet a prerequisite requirement of an introductory linguistics course. Content courses in the program represent a blend of theory and classroom practice courses. Engl 5010 – Introduction to Graduate Studies, introduces students to reading and commenting on the types of articles which will be read in later courses. Engl 5010 also requires students to do ten hours of observation and report on various ESL classes. Engl 4120 explores the nature of culture and its role in language development and academic achievement. Specifically, it examines how ways of using language result from and are associated with belonging to a cultural group, how language can miscommunicate when cultural norms differ, how language behaviors consistent with cultural norms affect MA – TESL 11

educational success--in particular, the acquisition of literacy, how cultural perspectives affect evaluations of language skills, and how language can be used by dominant cultures to maintain power. Engl 5110 - Advanced study of English grammar for instruction in ESL/EFL considers theories of teaching grammar in the second language classroom and how to present explanations of the grammar of English in the classroom. Engl 5120 – Second Language Acquisition- is the primary theory course, and surveys theories and research on second language acquisition and considers their implication for pedagogy. Engl 5800 examines principles for designing and teaching courses for English learners. These principles address needs analysis, the creation of content and language objectives, textbook selection and evaluation, syllabus design, lesson planning and delivery, materials design, assessment, classroom management and discipline, and the effective teaching of diverse students. Engl 5820 -Assessment and Professionalism in TESL is an exploration of guidelines for ESL services, support, and advocacy, standards for achievement and interpretation of formal and informal assessments of students, courses, and programs. Engl 5860- TESL I: The Spoken Language examines the structures of oral English and the processes involved in its production and comprehension in relationship to the teaching and learning of English. Engl 5870- TESL II: The Written Language examines the structures of written English and the processes involved in its production and comprehension in relationship to the teaching and learning of English.

The final courses of a candidate’s program, Engl 5890 –Practicum in TESL and Engl 5880 – TESL Capstone, allow the student to put classroom learning into practice in the ESL classroom, and to reflect on the graduate the school experience, prepare a portfolio, and address in a personal way how the TESOL/NCATE standards have been met. Engl 5880 –Examines the history of ESL teaching and requires the development of a portfolio to provide evidence of meeting the TESOL/NCATE standards. Engl 5890- is a supervised practical experience in planning and implementing standards-based instruction under the direction of a TESL faculty member.

Required courses for the Graduate certificate include Engl 5110 – Advanced Grammar, or a linguistics course, Engl 4120- Language and Culture, Engl 5120 – SLA, Engl 5800 – TESL Methods, Engl 5820 – Assessment & Professionalism in ESL, either Engl 5860 – TESL I: The Spoken Language or Engl 5870 – TESL II: The Written Language, and Engl 5890 – Practicum in ESL.

3. Syllabi for all required courses (see appendix A, and Electronic Document Center).

4. Relationship of the course to the appropriate MoSTEP indicators and/or Subject Specific Competencies (see Matrices section).

5. Describe options for completing the certification program. Currently, candidates must complete MA-TESL program as outlined in the document to gain certification to teach Secondary English in Missouri. MA – TESL 12

6. Describe the advisement process. Advisement for students seeking an MA-TESL degree or TESL Certification is the primary responsibility of the Graduate Advisor for the MA-TESL program, a faculty member of the Department of English and Philosophy. What follows is the section from The TESL Student Handbook.

How Do You Move through the TESL Program?

Before you begin your Studies:  If you are an international student, participate in new international student orientation and English placement testing.  Meet with your graduate advisor to choose classes for your first semester.  If you are a native English speaker, talk with your graduate advisor about how you will meet the language requirement for the program. (Begin working early in your program.)  Enroll in classes at the Graduate School Office (Ward Edwards 1800).

