1	Teaching Crisis in World Languages other than English Mary Ann Lyman-Hager Norman Leonard Eleanor Castillo LARC, a National Language Resource Center Title VI, U.S. Department of Education
2	Unintended Consequences of NCLB Every teacher must be “highly qualified” by a certain time (end of 2005-06?) Experienced and qualified teachers must be equitably distributed among classrooms of all economic sectors Teachers are in very short supply, however…
3	Why the short supply? NCLB demands for highly qualified teachers are putting undue stress on teacher education and foreign language programs TE and language education programs must be staffed and new curricula put forth to meet state credentialing commission standards Teachers are retiring, and few new teachers are prepared to take their place
4	Language Teachers LOTE (Languages other than English) are particularly affected: for many, no examinations for certification exist LCTLs (Less Commonly Taught Languages) are even more vulnerable because enrollment-driven state university systems can’t support the 32-units of study in the language required under NCLB
5	Resulting in… “Out of field” teaching and under-prepared teachers working in LOTE, with little professional support, or… Teachers who are creative in seeking remedies for their language groups and for creating innovative ways to meet the criteria of NCLB and the State Commissions
6	Creative Solutions After school programs to build community support and interest Collaboration between universities in the California State University system and others to build credentialing programs and to offer majors in languages with low enrollments
7	Creative Solutions New CSET examinations authorized “Virtual” language and cultural courses created to help with 32 unit requirement On-line pedagogy, applied linguistics, and World Language Methods courses
8	LRC Teacher Development Support Language Resource Centers (LRCs) mandate to train teachers in: The administration and interpretation of performance tests The use of effective teaching strategies The use of new technologies All LRCs offer support targeting the LCTLS (less commonly taught languages)
9	LRC Teacher Development Support Language Resource Centers (LRCs) activities: Summer institutes with professional development credits Materials development projects for LCTLS Language specific summer institutes Tailored on-site workshops upon request Language training at the professional levels for LCTLS Online tutorials for teachers on how to use corpora in language teaching Online guides on pedagogy, learning strategies, portfolio assessment, classroom assessment, and content based instruction Digital Media Archive (repository) for media and lessons Standards based textbook development
10	How CSU Students Become Teachers Now Components Routes
11	"Prepared by Julian F" Prepared by Julian F. Randolph and Ilona Vandergriff for the Foreign Language Education Committee of the CSU Foreign Language Council April 2003
12	Quick Overview
13	Two Principal Components Acquiring and demonstrating subject matter preparation. Completing Professional Education requirements.
14	Two Routes to Demonstrating Subject Matter Preparation Earn a passing score on subject matter examinations adopted by the California Commission on Teacher Credentialing (CCTC). OR Complete a subject matter preparation program approved by the Commission.
15	Route 1. The Exams: Praxis II and SSAT Applicants in French & Spanish take Praxis II and SSAT (Single Subject Assessments for Teaching) (see information in supplementary handouts). Applicants in Japanese, Mandarin, Punjabi, Russian, & Vietnamese take SSAT (Praxis never developed for these languages except for German).
16	Route 2. CCTC Approved Program: What It Must Do Provide 30 semester units (45 quarter units) of coursework in the language and in related subjects. Be based on a Statement of Philosophy and Purpose. Be based on fourteen standards of program quality in language, culture, literature, and applied linguistics.
17	Route 2. CCTC Approved Program: What It Must Do (cont.) Assess student outcomes. Provide College of Education a competency assessment of student candidates. That is, meet CCTC Standards 2, 3, 10 and 13 (see supplementary handout).
18	Professional Education Requirements Preliminary Credential, Single Subject A baccalaureate degree. Successful passage of the California Basic Educational Skills Test (CBEST)--reading, writing, mathematics. Must be passed before enrolling in credential courses. Demonstration of advanced written English skills.
19	Professional Education Requirements Preliminary Credential, Single Subject (cont.) Demonstration of knowledge of the principles of the Constitution of the United States. An approved program of professional preparation. A Certificate of Clearance prior to student teaching.
20	Preliminary Credential Professional Program: A One-Year Program Two semesters of 16 units each. First semester consists of observation-participation in public schools. Second semester consists of full-time student teaching. Each semester requires a seminar in secondary education.
