German/SLAT 596b: Foreign Language Teacher Development, Supervision, and Evaluation (3 credit hours)
Fall 2003
Teaching requires a synthesis of academic excellence, interpersonal effectiveness, cultural consciousness and personal insight that far surpasses what is required of any other profession. (From Lee S. Shulman et al. “A Report of the Re-Thinking Task Force,” prepared for the NBPTS, Columbus, OH, June 1995.)
Meeting Time/Place: Mondays 3:00 – 5:50 p.m. in Modern Languages 213
Instructor: Renate A. Schulz
Guest Professor: Dr. Stephanie Duisberg
Office: Learning Services Bldg. (SE corner of Vine and 1st St), Room 312
Office Hours: Tu 10 – noon, W 3:00 – 5 p.m. and Th 3:00 – 5:00 p.m.
Phone: 621-7388
e-mail: schulzr@u.arizona.edu
Listserv-internet discussion address for German 596b during fall 2003:
SLAT596b@listserv.arizona.edu
Course Objectives:
–Course participants will gain an overview of current issues and problems in foreign language teacher education.
–They will study in depth models of and approaches to teacher development (pre-service and inservice) and supervision.
— They will develop criteria for the evaluation of teaching and practice their use with authentic teaching samples.
— They will engage in reflective analysis and self evaluation, and become more aware of their own teaching styles and approaches.
— They will conduct classroom research, investigating one or more aspects of teacher behavior or teacher evaluation.
Procedures: The course will be conducted seminar style. This means that students and instructor share the responsibility in finding, discussing, analyzing, and synthesizing relevant information regarding the course topics.
The topics below will be explored using assigned readings, lectures, reports–all combined with extensive discussion–and small-group problem solving activities. Practical experience in teacher supervision/evaluation will be gained through observation of classroom instruction, and video critiques. Course participants will also engage collaboratively or individually in research projects which investigate issues related to FL/L2 teaching, teacher development, or the supervision and/or evaluation of teaching.
Required Books:
–Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle & Heinle.
–Bailey K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston : Heinle & Heinle.
–Additional required readings will be available in LSB 300 (German Studies Dept.).
Recommended:
–Richards, J. C. and Nunan, D., eds. (1990). Second language teacher education. Cambridge: Cambridge University Press.
–Rifkin, B., ed. (2001). Mentoring foreign language teaching assistants, lecturers, and adjunct faculty. Boston: Heinle & Heinle.
Tentative Topics:
8/25 Orientation to Course
14 questions to explore what we know about FL teaching and learning.
Research in Teacher Education: Psychometric (quantitative); Interactional analysis; Discourse analysis; Ethnographic (qualitative); Action research
Establishing a research agenda in L2/FL teacher development.
9/1 Labor Day – no class
9/8 Guest Professor: Dr. Stephanie Duisberg
Certification requirements for teaching FL/ESL in Arizona public schools
Positioning FL as a “Core subject” – Implications of the demarginalizing of FL instruction in the schools
The Student-Centered Language Classroom: Meeting the Standards while creating community
Evaluator Bias based on Preferred Methodologies
Reports/discussion on readings: Rilling, S., “Teacher Evaluation: It doesn’t have to hurt.” At www.asia-u.ac.jp/english/cele/articles/Rilling_Teacher_Eval.htm#top
Pufahl, I., Rhodes, N. C. & Christian, D. (2001) at www.cal.org/ericcll/digest0106pufahl.html
Crandall, J. (1994). “Content-Centered Language Learning” at www.cal.org/ericcll/digest/cranda01.html
9/15 Reports/discussion on readings: Schulz, R. (2000); Vélez-Rendon, G. (2002); Crandall, J. (2000); Oxford, R. L. (1998) in www.cal.org/ericcll/News/199809/main_article.html;
Review of “the state of the art” in FL teacher education. What are the issues?
Presentation of research reports:________________________________
9/22 Reports/discussion on readings: http://www.ncate.org/ (professional standards for FL and ESL teachers); http://www.intasc.org/ (Model Standards for Licensing Beginning Foreign Language Teachers); http://www.nbpts.org/ (World Languages Other than English: Standards for teachers of students ages 3 – 18+, and English as a New Language Standards for teachers of students ages 3 – 18+). Standards for Foreign Language Learning (1996); TESOL (1997). ESL standards for pore-K-12 students. ; Bell, D. M. (2003).
The move toward professional standards.
Competencies of a good FL teacher. Implications for teacher development.
Content of FL Teacher Education: Pre-Service and In-Service.
Presentation of research reports:_________________________________
9/29 Reports/discussion on readings: Freeman, D. (1998), chaps. 1-4, pp. 1 –85.
Doing Teacher Research
Presentation of research reports:_________________________________
10/6 Reports/discussion on readings: Freeman, D. (1998), chaps. 5 – 8, pp. 86 – 193.
Doing Teacher Research, con’t.
10/13 Distribute research proposals on listserv by Friday 10/10.