CERTIFICATION PROGRAM REQUIREMENTS

GRADUATE CERTIFICATE Teaching English as a Second Language Sem. Hours

REQUIRED GRADUATE COURSES...... ………………………………21 Language Description……………………………………………………….3 ENGL 4110 Linguistics………………………………………..3 ______OR ENGL 5110 Grammar for Teaching English as Second Language……………………..3 ENGL 4120 Language & Culture……………………………...3 ENGL 5120 Second-Language Acquisition…………………...3 ENGL 5800 TESL Methods……………………………………3 ENGL 5820 Assessment & Professionalism in TESL………...3 TESL I or II: Spoken or Written Language ENGL 5860 Teaching English as a Second Language I: Spoken Language………………………………..3 ______OR ENGL 5870 Teaching English as a Second Language I: Written Language………………………………..3 ENGL 5890 Practicum in English as a Second Language………………………………...3

MINIMUM GRADUATE HOUR TOTAL……………………………………21 MA – TESL 13

COURSE LIST Table 3: Course Offerings

Course Semester Schedule Format Instructors l s r r e g y l d d C V i e e u a n a n n t S i r i T p e l F m D n I b n C i k n e m y m e v a O e W u H E C S W

Engl 4120 X X X X Eason/ Muchisky

Engl 5010 X X X X X X Eason/Muchisky/Yates

Engl 5110 X X X X X X Eason/Muchisky/Yates

Engl 5120 X X X X X Eason/Muchisky/Yates

Engl 5800 X X X X X X X Eason/Muchisky

Engl 5820 X X X X X X Eason/Muchisky

Engl 5860 X X X X X X Eason/Muchisky Engl 5870 X X X X X Eason/Muchisky/Yates Engl 5880 X X X X X Eason/Muchisky

Engl 5890 X X X X X Eason/Muchisky/Yates MA – TESL 14

SEE MATRICES ON THE FOLLOWING PAGES MA – TESL 15

Table 4. TESOL Standards & MA-TESL Courses Matrix TESOL Standard 412 5010 5110 5120 5800 5820 5860 5870 5880 5890 0 lg intro gram SLA meth asess spok writ caps prac & c Domain 1--Language 1a. Describing X X X X language 1b. Language acquisition & X X X X development Domain 2--Culture 2a. Nature and role of X culture 2b. Cultural groups & X identity Domain 3--Planning, Implementing & managing instruction 3a. Planning for standards-based ESL X X X and content instruction 3b. Managing & implementing X X X standards-based ESL & content instruction 3c. Using resources effectively in ESL & X X X X content instruction Domain 4-- Assessment 4a. Issues of assessment for ESL X 4b. Language proficiency X assessment 4c. Classroom-based assessment for ESL X Domain 5-- Professionalism 5a. ESL research & X X history 5b. Partnerships & X advocacy 5c. Professional development & X collaboration MA – TESL 16

Table 5. TESOL Standards & DESE Standards Matrix DESE Standard Linguistics Language SLA Approaches Language &Cultures to Instruction Competency TESOL/NCATE STANDARD

Domain 1--Language 1a. Describing language X 1b. Language acquisition X & development Domain 2--Culture 2a. Nature and role of X culture 2b. Cultural groups & X identity Domain 3--Planning, X Implementing & managing instruction 3a. Planning for standards- X based ESL and content X instruction 3b. Managing & X implementing standards- X based ESL & content instruction 3c. Using resources X effectively in ESL & X X content instruction

Domain 4--Assessment 4a. Issues of assessment X X for ESL 4b. Language proficiency X X assessment 4c. Classroom-based X X assessment for ESL

Domain 5-- Professionalism 5a. ESL research & history X 5b. Partnerships & X X advocacy 5c. Professional X X development & collaboration MA – TESL 17

Table 6. [MA-TESL Program] Standards and Competency Crosswalk for MoSTEP Standards for Teacher Education Programs

COURSE MoStep STANDARDS

1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 1.2.7 1.2.8 1.2.9 1.2.10 1.2.11 ENGL 4120 M/A Lang & Cult ENGL 5010 M/A Int Grad Stud ENGL 5110 M/A M/A M/A M/A M/A Ad Gram/TESL ENGL 5120 M/A M/A SLA ENGL 5800 M/A M/A M/A M/A M/A M/A M/A M/A TESL Meths ENGL 5820 M/A M/A Asses & Prof ENGL 5860 M/A M/A M/A M/A M/A M/A M/A M/A TESL I – Spkn Lang ENGL 5870 M/A M/A M/A M/A M/A M/A TESL II – Wrt Lang ENGL 5800 M/A M/A M/A M/A M/A M/A M/A M/A M/A Capstone ENGL 5890 M/A M/A M/A M/A M/A M/A M/A M/A Practicum

