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 Universidad de Puerto Rico Nivel Central



Program Review Standards (TESOL)



 The TESOL/NCATE P-12 Teacher Education Program standards address the professional expertise needed by ESL educators to work with language minority students. The National Council for the Accreditation of Teacher Education (NCATE) uses the standards for national recognition of teacher education programs.

Also known as the TESOL Professional Teaching Standards, the performance-based standards can be used to assess programs that prepare and license P-12 ESL educators, as well as other teacher educator programs. 

Standard 1.a.:
Language as a System

Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.

Standard 1.b.:
Language Acquisition and Development

Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.

Standard 2:
Culture as It Affects Student Learning

Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.

Standard 3.a.:
Planning for Standards-Based ESL and Content Instruction

Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs.  They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Standard 3.b.:
Implementing and Managing Standards-Based ESL and Content Instruction

Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing.  Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

Standard 3.c.:
Using Resources and Technology Effectively in ESL and Content Instruction

Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

Standard 4.a.:
Issues of Assessment for English Language Learners

Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.

Standard 4.b.:
Language Proficiency Assessment

Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.

Standard 4.c.:
Classroom-Based Assessment for ESL

Candidates know and can use a variety of performance-based assessment tools and techniques to in form instruction for in the classroom.

Standard 5.a.:
ESL Research and History

Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.

Standard 5.b.:
Professional Development, Partnerships, and Advocacy

Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.