Presentation of Research Proposals: ____________________________________
Models/Processes of FL Teacher Education: Teaching as art, craft, science or reflective process involving intellectual assumptions, experiential practice and attitudinal change.
Gebhard, J. G. (1990); Gaies, S. & Bowers, R. (1990); Fanselow, J. F. (1990), all in Richards, J. C. & Nunan, D. (1990);
Fanselow, J. F. “Beyond RASHOMON—Conceptualizing and Describing the Teaching Act” (1977); Allen, P., Fröhlich, M. & Spada, N., “The Communicative Orientation of Language Teaching: An Observation Scheme” (1983)
Midterm Course Evaluations
10/20 Presentation of Research Proposals: ____________________________________
Reports/discussion on readings: Costa A. & Garmston, R. (1994). “Cognitive Coaching.
Approaches to teacher supervision
Methods of observation
Peer teaching, micro teaching, practicum, student teaching
The teacher/supervisor conference
Critique of video-taped teaching sample: _______________________________
10/27 Due: Classroom Observation Reports
Reports/discussion on readings: Pennington, M.C. & Young, A.L. (1989); Wolf (1991); Zubizarreta (1994).
The Evaluation of Teacher Effectiveness: Formative vs. Summative
Criteria for FL teacher evaluation
Student evaluations
Peer Evaluations
Self Evaluation
Portfolio approaches to teacher evaluation
11/3 Reports/discussion on readings: Reports/discussion on readings: Bailey, K. M., Curtis, A. & Nunan, D. (2001) (chap. 1 – 6), pp. 1 – 116).
Reflective Teaching; Self Awareness; Self Observation
11/10 DUE: Video-taped teaching sample.
Reports/discussion on readings: Bailey, K. M., Curtis, A. & Nunan, D. (chap. 7-13, pp. 117-247).
Peer Observation; Team Teaching; Mentoring, Teaching Portfolios.
11/17 Reports/discussion on readings: Guthrie, E. (2001); Bernhardt, E. B. (2001); and Chalupa, C. & Lair, A. (2001), all in Rifkin (2001).
Teacher Development on the Post-Secondary Level: The Teaching Assistant – Pre-Service Teacher Development: Topics, Experiences, Materials
11/24 Reports/discussion on readings: Two articles selected from Benseler, D. P. & Cronjaeger, C. (1991);
Teacher Development on the Post-Secondary Level, cont.
12/1 Reports/discussion on readings: Byrnes (1994), Jarvis (1994).
Faculty Development: Covert Teacher Education
Program Evaluation
12/8 Mini-conference: Summary presentations of final results of research studies
Course evaluation
Course Requirements and Evaluation:
Regular classroom attendance is expected. Any unexcused absence may lower grade.
Course requirements:
I. Written reflections on readings (e.g., a log of key terms/definitions, reactive comments, and/or question[s], research implications on each reading assignment), prepared for date reading is assigned. Reflections are to serve as take-off points for discussion. They may or may not be collected. Students will be called on at random to lead discussions. Please tell instructor before class if, for any reason, you were not able to complete reading assignment. 200 points.
II. Critical review of three (3) reports on classroom research. The reviews should be maximally two pages in length, single-spaced. Students need to sign up on one of the dates below for a short oral report and critique (max. 10 minutes) of one of the research articles read. Please note: To avoid duplication, students need to get approval from instructor, for research report selected for oral presentation. FIRST COME FIRST SERVED! 200 points.
Due dates: Sept. 15, 22 or 29
III. Two (2) classroom observation reports, using two different observational formats or procedures. One observation should use a more qualitative, descriptive approach, one a more quantitative, evaluative approach (see Day 1990). Instructors may be GATs, regular university faculty, or high school teachers. A list of cooperating high school teachers is available.) Collaborative development of criteria and procedures, involving teacher and observer, is encouraged. 200 points. Due: October 27.
IV. Video-taped sample of your own teaching (minimum length: 30 minutes) with lesson plan and explanatory commentary and reflective critique. Video camera available through SLAT or the Department of German Studies. Please reserve in advance.
Note: With advance notice, you may be able to get lesson professionally video-taped by University Teaching Center. 200 points. Due: November 10.
V. Empirical research project dealing with a question relevant to teaching, classroom interaction, teacher education, supervision or evaluation. Quantitative and/ or qualitative approaches to research may be used. Individual or collaborative work. Course participants who choose to work on a group project should include a short statement describing/identifying their individual contribution to the project. A short (approx. 1-2 page) research proposal summary, listing research question(s)/hypotheses, rationale for study, and describing proposed research design, procedures, subjects, and data collection instruments or methods needs to be posted on the SLAT596b listserv by Friday, 10/10. If you do not yet have a thorough introduction to SLA research methods, I recommend you read Chapelle, C. A. & Duff, P. A., eds. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37, 157- 178. Oral presentations and discussion of research proposal in class 10/13 and 10/20. Final research report, including an abstract due on Dec. 3. The abstract should summarize the What? Why? Where? Who? How? When? And So What? Of your study (Freeman, 1998, p. 51 and p. 122). Due date can be adjusted, if criterion measures include results of final course exams. Please note that any student submitting final research report late will receive an incomplete to be replaced by a grade in January. 200 points.