DESCRIPTION OF FIELD EXPERIENCES

Field experiences in the program occur during the Introduction to Graduate Studies Course (ENGL 5010) when candidates are required to observe ESL classes and report on and discuss those observations. In the practicum course (ENGL 5890) candidates are required to spend ten hours in additional observations and then spend 15 hours in a supervised teaching setting working with a qualified ESL professional. The candidate chooses the setting for this teaching experience. The classroom teacher works side by side with the candidate in the daily process of carrying out all instructional and non-instructional activities. The college teacher monitors the candidate and provides assistance, guidance, and constructive feedback. MA – TESL 18

DIVERSE CLASSROOM

As part of the greater UCM Community, the teacher education programs recognize the importance of the institution's commitment to diversity reflected in UCM's Core Values. The motto of the unit's conceptual framework: "Committed to the premise that all can learn" applies that general concept to an instructional context. In any given semester a portion of our candidates are international students from a variety of countries who bring with them varied learning experiences and learning styles.

DESCRIPION OF PROGRAM ASSESSMENT SYSTEM

The MA-TESL program assessments are as follows:

1. Course specific examinations and reflective papers (all courses) 2. Instructional Unit and Lesson Plans – (English 5800, 5860). 3. Field Experience – (English 5890) 3. Portfolio – throughout the program of study and compiled during the capstone class (English 5880).

The portfolio assessment has just been instituted, with the first cohort of students beginning to take classes under the revised program in the fall of 2007. The completion data for students during the 2007-2009 academic years are shown in Tables 6 & 7.

This semester’s class is the first to take the English 5880 course which requires students to present evidence collected over the course of showing that they have met the TESOL/NCATE standards. (Table 9) Because the course is still in progress, there is no data available as yet. As it becomes available, it will be reported in the following format.

As we incorporated a portfolio assessment into the program, we identified components in each course that were to be included in the portfolio to show evidence of meeting the standards. (See Table 10)

As is indicated in the Matrices, all courses in the program are designed to meet elements of the TESOL/NCATE standards; however, assessments for courses are designed by the individual instructor. Tables 11 and 12 show the assessment standards for the English 5800 and 5860 for the most recent course offerings.

The field experience component of English 5890 is evaluated using an Observation Protocol form based upon the English Department’s undergraduate Summative Student Teacher Observation form, which is completed by the University Supervisor on each observation visit. Verbal feedback and a copy of the form is given to the candidate following the visit. The primary purpose of the feedback is to assist the candidate in improving performance in any area not rated Meets or Exceeds. A supervisor concerned about a candidate who appears unlikely to achieve a rating of at least Meets in all areas by the end of student teaching notifies Clinical Services immediately. A copy of the Observation Protocol is attached as appendix C. MA – TESL 19

ASSESSMENT DATA

Table 7. Course Completion Data -2007-2008

Course 2007-08 l s s s r r e l t t l t s e e a t a n a a p t F m e n P R i o m

d m t e e s T u t

s W a u t t m # a S i S R A

Engl 4120 17 17 100% 100% 17 Engl 5010 7 7 100% 100% 7 Engl 5110 Engl 5120 Engl 5800 7 7 100% 100% 7 Engl 5820 7 7 100% 100% 7 Engl 5860 6 6 100% 100% 6 Engl 5870 Engl 5880 Engl 5890 4 4 100% 100% 4

Table 8. Course Completion Data -2008-2009

Course 2008-09 l s s s e r r l t t t s e e a t a n a p F m e n P R i m

d m e e s u t s W u t t m a S i S A

l t s a 1 t e o t T a

Engl 5010 6 6 100% 100% 6 Engl 5110 6 7 13 6 Engl 5120 4 4 Engl 5800 13 13 100% 100% 13 Engl 5820 7 7 100% 100% 7 Engl 5860 7 7 100% 100% 7 Engl 5870 8 8 Engl 5880 6 6 Engl 5890 6 6 100% 100% 6 Engl 5890 6 2 8 6 MA – TESL 20

Table 9: Portfolio Assessment

s r e e s t t t a t TESOL/NCATE Standards n a a e p e R R Y

d 1 2 3 4 5 m s s e u s s t t

t Language Culture Planning Assessment Professionalism a a S

# Managing

m Implementing t i o T

Instruction T t

s # 1 2008 -09 6

Table 10. Portfolio Components COURSE MA – TESL 21

Response Papers to readings ENGL 4120 – Language & Culture Final exam

ENGL 5010 – Introduction to Graduate Studies Annotated bibliography Error correction paper

