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Some Core “Best Practices” that LCTL Teachers Need to Know: Lessons from STARTALK . Dr. Catherine W. Ingold Dr. Frederick H. Jackson Dr. Mouna Mana University of Maryland. Program. Overview of STARTALK Teacher Education Teacher responses STARTALK “Best Practices” What Teachers Need

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Some core best practices that lctl teachers need to know lessons from startalk

Some Core “Best Practices” that LCTL Teachers Need to Know: Lessons from STARTALK

Dr. Catherine W. Ingold

Dr. Frederick H. Jackson

Dr. Mouna Mana

University of Maryland


Program
Program Know: Lessons from STARTALK

  • Overview of STARTALK Teacher Education

    • Teacher responses

  • STARTALK “Best Practices”

  • What Teachers Need

    • What the experts say

    • What the teachers say

    • A Waystages Model of teacher development

  • Importance of teacher certification

  • Discussion


Startalk languages
STARTALK Languages Know: Lessons from STARTALK

2007 – Arabic & Chinese

2008 – Hindi, Persian, & Urdu

2009 – Swahili & Turkish

2010 – Dari & Russian

2011 – Portuguese


Startalk focus
STARTALK Know: Lessons from STARTALK Focus

Policy

Managing for Quality

Knowledge

Practice

Collaboration Among Experts


Continuous improvement model
Continuous Improvement Model Know: Lessons from STARTALK

Rigorous Review

Networksand Teams

Clearer Process

Select Programs

Mentoring

Orientand Train

DesignRFP

Revise Process

ResearchBest Practices

Observe Programs

Collect Data

Evaluate Outcomes

Enhanced Surveys and Data


Startalk best practices
STARTALK “Best Practices” Know: Lessons from STARTALK

  • Align Standards-based, thematically organized curriculum, instruction, and assessment

  • Facilitate student-centered learning

  • Use the target language for instruction and interactions with students; ensure input is comprehensible

  • Stimulate meaningful interaction in the target language

  • Integrate language, culture, and content

  • Differentiate instruction based on learner needs

  • Use age-appropriate authentic materials

  • Assess learners’ progress and performance


Who are the startalk teachers
Who Are the STARTALK Teachers? Know: Lessons from STARTALK

  • Typically native speakers

    • Not always (but almost always very proficient)

    • Some programs select NNSs

  • Typically well-educated (M.A. or better)

  • Typically have taught before

  • Open to “transformation”


Who are the teacher trainees
Who are the Teacher Trainees Know: Lessons from STARTALK ?

  • 89% native speakers of the target language

  • 86% female

  • 47% earned a master’s degree

  • 77% will teach the target language in the fall

  • Excited about what they are doing

    • Many have returned every year

    • Want to teach Americans about their language and culture


Startalk teacher programs numbers of teacher trainees 2007 11
STARTALK Teacher Programs Know: Lessons from STARTALK Numbers of Teacher Trainees 2007-11


Affective impact on teachers and teacher trainees
Affective Impact on Teachers and Teacher Trainees Know: Lessons from STARTALK

  • Increased confidence in teaching

  • Increased willingness to implement effective strategies

  • Increased collaboration together

Topics



What these teachers bring
What these teachers bring in the US

  • Native fluency in the language, understanding of the culture

  • Ability to manage language demands of a wider range of program types and levels, including ability to ad lib, innovate

  • Often, tremendous enthusiasm and commitment


What these teachers need
What these teachers need: in the US

  • Orientation to culture and norms of US schools and universities

  • Communicative language teaching methods, Backward Design, assessment methods, effective use of authentic materials, etc.

