SPRING 2002			Jodi Crandall & Holly Stein
Tuesdays 5:00 – 7:00			crandall@umbc.edu; 401-455-2313; 202-387-0322
6 credits				hhstein@juno.com; 410-455-3061; 301-593-7297

EDUC 792L:  ISD INTERNSHIP (STUDENT TEACHING) IN ESOL/BILINGUAL
And EDUC 335/627 STUDENT TEACHING IN FOREIGN LANGUAGES

	The ESOL/Bilingual internship is a 15-week student teaching experience divided between elementary and secondary (middle or high school) placements.  The students have one seven-week and one eight-week placement in an approved ESOL/bilingual classroom in K-12 ESOL programs in Maryland (Baltimore City or Prince George’s, Montgomery, Baltimore, Howard, or Frederick counties).  Foreign Language interns have two secondary level placements.
	Through a process of increasing responsibility, the students plan and carry out observations, tutoring, conferences, lesson planning, and teaching activities for the total ESOL/bilingual or Foreign Language classroom.  The students also participate in and experience all school related activities including conferences with parents, bus and lunch/cafeteria duty, faculty meetings, counseling, and special school programs.  The main objective is an experience involving all aspects of being an ESOL/bilingual or Foreign Language teacher.  It is expected that the students will take total responsibility of their classrooms for at least two weeks of each placement.

Objectives

See attached INTASC Standards and the Observation Evaluation Form that we will be using when we visit you in your schools.  Helping you to make progress toward the INTASC Standards is a major objective of student teaching (practicum).  The following are another statement of these objectives:
Based on their observations and hands-on student teaching experiences, the students will:
1.	Develop an understanding and demonstrate respect for the K-12 students, their cultural backgrounds and their communities.
2.	Recognize and accept different patterns of child development within and among cultures.
3.	Understand and strive to incorporate into instructional materials, classroom activities, and other aspects of the teaching and learning environment, the cultures, histories and contributions to the United States of the various students being taught.
4.	Know and apply in the teaching/learning situation, teaching strategies which accommodate differences in student learning preferences/styles (cognitive and affective) and in the students’ development and socialization.
5.	Become familiar with and use different types of technologies in language teaching/ learning. 
6.	Apply appropriate knowledge and practices learned through the courses taken in the ESOL/Bilingual ISD M.A. program, or the Foreign Language degree program, to the classroom situation, including:
a.	doing self-assessment and self-reflection of teaching strategies and lessons taught;
b.	assessing student achievement in relation to the objectives of instruction;
c.	responding appropriately to the diversity of behavior found in multi-cultural environments;
d.	developing a philosophy using a variety of approaches, methods, techniques, procedures and instructional aids to help learners accomplish curriculum objectives;
e.	applying various methods and techniques to help students gain mastery of speaking, listening, reading and writing skills in English.
7.	Demonstrate the ability to incorporate and use proficiency building techniques in their classroom teaching at all proficiency levels, beginning, intermediate and advanced, and at both school placements, whether elementary or secondary.
8.	Make progress toward the 10 INTASC standards, attached.  These same standards will be the basis of evaluation for the student teaching observations.

Course Requirements

1.	Internship/Student Teaching at officially assigned schools (See course information packet)
2.	Attendance at weekly Seminar class, during which students will be expected to: 
a.	Write and submit a weekly personal journal (2-4 pages) recording thoughts, observations and experiences during the semester.
b.	Discuss the journal topics listed below at the weekly Seminar classes. 
3.	Collaboration in classroom observations, at least twice while teaching at each school, during which students will help direct the focus of observation.
4.	Videotape at least one of your classes and select a small segment to present to the class for analysis and discussion.
5.	Begin to develop a professional portfolio.

Journal Topics									Due Date

1.  Describe your school, its cultural and linguistic groups,				Feb. 5
socio-economic groups, organizational structure, etc.  				

2.  Describe one class of students in terms of countries, 
languages, cultures, learning styles, ages, grades, motivation, English
language skills or Foreign language skills, etc. and/or describe one 
or two students in detail								Feb. 12
			
3.  Discuss what your philosophy of classroom management is and
how you are implementing it.  Include routines, rewards, disciplinary actions,
etc.  Narrate one incident related to classroom management that you would
like to discuss in class.								Feb. 19										
4.  Describe the process you are using to decide what to teach.  Bring a
lesson plan with you to class and be prepared to talk about what went well
and what you would change next time.						Feb. 26 

5.  Discuss ways you are attempting to meet the needs of students at different
levels. Bring examples of activities with you, if possible.				March 5				
6. Fridays are often difficult days to teach, especially since students may be
focusing on the weekend, rather than on their classes.  Do you do anything
special on Fridays or other days before holidays?  In general, what are some
of the ways you are attempting to motivate students?  If you have a student who
is difficult to motivate, please describe the student so that we can discuss
the situation in our seminar.								March 12 	
	
7.  Open										March 19

8. Spring break									March 26

9.Two of the major goals of the ESOL or foreign language teacher is to assist 
students in developing reading and writing skills and in ESOL, to prepare them
 to be able to undertake academic work through English. 
Briefly discuss some aspect of the ways in which you are teaching reading/writing 
and/or integrating language and content instruction in your classes.			April 2
								
10.Using technology in your teaching.  Describe at least one way in which you
are using audio-visual aids, computers, or other technology in your teaching.
What problems do you face in this regard and how have you attempted
to address these problems?								April 9

11.Make a list of the various roles that you and other ESOL/foreign
language teachers have played this semester.  Consider your relationship with
your students, other students, other teachers, the principal, other administrators,
parents, the community, etc. 								April 16 
	
12. Discuss some of your evolving philosophy of your role as a teacher. You
may focus on any aspect of teaching.  You may wish to return to the issue
of classroom management/discipline.							April 23

13. Write a letter to those who will follow you in this course, discussing
what you have learned during this semester (your evolving teaching
philosophy)and giving advice to other first year.					April 30

14. Portfolio due – Include:
	Lesson plan(s) with commentary
	Evolving teaching philosophy	
	A profile of one learner and how you addressed those needs
	An updated CV or resume
	Sample student work
	Short reflective piece related to the video of your teaching 	
	Official transcripts								May 7

Grading for this course will be based on:
1.	Assessment of teaching by the Seminar Instructors and Mentor Teacher(s) using the Clinical Practice Performance Assessment
2.	Attendance at Seminar classes
3.	Participation in Seminar class discussions
4.	Journals submitted showing evidence of self-reflection, analysis, and learning
5.	Portfolio

ESOL/Bilingual mailing list:
ESOL/Bilingual students are encouraged to subscribe to the ESOL/Bilingual mailing list.
To subscribe, send an e-mail message to: listproc@listproc.umbc.edu
Leave the subject line blank and in the body of the message type:
		Subscribe TESOLumbc
To send a message to the list, write to: tesolumbc@listproc.umbc.edu