ENGL 5110 – Advanced Grammar for ESL Position paper on the teaching of grammar Course exams

Focus on form summative paper ENGL 5120 - SLA

ENGL 5800 – ESL Methods DVD Teaching Project Written Lesson Plan Course Syllabus

ENGL 5820 – Assessment & Professionalism Position papers on assessment & advocacy in TESL

ENGL 5860 – TESL I - Teaching the Spoken Course exams Language Teaching project with DVD

ENGL 5870 – TESL II – Teaching the written Review of reading texts language Critique of writing samples

ENGL 5890 – Practicum Reflections on observations paper Reflections on teaching paper

ENGL 5880 – Capstone Reflection papers on the standards Position paper on holding a Master’s degree in Teaching English as a Second Language Annotated Bibliography & Presentation

Table 11: English 5800 Assessment MA – TESL 22

Points earned Points Graded work possible Consistent evidence of thorough preparation 10 Peers' evaluation of your contribution to class and group work 10 Presentation of class materials 20 Teaching projects: Needs analysis 10 Course learning objectives 10 Selection & evaluation of textbook materials 10 Course syllabus 15 Lesson plan & its execution 15 Assessment of objectives 5 Exams: Midterm 20 Final 20 Approach to teaching, self-evaluation paper 10 Total 155

Table 12: English 5860 Assessment

Points Course work Your score possible Exam 1 20

Exam 2 30

Exam 3 30

Exam 4 40

Final exam 50

Transcription project 40

Lesson presentation project 40

Peer evaluations 20

Daily work (homework, in-class work, & quizzes) 5/each Suggestion: Record date, assignment, & points earned 270 + daily Total work

TECHNOLOGY MA – TESL 23

UCM has been designated the technology school and students at UCM have access to a range of technology that will serve their future classroom needs. All classrooms designated for MA- TESL classes are equipped with Web-ready, multi-media computer systems. Faculty are encouraged to use these systems for instruction and for student presentations. Students are exposed to and expected to use technology though out their course of study. English 5800 and 5860 have specific requirements for the development of technology based instructional materials. In some classes, students are expected to use the University Black Board system, and they have the option of taking some classes via ITV. During field experiences, students learn what technology is available in area schools. Most of the MA-TESL candidates are knowledgeable about technology; it is part of their culture.

PROGRAM RESOURCES

As the Department of English and Philosophy is housed in the College of Arts, Humanities, and Social Sciences, resources to support the MA-TESL Program are provided by the Department of English and Philosophy and the College of Arts, Humanities, and Social Sciences. All classrooms in the Martin building that are assigned to the department are now multi-media and internet ready. The Department of English and Philosophy works closely with College of Education, and certainly office professionals and professional staff provide unit support to the Department of English and Philosophy and to other departments which house teacher education programs. Data for reports, such as this one, are generated, collected and disseminated by the College of Education. In sum, while most of the resources to support the MA-TESL Program are provided by the Department of English and Philosophy and the College of Arts, Humanities, and Social Sciences, the College of Education also provides support to the MA-TESL Program

FACULTY

Currently, three full-time faculty teach in the MA-TESL program. All three faculty members have a wide range of ESL/EFL experience including teaching in Asia, Europe, and South America. One has public high school teaching experience, and one has administrative experience as the director of intensive English and academic English courses at the university level.

The TESL faculty make up the English & Philosophy Department’s ESL committee, and on a rotating basis serve as Program Coordinator and Graduate Advisor. Also, on a rotating basis, one member of the TESL faculty serves as Director of Testing for new international students and is a permanent member of the University’s International Affairs Committee.

All TESL faculty members are active in both international and local TESOL, the field’s primary professional organization, and regularly publish in the field, present papers at both regional and international conferences, and serve on governance committees of the organization. Curriculum vitae for Eason, Muchisky, and Yates are located on the Faculty page in the Electronic Document Center. MA – TESL 24

Faculty Member Highest Tenure P12 Name Degree Assignment Rank Track Scholarship Experience

Cheryl PhD Applied Linguistics & Faculty, Professor Yes See vitae. Yes Eason TESL University of Illinois- English, TESL Champaign-Urbana Dennis PhD in Curriculum & English/TESL Associate Yes Oct 2007 - TESOL through the No Muchisky Instruction, University of Faculty, TESL TESOL Quarterly. MIDTESOL New Mexico, 1981 Program Conference Osage Beach, MO Coordinator Oct 2006 - TESOL at 40. MIDTESOL Conference, Cedar Rapids, IA, with Bob Yates.

