Candidates assist teachers and school administration to work appropriately with English language learners. Candidates provide instruction and professional growth activities for their professional colleagues, teaching skills for working appropriately with English language learners. Update themselves on cultural and political information that affects the lives of their ESOL students. Candidates use news and information from students' home cultures as they design classroom instruction. Candidates assist students and their families to keep current on cultural and political situations in their own and in others' home cultures.
Candidates are reflective about their own English language teaching instructional practices.
Supporting Explanation Candidates demonstrate a high level of competence as reflective practitioners of English language teaching. Additionally, they promote reflective practice among their colleagues, because they are aware that in a thoughtful, responsive, educational community, the students benefit from their teachers' increased insights into teaching and learning. In doing so, candidates use both first and second language acquisition research in appropriately structuring effective learning environments that support the developmental nature of language while providing and yielding appropriate input , interaction , and focused feedback opportunities for and from both their ESOL learners and their colleagues . Rubric for Standard 5.c. These rubrics are additive.