21	Clear Credential Professional Program: A One-Year Program A minimum of 30 post-baccalaureate units of professional education or other approved upper division or graduate work. Must be completed within five years after issuance of preliminary credential. A course in health/drug education. Complete mainstreaming inclusion requirements for disabled pupils.
22	Clear Credential Professional Program: A One-Year Program (cont.) Completion of CPR. Demonstrate competence in computer education. Complete a course on teaching culturally and linguistically diverse learners.
23	References Praxis Information: http://www.ets.org/praxis Teacher Preparation in Languages Other than English: Quality and Effectiveness Standards for Subject Matter Programs in California (1994): http://www.ctc.ca.gov/profserv/progstan.html
24	References (cont.) San Francisco State Credential Requirements: http://www.sfsu.edu/~bulletin/current/programs/credpro.htm#104 Verifying Subject-Matter Competence For Single Subject Teaching Credential [CCTC Credential Info Leaflet CL-674S]: http://www.sfsu.edu/~credinfo/sspinfo.html or http://www.ctc.ca.gov/profserv/examinfo/singlesubject.html
25	Charting the Course for Preparing Future Generations of Foreign Language Educators The Context of Foreign Language Education in California and Its Implications for Our Mission Prepared by: Arleen Burns and Duarte Silva
26	Challenges Preparing effective teachers for teaching California’s linguistically and culturally diverse students A dilemma of quantity and quality. Great demand for increased numbers and better prepared teachers How to respond with appropriate practices that respond to new policy directions and prepare and support future generations of language educators.
27	Context: CA’s Current Student Population and its Diversity In 1987-88, 4.4 million students were enrolled in CA public schools In 2002-03, approximately 6.3 million students are enrolled in CA schools 43% Latino, 8.6% African American, 8.2% Asian, 38.8% White, and 1.4% students from other ethnic backgrounds
28	Context: CA’s Current Student / Teacher Population and its Diversity While approximately 70% of California’s students are ethnic minorities, only about 22% of the current teaching force are from minority groups. There are only 4.3% of African-American teachers to teach the 8.6% from the same group, and only 12% of Latino teachers to teach approximately the 40% of the Latino students enrolled in CA’s public schools.
29	Context: CA’s Current Student Population and its Diversity Between 1987-2000 the number of students enrolled in CA schools who spoke a language other than English increased by 216%. While 80% of the students were speakers of Spanish, the remaining 20% represent over 80 other languages.
30	Context: Increase in Student Population and its Diversity Creates New Needs The dramatic increase in student population and its diversity demands many more teachers and those with different knowledge, skills, and understanding of the students they teach With 80% of the new students being speakers of Spanish and the remaining 20% representing over 80 other languages, there is a dramatic need for teachers who speak a variety of languages to teach in CA schools.
31	Context: Increase in Student Population and its Diversity Creates New Needs Both the diversity of CA’s student population and the high number of students who are English Language Learners (ELL) require new language teachers who: Are competent to teach languages to heritage speakers who typically represent a wide-range of competency of the languages, cultures, and literacy skills that they are studying are able to support school-wide literacy initiatives in the FL classroom and assist English Language Learners to progress steadily with their acquisition of English and their native language
32	Context: Increase in Student Population and its Diversity Creates New Needs The greatest program areas of growth in Foreign Language education in recent years in CA has been in courses for heritage speakers. In 2001-2002 there were over 60,000 students enrolled in these courses in the following languages: Chinese Korean Portuguese Russian Spanish Vietnamese
33	Current and Future Status of California’s Teaching Force Currently 28,500 teachers are teaching with emergency permits in CA; 19% or 6000 are teaching in LAUSD. Of the remaining number, approximately 80% teach in urban, low performing and linguistically diverse schools. Only 1/3 of the State’s English Learners have a teacher who has earned a credential of any kind. At the current teacher recruitment and preparation rate; there will continue to be a teacher shortage, estimated to be over 30,000 by 2004-2005.
