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What Competencies Will I Be Expected to Attain?

Mission Statement: Spanish Education

The Department of Foreign Languages offers a teacher education program in Spanish which is designed to provide pre-service and in-service teachers with experiences which will prepare them to think critically and accept responsibilities for their own learning, and which will assist them in acquiring knowledge of the world in which we live, the functional linguistic and cultural proficiency necessary to communicate and teach in a multicultural society, the skills necessary to teach language, culture, and literature, and the philosophical knowledge to understand their multifaceted roles as educators. The program is committed to preparing elementary and secondary teachers who are able to communicate effectively in English and Spanish, to access and utilize educational research, to develop pedagogical practices based upon sound theory, to make decisions and solve problems strategically, and to serve as effective advocates for the profession.

IUP’S Conceptual Framework for Teacher Preparation

Danielson’s Framework for Teaching

The teacher education programs at IUP have been developed based upon our belief that teaching, learning, and communicating are complex processes.  We have formally adopted Charlotte Danielson’s 2007 Framework for Teaching that provides the common language we use in our research, practice, reflections, evaluation, and communication about exemplary practice that promotes learning for all students.  
Danielson has identified 22 components that comprise exemplary practices for teaching and learning.  Figure 1 shows the grouping of the components of professional practice into the four domains of the Framework.

Figure 1: Components of Professional Practice

Domain 1: Planning and Preparation

Components

  • Demonstrating Knowledge of Content and Pedagogy
  • Demonstrating Knowledge of Students
  • Selecting Instructional Outcomes
  • Demonstrating Knowledge of Resources
  • Designing Coherent Instruction
  • Developing Student Assessments

Domain 2: The Classroom Environment

Components

  • Creating an Environment of Respect and Rapport
  • Establishing a Culture for Learning
  • Managing Classroom Procedures
  • Managing Student Behavior
  • Organizing Physical Space

Domain 3: Instruction

Components

  • Communicating With Students
  • Using Questioning and Discussion Techniques
  • Engaging Students in Learning
  • Using Assessment in Instruction
  • Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

Components

  • Reflecting on Teaching
  • Maintaining Accurate Records
  • Communicating with Families
  • Participating in a Professional Community
  • Growing and Developing Professionally
  • Showing Professionalism


Framework for Teacher Education at IUPThe Framework is used to guide and structure early field experiences and you will be required to incorporate the components into the reflections you prepare for inclusion in your electronic portfolio.
The following logo conveys our belief that the Teacher Candidate is at the center of our initial preparation programs. It identifies and communicates the four domains of teaching and learning from Figure 1 above that are now used to structure and define our programs:  planning and preparation, classroom environment, instruction, and professional responsibilities.  

InTASC Standards

Teacher preparation programs at IUP also reflect the model core teaching standards of the Interstate Teacher Assessment and Support Consortium (InTASC), which outline what teachers should know and be able to do to ensure that every K-12 student reaches the goal of being ready to enter college or the workforce in today's world. The recently revised InTASC standards (2011) embrace a new emphasis on improved student outcomes and describe what effective teaching that leads to improved student performance looks like. The InTASC standards incorporate the performances, essential knowledge, and critical dispositions that faculty value in teachers and other professional school personnel. The following are the 10 InTASC Standards (see Spanish Education K-12 Student Handbook for a detailed description of the performances, essential knowledge, and critical dispositions embodied in each standard):

Standard#1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

The InTASC Standards reflect the four domains of Danielson’s Framework. You will be evaluated formally during Student Teaching using the 10 InTASC  Standards, and the performances, essential knowledge, and critical dispositions are taken into account as your University Supervisor and Cooperating Teacher evaluate your performance. The various components are also considered throughout your coursework as they apply in individual courses. In addition, you will compile an electronic portfolio and will select artifacts to address each of the InTASC Standards.

Knowledge Base: Spanish Education

ACTFL/CAEP Program Standards For The Preparation Of Foreign Language Teachers

The content of the Spanish Education K-12 Program is based largely on the program standards that were developed by the American Council on the Teaching of Foreign Languages (ACTFL) in conjunction with the Council for the Accreditation of Educator Preparation (CAEP) in 2013. A summary of the standards follows:

Source: ACTFL/CAEP (formerly NCATE): Download 2013 “Program Standards for the Preparation of Foreign Language Teachers“  at http://www.actfl.org/professional-development/actfl-caep

ACTFL/CAEP STANDARD 1: Language Proficiency: Interpersonal, Interpretive, and Presentational

Candidates in foreign language teacher preparation programs possess a high level of proficiency in the target languages they will teach. They are able to communicate effectively in interpersonal, interpretive, and presentational contexts. Candidates speak in the interpersonal mode at a minimum level of "Advanced Low" (French, German, Hebrew, Italian, Portuguese, Russian, and Spanish) or "Intermediate High" (Arabic, Chinese, Japanese, and Korean) on the ACTFL Oral Proficiency Interview (OPI). They comprehend and interpret oral, printed, and video texts by identifying the main idea(s) and supporting details, inferring and interpreting the author's intent and cultural perspectives, and offering a personal interpretation of the text. Candidates present information, concepts, and ideas to an audience of listeners or readers with language proficiency characteristic of a minimum level of "Advanced Low" or "Intermediate High" according to the target language, as described above. 

Key Elements of Standard 1: Pre-service teachers will 

1a) Speak in the interpersonal mode of communication at a minimum level of "Advanced Low" or "Intermediate High" (for Arabic, Chinese, Japanese and Korean) on the ACTFL Oral Proficiency. Interview (OPI) according to the target language being taught.
1b) Interpret oral, printed, and video texts by demonstrating both literal and figurative or symbolic comprehension.
1c) Present oral and written information to audiences of listeners or readers, using language at a minimum level of "Advanced Low" or "Intermediate High" according to the target language being taught.

ACTFL/CAEP STANDARD 2: Cultures, Linguistics, Literatures, and Concepts from Other Disciplines

Candidates demonstrate understanding of the multiple content areas that comprise the field of foreign language studies. They demonstrate understanding of the interrelatedness of perspectives, products, and practices in the target cultures. Candidates know the linguistic elements of the target language system, and they recognize the changing nature of language. Candidates identify distinctive viewpoints in the literary texts, films, art works, and documents from a range of disciplines accessible to them only through the target language.

Key Elements of Standard 2: Pre-service teachers will

2a) Demonstrate target cultural understandings and compare cultures through perspectives, products, and practices of those cultures.
2b) Demonstrate understanding of linguistics and the changing nature of language, and compare language systems.
2c) Demonstrate understanding of texts on literary and cultural themes as well as interdisciplinary topics.

ACTFL/CAEP STANDARD 3: Language Acquisition Theories and Knowledge of Students and Their Needs

Candidates demonstrate an understanding of the principles of language acquisition and use this knowledge to create linguistically and culturally rich learning environments. Candidates demonstrate an understanding of child and adolescent development, the context of instruction, and their students’ backgrounds, skills, and learning profiles in order to create a supportive learning environment that meets individual students’ needs.

Key Elements of Standard 3: Pre-service teachers will

3a) Demonstrate an understanding of key principles of language acquisition and create linguistically and  culturally rich learning environments.
3b) Demonstrate an understanding of child and adolescent development to create a supportive learning environment for each student.

ACTFL/CAEP STANDARD 4: Integration of Standards in Planning and Instruction

Candidates in foreign language teacher preparation programs understand and use the national Standards for Foreign Language Learning in the 21st Century (2006) and their state standards to make instructional decisions. Candidates demonstrate an understanding of the standards and integrate them into their curricular planning. They design instructional practices and classroom experiences that address these standards. Candidates use the principles embedded in the standards to select and integrate authentic materials and technology, as well as to adapt and create materials, to support communication in their classrooms.

Key Elements of Standard 4: Pre-service teachers will

4a) Demonstrate an understanding of the Standards for Foreign Language Learning in the 21st Century and their state standards and use them as the basis for instructional planning.
4b) Integrate the goal areas of the Standards for Foreign Language Learning in the 21st Century and their state standards in their classroom practice.
4c) Use the Standards for Foreign Language Learning in the 21st Century and their state standards to select and integrate authentic texts, use technology, and adapt and create instructional materials for use in communication.

ACTFL/CAEP STANDARD 5: Assessment of Languages and Cultures – Impact on Student Learning

Candidates in foreign language teacher preparation programs design ongoing assessments using a variety of assessment models to show evidence of P-12 students’ ability to communicate in the instructed language in interpretive, interpersonal, and presentational modes; and to express understanding of cultural and literary products, practices, and perspectives of the instructed language. Candidates reflect on results of assessments, adjust instruction, and communicate results to stakeholders.

Key elements of Standard 5: Pre-service teachers will

5a) Design and use ongoing authentic performance assessments using a variety of assessment models for all learners, including diverse students. 
5b) Reflect on and analyze the results of student assessments, adjust instruction accordingly, and use data to inform and strengthen subsequent instruction.
5c) Interpret and report the results of student performances to all stakeholders in the community, with particular emphasis on building student responsibility for their own learning.

ACTFL/CAEP STANDARD 6: Professional Development, Advocacy, and Ethics

Candidates engage in ongoing professional development opportunities that strengthen their own linguistic, cultural, and pedagogical competence and promote reflection on practice. Candidates articulate the role and value of languages and cultures in preparing all students to interact successful in the global community of the 21st century. They understand the importance of collaboration to advocate for the learning of languages and cultures. Candidates understand and explain the opportunities and responsibilities inherent in being a professional language educator and are committed to equitable and ethical interactions with all stakeholders.

Key Elements of Standard 6: Pre-service teachers will

6a) Engage in ongoing professional development opportunities that strengthen their own linguistic, cultural and pedagogical competence and promote reflection on practice.
6b) Articulate the role and value of languages and cultures in preparing all students to interact successfully in the global community of the 21st century. They also understand the importance of collaborating with all stakeholders, including students, colleagues, and community members to advocate for the learning of languages and cultures as a vital component in promoting innovation, diverse thinking, and creative problem solving, and they work collaboratively to increase P-12 student learning of languages and cultures.
6c) Understand and explain the opportunities and responsibilities inherent in being a professional language educator and demonstrate a commitment to equitable and ethical interactions with all students, colleagues and other stakeholders.

These program standards reflect the current philosophy that teaching a foreign language means teaching students how to use language in real communication. The program standards reflect the profession’s K-16 student standards, World-Readiness Standards for Learning Languages (National Standards in Foreign Language Education Project, 2014), which have brought a renewed focus on content, as we ask the question: “What should students know and be able to do with another language?” In order to prepare our students to meet today’s needs of a global society, language teaching must be based upon meaningful language use, real-world communication, acquisition of new information and knowledge through the language, a non-threatening classroom environment that encourages self-expression and risk-taking, and fostering of learning communities in which interaction is key (Shrum & Glisan, 2010). 

Exit Program Competencies Verified in Student Teaching

The primary goal of the Spanish Education K-12 Program at IUP is to equip teacher candidates with the necessary knowledge of their content area and pedagogy, dispositions for teaching Spanish and working with children and adolescents, and skills in using and teaching Spanish to K-12 learners. By the end of the program, teacher candidates must be able to demonstrate the following competencies, which are based on the ACTFL/CAEP Program Standards, and are verified at the end of the Student Teaching experience. See Appendix C for a detailed list of the knowledge, skills, and dispositions for each competency below.

1.  The teacher candidate integrates foreign language standards into planning, instruction, and assessment.
2.  The teacher candidate creates a classroom environment that supports language learning and acquisition.
3.  The teacher candidate demonstrates a satisfactory level of proficiency in the target language. This level is the "Advanced-Low" level on the scale developed by the American Council on the Teaching of Foreign Languages, and in accordance with their recommendation.
4.  The teacher candidate provides maximum opportunities for students to communicate meaningfully in the target language.
5.  The teacher candidate engages students in negotiating meaning with the teacher and with one another.
6.  The teacher candidate introduces and practices vocabulary in context.
7.  The teacher candidate teaches grammar as the vehicle for using the target language to communicate in real-world contexts.
8.  The teacher candidate provides opportunities for students to practice oral interpersonal communication in pairs and in small groups.
9.  The teacher candidate provides opportunities for students to interpret authentic oral and printed texts, including literary and cultural texts.
10. The teacher candidate engages students in written interpersonal and presentational communication.
11. The teacher candidate integrates culture into instruction by engaging students in exploring the relationships between and among cultural products, practices, and perspectives. The candidate also demonstrates a familiarity with one or more countries where Spanish is spoken.
12. The teacher candidate assesses students' progress through contextualized assessment practices.
13. The teacher candidate makes connections between other school subjects and foreign language instruction.
14. The teacher candidate provides opportunities for students to interact with target-language communities through a variety of means such as technology and authentic materials.
15. The teacher candidate participates effectively as a professional in school and community settings and within the larger foreign language profession.

An important component of being an effective language teacher is having effective dispositions or attitudes about teaching and learning. Consequently, you will also be evaluated on your dispositions for teaching at the end of Student Teaching. See Appendix K for the “Professional Dispositions of Teacher Candidates—Assessment.”

The Spanish Education Program prepares beginning foreign language teachers to use current theories about language learning and teaching as a basis for reflection and practice. The program assists developing foreign language teachers as they begin their journey toward accomplished teaching by basing their learning, teaching, and reflecting on the five propositions established by the National Board for Professional Teaching Standards:

  • Teachers are committed to students and their learning.
  • Teachers know the subjects they teach and how to teach those subjects to students.
  • Teachers are responsible for managing and monitoring student learning.
  • Teachers think systematically about their practice and learn from experience.
  • Teachers are members of learning communities.

(National Board for Professional Teaching Standards, 1994, pp. 6-8). These propositions also undergird the Student Teaching Competencies listed above.

The Spanish Education Program provides experiences which help students to become active decision makers who acquire the skills necessary for applying theory through observing classroom interaction, designing and teaching effective lessons, and making appropriate decisions in a wide variety of situations that confront them daily.

American Council on the Teaching of Foreign Languages. (2002). ACTFL/NCATE program guidelines for the preparation of foreign language teachers. 

Curtain, H. A., & Dahlberg, C. A. (2010). Languages and children—Making the match (4th ed.). Boston, MA: Pearson Allyn & Bacon.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Interstate Teacher Assessment and Support Consortium (InTASC). (2011). InTASC model core teaching standards. Washington, DC: Council of Chief State School Officers.

Interstate New Teacher Assessment and Support Consortium. (2002). Model standards for licensing beginning foreign language teachers: A resource for state dialogue. Washington, DC: Council of Chief State School Officers.

National Board for Professional Teaching Standards. (1994). What teachers should know and be able to do. Washington, DC: NBPTS.

National Standards in Foreign Language Education Project. (2014). World-readiness standards for learning languages. Alexandria, VA: ACTFL.

Shrum, J., & Glisan, E. W. (2010). Teacher's handbook: Contextualized language instruction. (4th ed.). Boston, MA: Heinle, Cengage Learning.

  • Department of Foreign Languages
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    Indiana University of Pennsylvania
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