  • Staying in target language while making their language/culture comprehensible to learners

  • Opportunities to observe expert teaching, practice with guidance, and reflect on their teaching; access to communities of practice


What the teachers say their top priority needs are
What in the US the teachers saytheir top priority needs are:

  • Sample of STARTALK teachers surveyed (from programs for teachers of Arabic)

  • Main goal for professional development:

    • Increasing knowledge & gaining skills for their classrooms

    • Not for certification

  • Top 3 areas of need expressed (aligned with top 3 challenges):

    • Differentiated Instruction

    • Teaching using a standards-based approach

    • Maintaining Target Language/ Comprehensible Input


What the teachers report as being lower immediate priority
What the teachers in the US report as being lower immediate priority

  • Language-specific issues

  • Orientation to US educational system, its culture and norms

  • Opportunities for practical implementation


Language of professional development training
Language of professional development & training in the US

  • More respondents indicated preference for their professional development to be conducted in both their native language and English

  • Why?

    • Linguistic support (Present content in English, explain and support and clarify in Arabic)

    • Desire to be part of broader profession


Top 3 challenges
Top 3 challenges in the US

  • Differentiating instruction

    • To Diverse learners (Native, Non-Native, & Heritage)

  • Comprehensible input

    • Maintaining target language within context of diverse classrooms

  • Using a standards-based model in everyday lessons

    • Translating the conceptual into daily activity

      *****


Why examine what teachers say they need and find challenging
Why examine what teachers say they need and find challenging?

  • Identifying areas for professional growth that teachers are aware of

  • Need for unpacking reasons for experiencing challenge

  • Understanding processes of learning and applying STARTALK Best Practices

  • Stages of professional growth in implementing Best Practices

  • Responses about challenges and needs help guide PD and training


Waystages of teacher development
Waystages challenging? of Teacher Development

  • Apprentice

  • Novice

  • Journeyman

  • Master


Possible examples of teacher can do statements i novice waystage
Possible Examples of Teacher “Can-do” Statements I: Novice waystage

  • Can teach communicative lessons from a standards-based curriculum.

  • Can introduce and facilitate small-group task activities.

  • Can facilitate student-centered learning.

  • Can stay in the language in routine interactions and teaching at least 90% of time.

  • Can notice when students do not understand and adjust to make speech more comprehensible.

  • Can state learning goals and assess students’ ability to perform them successfully.

  • Can select appropriate authentic materials and realia.

  • Can reflect productively on own teaching and class response.


Possible examples of teacher can do statements ii journeyman waystage
Possible Examples of Teacher “Can-do” Statements II: Journeyman Waystage

  • Can design original communicative lessons for a standards-based curriculum.

  • Can plan and deliver lessons based on student needs and the goals of the course.

  • Can introduce and facilitate many communicative activities.

  • Can differentiate instruction so that each student learns as much as possible.

  • Can attend to every student’s learning and make principled adjustments to maximize learning.

  • Can assess students’ abilities to perform course goals in new contexts and can provide constructive feedback.

  • Can integrate language, culture and meaningful content in instruction


Possible examples of teacher can do statements iii master waystage
Possible Examples of Teacher “Can-do” Statements III: Master Waystage

  • Can plan and develop a theme-oriented standards-based curriculum for groups of students.

  • Can effectively mentor and coach apprentice and novice teachers.

  • Can counsel and advise individual students to help them learn effectively.

  • Can lead a course-development team.

  • Can design and interpret the results of assessments of communicative effectiveness


Some core best practices that lctl teachers need to know lessons from startalk

Building Alternate Master Routes to Teacher Licensure (Certification)


Startalk teacher development materials collection
STARTALK Teacher Development Materials Collection Master

  • Teacher Training Videos

  • Multimedia Teacher Workshops

  • Collection of Curriculum Plans and Resources

  • Online Curriculum Guide


Startalk resources for teachers
STARTALK Resources for Teachers Master

STARTALK RESOURCES ARE FOR ANY TEACHER OF ANY LANGUAGE. http://startalk.umd.edu

Teacher Development Materials:

  • Classroom Video Collection ( in ST languages)

  • On-line Curriculum Development Guide (any language)

  • On-line lesson planning guide (any language)


Some core best practices that lctl teachers need to know lessons from startalk

Questions? Master

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