34	Number of California’s Foreign Language Teaching Force and Student Enrollment In 2001-2002 there were 5,139 FTE Foreign Language teachers teaching languages in CA’s K-12 public schools In the same year, there were 771,308 students enrolled in Foreign Language education in CA The average class size for Foreign Language courses was 29 students
35	Factors Affecting Teacher Shortage Attrition causes a loss of 8% or 16,000 teachers annually. 40 - 60% of those who earn credentials do not seek employment as teachers. 50% leave teaching within the first 5 years New Initiatives such as the current recommendation of the Master Plan for Foreign Language Education
36	Teacher Shortage Factors and its Impact on Policy Issues such as teachers who do not accept classroom assignments after earning a credential and the large numbers who leave the profession within the first 5 years have significantly impacted policy in the area of FL education. Most of the current policies in Teacher Education require that teacher preparation institutions monitor and support the critical induction period for teachers. This includes: assuring that teacher preparation programs adequately prepare teachers who can address current educational reform issues in CA’s public schools collaborating with school districts to develop and sponsor appropriate professional development activities for teachers in their early years in the profession.
37	Policy Trends for Preparing Future Teachers in CA SB 2042, Alpert, Teacher Credentialing Alignment of California Standards for the Teaching Profession with the content Standards for pupils. Ensure that each candidate recommended for a credential has satisfactorily demonstrated ability to assist pupils to meet or exceed state content and performance standards. Greater focus on teacher candidates demonstrating what they know and are able to do to address very specific expectations and tasks related to student learning.
38	Trends for Preparing Future FL Teachers in CA and Across the Nation Recently three separate, but coordinated national initiatives, have produced three different sets of standards designed to articulate the preparation and support of Foreign Language teachers over the span of their careers. These are: National Council for Accreditation of Teacher Education (NCATE) Standards (Initial--Teacher Preparation--Phase) Interstate New Teacher Assessment and Support Consortium (INTASC) Standards (Induction--First Five Years--Phase) National Board for Professional Teaching Standards (NBPTS) Standards (Accomplished--Mid to end of Career--Phase)
39	Trends for Preparing Future FL Teachers in CA and Across the Nation National Council for Accreditation of Teacher Education (NCATE) Program Standards for the Preparation of Foreign Language Teachers (Initial Level) The Standards are Intended to Accredit Teacher Preparation Institutions and their Programs that Prepare Foreign Language Educators The Standards Apply BOTH to the Language Departments, and the Departments of Education
40	NCATE Standards Are performance based--radical departure from input-based system Focus on what teacher candidates know and are able to do Require institutions to show candidate performance data
41	INTASC Standards Are performance based and build on the NCATE standards Establish criteria for licensing beginning Foreign Language teachers Focus on teachers developing the ability of adapting instruction to learner diversity and relating to the several communities in which their schools are located
42	NBPTS Standards Are performance based, build on the NCATE and INTASC standards and are organized around five core propositions: Teachers are committed to students and their teaching 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
43	Charting the Course for Preparing Future Generations of Foreign Language Educators The Context of Foreign Language Education in California and Its Implications for Our Mission Prepared by: Arleen Burns and Duarte Silva
44	Challenges Preparing effective teachers for teaching California’s linguistically and culturally diverse students A dilemma of quantity and quality. Great demand for increased numbers and better prepared teachers How to respond with appropriate practices that respond to new policy directions and prepare and support future generations of language educators.
45	Context: CA’s Current Student Population and its Diversity In 1987-88, 4.4 million students were enrolled in CA public schools In 2002-03, approximately 6.3 million students are enrolled in CA schools 43% Latino, 8.6% African American, 8.2% Asian, 38.8% White, and 1.4% students from other ethnic backgrounds
46	Context: CA’s Current Student / Teacher Population and its Diversity While approximately 70% of California’s students are ethnic minorities, only about 22% of the current teaching force are from minority groups. There are only 4.3% of African-American teachers to teach the 8.6% from the same group, and only 12% of Latino teachers to teach approximately the 40% of the Latino students enrolled in CA’s public schools.
47	Context: CA’s Current Student Population and its Diversity Between 1987-2000 the number of students enrolled in CA schools who spoke a language other than English increased by 216%. While 80% of the students were speakers of Spanish, the remaining 20% represent over 80 other languages.
48	Context: Increase in Student Population and its Diversity Creates New Needs The dramatic increase in student population and its diversity demands many more teachers and those with different knowledge, skills, and understanding of the students they teach With 80% of the new students being speakers of Spanish and the remaining 20% representing over 80 other languages, there is a dramatic need for teachers who speak a variety of languages to teach in CA schools.