Language Change: Where is it going? When will it stop? Iowa Language and Culture Conference, Des Moines, IA, with Cheryl Eason

Robert PhD, linguistics, University Faculty, Professor Yes Acceptance of a paper at TESOL No Yates of Illinois-Champaign- English annual convention 2007; Urbana, 1990 Acceptance of a paper at AILA (the international association of applied linguistics, 2005;

Requested to a write a response to TESOL Quarterly for a paper that was published in this journal (2004); MA – TESL 25

APPENDIX A SYLLABI

The following syllabi are located in the Electronic Document Center:

ENGL 4120: Language & Culture, CRN 23586 ENGL 5010: Introduction to Graduate Studies (TESL) ENGL 5110: Advanced Grammar for TESL ENGL 5120: Second Language Acquisition ENGL 5800: TESL Methods ENGL 5820: Assessment & Professionalism in TESL ENGL 5860: TESL I: The Spoken Language ENGL 5870: TESL II: The Written Language ENGL 5880: TESL Capstone ENGL 5890: TESL PRACTICUM MA – TESL 26

APPENDIX B CATALOG PAGES, COURSE DESCRIPTIONS

MASTER OF ARTS Teaching English as Second Language Sem. Hours

REQUIRED GRADUATE COURSES...... …………………………….30 ENGL 5010 Introduction to Graduate Studies-TESL…………3 ENGL 4120 Language & Culture……………………………...3 ENGL 5110 Grammar for Teaching English as Second Language……………………..3 ENGL 5120 Second-Language Acquisition…………………...3 ENGL 5800 TESL Methods……………………………………3 ENGL 5820 Assessment & Professionalism in TESL………...3 ENGL 5860 Teaching English as a Second Language I: Spoken Language………………………………..3 ENGL 5870 Teaching English as a Second Language I: Written Language………………………………..3 ENGL 5880 TESL Capstone……………………………………3 ENGL 5890 Practicum in English as a Second Language………………………………...3 Departmentally Approved Graduate Elective…………………………………..3 MINIMUM GRADUATE HOUR TOTAL……………………………………33 GRADUATE CERTIFICATE Teaching English as a Second Language Sem. Hours

REQUIRED GRADUATE COURSES...... ………………………………21 Language Description……………………………………………………….3 ENGL 4110 Linguistics………………………………………..3 OR ENGL 5110 Grammar for Teaching English as Second Language……………………..3

ENGL 4120 Language & Culture……………………………...3 ENGL 5120 Second-Language Acquisition…………………...3 ENGL 5800 TESL Methods……………………………………3 ENGL 5820 Assessment & Professionalism in TESL………...3 TESL I or II: Spoken or Written Language ENGL 5860 Teaching English as a Second Language I: Spoken Language………………………………..3 OR ENGL 5870 Teaching English as a Second Language I: Written Language………………………………..3

ENGL 5890 Practicum in English as a Second Language………………………………...3 MINIMUM GRADUATE HOUR TOTAL……………………………………21 MA-TESL 27

APPENDIX C Observation Protocol

Observation English 5890 Protocol

NAME______Semester_____Year_____

KNOWLEDGE Content Knowledge (1.2.1): Understands the central concepts, tools of inquiry, and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.

Not observed Does not meet Progressing Meets Exceeds

Comments:

SKILLS Learners and Learning (1.2.2): Understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.

Comments:

Planning Instruction (1.2.5): Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Comments:

Classroom Management (1.2.6): Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Comments: MA-TESL 28

Communication (1.2.7): Models effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Comments:

Assessment (1.2.8): Understands and uses formal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Comments:

Technology (1.2.11): Understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.

Comments:

DISPOSITIONS Diversity (1.2.3): Understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Comments:

Reflective Practitioner (1.2.9): Is a reflective practitioner who continually assesses the effects of choices and actions on others. Is a reflective practitioner who actively seeks opportunities to grow professionally and utilizes assessment and professional growth to generate more learning for more students.

Comments: