iRubric: TESOL std 5.b. Professional Development, Partnerships, Adv. rubric

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TESOL std 5.b. Professional Development, Partnerships, Adv.

(Rubric for Standard 5.b. Professional Development, Partnerships, and Advocacy) These rubrics are additive. Meets Standard assumes that the candidate has also met the criteria under Approaches Standard. Exceeds Standard assumes that the candidate has also met the criteria under Approaches Standard and Meets Standard. Performance indicators provide examples of candidate performance, and are not intended to be prescriptive. Please see link: http://www.tesol.org/docs/books/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdf

Rubric Code: S926W4

By Tesol_

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: K-5, 6-8, 9-12

Suggested Performance Indicators
	Approaches Standard 1 pts	Meets Standard 2 pts	Exceeds Standard 3 pts
5.b.1. Participate in professional growth opportunities.	Approaches Standard Candidates are aware of professional growth opportunities, including local and national ESOL organizations.	Meets Standard Candidates participate in local professional growth opportunities. Candidates participate in ESOL organizations.	Exceeds Standard Candidates assist others’ professional growth by sharing their expertise and mentoring others. Candidates take active roles in their professional association(s).
5.b.2 Establish professional goals	Approaches Standard Candidates formulate professional development plans based on their interests.	Meets Standard Candidates implement a personal professional development plan based on interests and reflection, taking advantage of opportunities to support these goals in professional associations and other academic organizations.	Exceeds Standard Candidates engage in a continuous cycle of ESL professional development that is informed by their instructional reflections and analysis.
5.b.3. Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ELLs in the school.	Approaches Standard Candidates understand the importance of establishing collaborative relationships among ESL staff members and all departments and resource personnel in the school.	Meets Standard Candidates collaborate with general and specialist school staff (e.g., multidisciplinary faculty teams) to establish an instructional program appropriate for ELLs at a variety of English proficiency levels.	Exceeds Standard Candidates provide leadership to staff in establishing appropriate instructional opportunities for ELLs.
5.b.4. Engage in collaborative teaching in general education, content area, special education, and gifted classrooms.	Approaches Standard Candidates are aware of a variety of collaborative teaching models.	Meets Standard Candidates teach collaboratively with other teachers to assist ELLs in general education, content-area, special education, and gifted classrooms.	Exceeds Standard Candidates provide leadership to staff in developing collaborative instructional models for ELLs.
5.b.5. Advocate for ELLs’ access to academic classes, resources, and instructional technology.	Approaches Standard Candidates understand the importance of advocating for ELLs, including full access to school resources and technology and appropriate instruction for students with special needs or giftedness.	Meets Standard Candidates advocate for ELLs and their families including full access to school resources and technology and appropriate instruction for students with special needs or giftedness. Candidates share with colleagues the importance of ELLs’ equal access to educational resources, including technology. Candidates take part in instructional teams advocating for appropriate instructional services for ELLs who may have special needs or giftedness.	Exceeds Standard Candidates serve as advocates and ESOL resources to support ELLs and their families as families make decisions in the schools and community. Candidates help colleagues appropriately select, adapt, and customize resources for use by ELLs. Candidates take leadership roles on instructional teams advocating for appropriate instructional services for ELLs who may have special needs or giftedness.
5.b.6 Support ELL families.	Approaches Standard Candidates are familiar with community language education and other resources available to ELLs and their families.	Meets Standard Candidates provide ELLs and their families with information, support, and assistance as they advocate together for the students and their families. Candidates help families participate fully in their school and community. Candidates engage with community members and policymakers with respect to issues affecting ELLs.	Exceeds Standard Candidates help create empowering circumstances and environments for ELLs and their families. Candidates take leadership roles with community members and policymakers with respect to issues affecting ELLs.
5.b.7. Serve as professional resource personnel in their educational communities.	Approaches Standard Candidates understand ways to facilitate cooperation among ESOL professionals, families, administrators, community members, policymakers and their ELLs.	Meets Standard Candidates model for their colleagues a variety of techniques and attitudes needed to work effectively with ELLs. Candidates keep current with media reports about the education of ELLs.	Exceeds Standard Candidates help other teachers and school administrators’ work effectively with ELLs. Candidates provide instruction and professional growth activities for colleagues and share skills for working with ELLs. Candidates help policymakers understand the curricula and instructional approaches that best meet the needs of ELLs in their community.

Keywords:

ESL, English, Language, TESOL, Standard

Subjects:

English

Types:

Assessment

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