49	Context: Increase in Student Population and its Diversity Creates New Needs Both the diversity of CA’s student population and the high number of students who are English Language Learners (ELL) require new language teachers who: Are competent to teach languages to heritage speakers who typically represent a wide-range of competency of the languages, cultures, and literacy skills that they are studying are able to support school-wide literacy initiatives in the FL classroom and assist English Language Learners to progress steadily with their acquisition of English and their native language
50	Context: Increase in Student Population and its Diversity Creates New Needs The greatest program areas of growth in Foreign Language education in recent years in CA has been in courses for heritage speakers. In 2001-2002 there were over 60,000 students enrolled in these courses in the following languages: Chinese Korean Portuguese Russian Spanish Vietnamese
51	Current and Future Status of California’s Teaching Force Currently 28,500 teachers are teaching with emergency permits in CA; 19% or 6000 are teaching in LAUSD. Of the remaining number, approximately 80% teach in urban, low performing and linguistically diverse schools. Only 1/3 of the State’s English Learners have a teacher who has earned a credential of any kind. At the current teacher recruitment and preparation rate; there will continue to be a teacher shortage, estimated to be over 30,000 by 2004-2005.
52	Number of California’s Foreign Language Teaching Force and Student Enrollment In 2001-2002 there were 5,139 FTE Foreign Language teachers teaching languages in CA’s K-12 public schools In the same year, there were 771,308 students enrolled in Foreign Language education in CA The average class size for Foreign Language courses was 29 students
53	Factors Affecting Teacher Shortage Attrition causes a loss of 8% or 16,000 teachers annually. 40 - 60% of those who earn credentials do not seek employment as teachers. 50% leave teaching within the first 5 years New Initiatives such as the current recommendation of the Master Plan for Foreign Language Education
54	Teacher Shortage Factors and its Impact on Policy Issues such as teachers who do not accept classroom assignments after earning a credential and the large numbers who leave the profession within the first 5 years have significantly impacted policy in the area of FL education. Most of the current policies in Teacher Education require that teacher preparation institutions monitor and support the critical induction period for teachers. This includes: assuring that teacher preparation programs adequately prepare teachers who can address current educational reform issues in CA’s public schools collaborating with school districts to develop and sponsor appropriate professional development activities for teachers in their early years in the profession.
55	Policy Trends for Preparing Future Teachers in CA SB 2042, Alpert, Teacher Credentialing Alignment of California Standards for the Teaching Profession with the content Standards for pupils. Ensure that each candidate recommended for a credential has satisfactorily demonstrated ability to assist pupils to meet or exceed state content and performance standards. Greater focus on teacher candidates demonstrating what they know and are able to do to address very specific expectations and tasks related to student learning.
56	Trends for Preparing Future FL Teachers in CA and Across the Nation Recently three separate, but coordinated national initiatives, have produced three different sets of standards designed to articulate the preparation and support of Foreign Language teachers over the span of their careers. These are: National Council for Accreditation of Teacher Education (NCATE) Standards (Initial--Teacher Preparation--Phase) Interstate New Teacher Assessment and Support Consortium (INTASC) Standards (Induction--First Five Years--Phase) National Board for Professional Teaching Standards (NBPTS) Standards (Accomplished--Mid to end of Career--Phase)
57	Trends for Preparing Future FL Teachers in CA and Across the Nation National Council for Accreditation of Teacher Education (NCATE) Program Standards for the Preparation of Foreign Language Teachers (Initial Level) The Standards are Intended to Accredit Teacher Preparation Institutions and their Programs that Prepare Foreign Language Educators The Standards Apply BOTH to the Language Departments, and the Departments of Education
58	NCATE Standards Are performance based--radical departure from input-based system Focus on what teacher candidates know and are able to do Require institutions to show candidate performance data
59	INTASC Standards Are performance based and build on the NCATE standards Establish criteria for licensing beginning Foreign Language teachers Focus on teachers developing the ability of adapting instruction to learner diversity and relating to the several communities in which their schools are located
60	NBPTS Standards Are performance based, build on the NCATE and INTASC standards and are organized around five core propositions: Teachers are committed to students and their teaching 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