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Candidate understand the diversity within the English language learner population (e.g., immigrant, migrant, refugee, and those born in the United States) and the impact of immigration status, socioeconomic status, race, religion, class, national origin, disability, and gender on student learning

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Candidate understand the diversity within the English language learner population (e.g., immigrant, migrant, refugee, and those born in the United States) and the impact of immigration status, socioeconomic status, race, religion, class, national origin, disability, and gender on student learning

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Candidate plan, differentiate, and use materials, for multiple language proficiency levels ensuring meaningful access to grade-level content for each student.

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Candidate plan, differentiate, and use materials, for multiple language proficiency levels ensuring meaningful access to grade-level content for each student.

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 Candidate apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

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 Candidate apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

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Candidate know how to serve as effective resources (e.g., instructional strategies, policy and outreach) for working with English language learners and the importance of collaborating with other educational staff and community members.

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Candidate know how to serve as effective resources (e.g., instructional strategies, policy and outreach) for working with English language learners and the importance of collaborating with other educational staff and community members.

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Candidate consistently reflects upon and analyzes the classroom, school, and community experiences of ELLs and how such experiences influence the education of culturally and linguistically diverse populations.

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Candidate consistently reflects upon and analyzes the classroom, school, and community experiences of ELLs and how such experiences influence the education of culturally and linguistically diverse populations.

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Candidate demonstrates knowledge and application of concepts, theories, and research from applied linguistics, second language acquisition, and literacy development.

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Candidate demonstrates knowledge and application of concepts, theories, and research from applied linguistics, second language acquisition, and literacy development.

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Candidate can analyze how policies (e.g., discipline systems, ELL identification, programing, ELL placement, extracurricular eligibility) may impact the school experiences of ELLs.   

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Candidate can analyze how policies (e.g., discipline systems, ELL identification, programing, ELL placement, extracurricular eligibility) may impact the school experiences of ELLs.   

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Candidate collaborate with stakeholders (e.g., teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners.

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Candidate collaborate with stakeholders (e.g., teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners.

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Candidates plan and support English language learners’ authentic engagement and interaction in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction).

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Candidates plan and support English language learners’ authentic engagement and interaction in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction).

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Candidate consistently engage in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills, and attitudes. 

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Candidate consistently engage in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills, and attitudes. 

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Candidate understands how to advocate for English language learners within the local school and community contexts by challenging: misconceptions, arbitrary requirements, inappropriate curricular and assessment assumptions, cultural misunderstandings, and other factors that may impede language learners’ development and access to opportunities.

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Candidate understands how to advocate for English language learners within the local school and community contexts by challenging: misconceptions, arbitrary requirements, inappropriate curricular and assessment assumptions, cultural misunderstandings, and other factors that may impede language learners’ development and access to opportunities.

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Theorist Noam Chomsky

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Evidence: Collaboration for Preservice Teachers Reflection 

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Evidence: Collaboration for Preservice Teachers Reflection 

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Teaching and Learning 339:
"Create/adapt a set of 3 lesson plans to consider the linguistic and cultural needs of ELLs based on our work in class. If you choose to adapt a lesson plan, this means that you will have to thoroughly analyze the existent lesson plan and make revisions to take into consideration the needs of ELLs. For example, if you choose to adapt a language arts lesson plan, you need to detail teaching/instructional methods that will help your ELLs grasp the material such as: scaffolding etc."

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Candidate plans and support English language learners’ authentic engagement and interaction in a variety of learning environments

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Candidate plans and support English language learners’ authentic engagement and interaction in a variety of learning environments

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Strategy Demonstration