Notes:
Please do not staple or bind assignments. Submit in folder or under paper clip.
Students may not submit identical papers/assignments to fulfill course requirements in more than one course. If you are working on a similar paper/project in another class, you must get instructors’ approval.
General Criteria for Evaluation of Assignments:
- Evidence of critical and reflective reading of assigned and other relevant materials;
- Active participation in discussion;
3. Evidence of use/discovery of appropriate resources/references/activities;
4. Quality of presentation, including meeting of format specifications, organization, clarity of expression. Correct use of bibliographic style (APA);
5. Knowledge gained by instructor.
The following additional criteria are specific to the evaluation of the research project:
–clarity/appropriateness of research question(s)/problem(s) or hypotheses and appropriate theoretical framework;
–appropriateness of research design and methods;
–appropriateness/quality of data collection instruments or procedures;
–appropriateness/quality of analyses;
–appropriateness of conclusions/implications/resolution of problem.
German/SLAT 596b Foreign Language Teacher Development, Supervision and Evaluation
Fall 2003 (Schulz)
Bibliography
Allen, P., Fröhlich, M., & Spada, N. (1983). The communicative orientation of language teaching: An observation scheme. In J. Handscombe, R. Orem, & B. P. Taylor (Eds.), On TESOL ‘83: The question of control. Washington: TESOL, pp. 231-252.
Bailey, K. M., Curtis, A., & Nunan, D., eds. (2001). Pursuing Professional Development. Boston: Heinle & Heinle.
Benseler D. P., & Cronjaeger, C. (1990). The preparation and support of graduate teaching assistants in foreign languages: A bibliography. In S. S. Magnan (Ed.). Challenges in the 1990s for college foreign language programs. Boston: Heinle & Heinle.
Bell, D.M.(2003). Method and postmethod: Are they really so incompatible? TESOL Quarterly, 37, 325-336.
Byrnes H. (1994). Faculty assessment and evaluation. ADFL Bulletin, 25, 3, 17-22.
Chapelle, C. A., & Duff, P.A. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL.TESOL Quarterly, 37, 157-178.
Costa, A. & Garmston, R. (1994). Cognitive Coaching: A foundation for renaissance schools. Massachusetts: Christopher-Gordon Publishers.
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Day, R.R. (1990). Teacher observation in second language teacher education. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp.43-61). Cambridge: Cambridge University Press.
Fanselow, J. F. (1977). Beyond RASHOMON – Conceptualizing and describing the teaching act. TESOL Quarterly, 11, 17-39.
Freeman, D. (1998). Doing teacher research. Boston: Heinle & Heinle.
Gaies, S. & Bowers, R., (1990). Clinical supervision of language teaching: the supervisor as trainer and educator. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp.167-181). Cambridge: Cambridge University Press.
Gebhard, J.G. (1990). Models of supervision: Choices. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp.156-166). Cambridge: Cambridge University Press.
Jarvis, D. K. (1994). Who needs development? ADFL Bulletin, 25, 3, 23-25.
Kinginger, C. (2001). Sociocultural Approaches to teaching and teachers’ research. In R. Z. Lavine (Ed.), Beyond the boundaries: Changing contexts in language learning (pp. 201-225). Boston: McGraw Hill.
NBPTS (2001). World languages other than English: Standards for teachers of students ages 3 – 18+. and NBPTS (1998). English as a new language standards for teachers of students ages 3 – 18+. National Board for Professional Teaching Standards.
Pennington, M. C. & Young, A. L. (1989). Approaches to faculty evaluation for ESL. TESOL Quarterly, 23, 619-646.
Richards, J. C. & Nunan, D., eds. (1990). Second language teacher education. Cambridge: Cambridge University Press.
Rifkin, B., ed. (2001). Mentoring foreign language teaching assistants, lecturers, and adjunct faculty. Boston: Heinle & Heinle.
Schulz, R. A. (2000). Foreign Language Teacher Development: MLJ Perspectives-—916-1999. Modern Language Journal, 84, 495-522.
Standards for Foreign Language Learning in the 21st Century (1999). National Standards in Foreign Language Education Project. Lawrence, KS: Allen Press.
TESOL (1997). ESL Standards for pre-K-12 students. Alexandria, VA: TESOL.
VanPatten, B. (2003). From input to output. Boston: McGraw Hill.
Véles-Rendon, G. (2002). Second language teacher education: A review of the literature. Foreign Language Annals, 35, 457-467.
Watson-Gegeo, K. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22, 575-592.
Wolf, K. (October 1991). The schoolteacher’s portfolio: Issues in design, implementation, and evaluation. Phi Delta Kappan, 129-136.
Zubizarreta, J. (December 1994). Teaching portfolios and the beginning teacher. Phi Delta Kappan, 323-326.