2022 Annual Meeting Website

Teacher Recruitment & Retention

Teaching is the one profession that creates all others!

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Updates from California, FILL and ACTFL-CAEP standards

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Small Group Discussions & Share Out

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What did you hear that you would like to know more about?

Case Study - California

FILL - Facilitated Interdependent Language Learning

ACTFL/CAEP Program Standards

Paul Sandrock

psandrock@actfl.org

What should language teachers know and be able to do?

Teacher Certification in the US

Teacher Certification in the US

Teacher Certification in the US

Teacher Certification in the US

Teacher Certification in the US

Teacher Certification in the US

ACTFL/CAEP Program Standards…

• performance-based (www.caepnet.org) and learner-centered
• what teacher candidates should know, be able to do, and be disposed to do
• require institutions and programs to show candidate performance evidence

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ACTFL/CAEP Standards (2013) are aligned with the:

• World-Readiness Standards for Learning Languages (2015)
• InTASC Standards for beginning teachers
• National Board for Professional Teaching Standards for accomplished teachers (NBPTS)
• ISTE (International Society for Technology in Education)

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ACTFL/CAEP Standards

The ACTFL/CAEP Program Standards for the Preparation of Language Teachers contain six content standards:

• Standard 1: Language proficiency: Interpersonal, Interpretive, and Presentational
• Standard 2: Cultures, Linguistics, Literatures, and Concepts from Other Disciplines
• Standard 3: Language Acquisition Theories and Knowledge of Students and Their Needs
• Standard 4: Integration of Standards in Planning, Classroom Practice, and Use of Instructional Resources
• Standard 5: Assessment of Languages and Cultures – Impact on Student Learning
• Standard 6: Professional Development, Advocacy, and Ethics

ACTFL Standard 1: Language Proficiency: Interpersonal, Interpretive, and Presentational

Candidates in foreign language teacher preparation programs possess a high level of proficiency in the target languages they will teach. They are able to communicate effectively in interpersonal, interpretive, and presentational contexts. Candidates speak in the interpersonal mode at a minimum level of "Advanced Low" (French, German, Hebrew, Italian, Portuguese, Russian, and Spanish) or "Intermediate High" (Arabic, Chinese, Japanese, and Korean) on the ACTFL Oral Proficiency Interview (OPI). They comprehend and interpret oral, printed, and video texts by identifying the main idea(s) and supporting details, inferring and interpreting the author's intent and cultural perspectives, and offering a personal interpretation of the text. Candidates present information, concepts, and ideas to an audience of listeners or readers with language proficiency characteristic of a minimum level of "Advanced Low" or "Intermediate High" according to the target language, as described above.

Round Table Activity Structure

Reflect: (3-5 minutes)

Take 3-5 minutes to quietly reflect on what you have heard. On a post-it note, write 1-2 thoughts from the presentations you heard? What were your wows or wonders?

Share: (15 mins)

In a round table share out format, one by one, each member will place their post-it note in the center of the table and have 2 minutes to share their thoughts on what they heard. All other members of the round table will actively listen. All comments will be held until after all table members have finished.

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Thank you!

Additional Discussions (If time allows…)

Questions to Consider….

• What programs, initiatives or activities in your state have helped to hire and prepare teachers for the world language/DLI classroom and fill open positions?
• What collaborations with other organizations (govt, non-profit, etc) have helped in this area?
• What changes in your state’s certification pathways or teacher training programs has helped in this area?
• In what languages or programs in the teacher shortage most acute in your state? What programs (if any) have helped in these areas?