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University of Rochester Warner School of Education
TESOL Philosophy EDU463 TESOL (2014 standards)
Candidate: Evaluator:
Semester and Year (required): Course #:
Every teacher has a teaching philosophy, whether articulated or not. It motivates the large and small actions taken in planning and executing plans. What you have learned in your Warner School program should enable you to articulate your teaching philosophy in a rigorous andunderstandable way. A philosophy of teaching statement for a job application is usually about one page long but for this assignment you may need two pages—certainly no more.
Audience:A philosophy of teaching statement has multiple audiences:
•    yourself, as it will help you synthesize and articulate your vision and beliefs about multiple aspects of teaching (e.g., your theories of learning, views of students and their capabilities, classroomset-up and management, collegial role), and help you set broad goals for the kind of teacher you want to become;
•    future  employers, as it will demonstrate your vision of the kind of teacher you are or plan to become, and what kind of addition to their faculty you would make;
•    Warner School faculty members,  both those involved in your programand those who might read your portfolio (the Statement may form the starting point for your Portfolio Narrative).
Components: A philosophy of teaching statement should include these elements:
•    your beliefs about how people learn, and specifically learn languages. You need both to refer to specific learning theories and to make it clear you know what these theories mean in relation to theories of second language learning and the practice of teaching them;
•    your goals for students  interms of your content as well asother aspectsof learning  (e.g., critical thinking, media literacy, participation in democracy, social awareness) and what kinds of teaching methods and activities you would use to achieve these goals;
•    your beliefs about students’  linguistic and cultural backgrounds in the classroom, that is, how social context affects your teaching and students’ learning, and your commitment to teaching all students, no matter what their backgrounds;
•    how standards (state, national  organization)inform how you plan and execute instruction;
•    your strengths as a teacher and how you plan to address  areas you feel need improvement. Provide examples to illustrate your claims.
•    If you are teaching both ESOL and a FL, you may interweave your beliefs about each area in the document, or you may choose to focus on just one language.
Writings tyle for a Statement of Teaching Philosophy
Take the time to write your statement carefully!
•    Use the first person, but avoid starting each sentence with “I”.
•    Avoid using a lot of jargon or theories that may not be familiar to school administrators.
•    Be informal but not too casual—make a professional impression, but don’t too heavy on specialized terminology or overly formal language.

•    Sell yourself, but adopt a humble tone—you are not expected to know everything about teaching at this point in your career, and if you sound like you do, the response may be very skeptical.
•    This assignment will require multiple drafts! Have as many people as possible read your statement before you submit it to anyof the three real audiences listed above, looking for inconsistencies, gaps, unclear areas.
•    Pay attention to your use of verb tenses—you will shift frompresent (beliefs) to past (experiences) to future (future) to conditional (hypothetical situations), as appropriate.
Part I - TESOL standards for teacher candidates
TESOL standards for teacher candidates*
[Note: TESOL standards are being addressed here for NCATE accreditation purposes, in that this assignment serves as one of the formal assessments to be included in our accreditation review, but these standards apply to all students in the course. Among parallel ACTFL standards that this assignment addresses, ACTFL Standard 6a Engaging in professional development is the most relevant.]
Please evaluate the extent to which the candidate has met each of the following standards identified by the TESOL professional association for ESOL teacher candidates, using the following rubrics:
1.     Insufficient – i.e., you have observed behavior that indicates that this standard was not met.
2.     Emergent/needs improvement – i.e., you have observed behavior that indicates that this standard was partially met or met inconsistently.
3.     Basic proficiency– i.e., you have observed behavior consistent with this standard at least once.
4.     Outstanding performance – i.e., you have observed behavior consistent with this standard consistently.

Domain 1 – Language 
TESOL1a 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.
TESOL1b 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.

Domain 2 – Culture 
TESOL2a 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.

Domain 3 – Planning, Implementing and Managing Instruction. 
TESOL3a 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.
TESOL3b 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.
TESOL3c 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.

Domain 4 – Assessment. 
TESOL4a 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.
TESOL4b 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.
TESOL4c Classroom-Based Assessment for ESL Candidates know and can use a variety of performance based assessment tools and techniques to inform instruction in the classroom.

Domain 5 – Professionalism. 
TESOL5a 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.
TESOL5b 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.