Teachers in both paths will respond to the same portfolio entries described below. Teachers in Path A will take the Mathematics, Science, or Social Studies assessment center exercises at the Early Adolescence or Adolescence through Young Adulthood developmental level. Assessment of Progress - Teachers show how they use assessments to build profiles of two students as language learners, set worthwhile language and content goals, apply appropriate instruction, and reassess students' progress. Teachers will select two assessments for two students. The assessments may be formal or informal but should provide a clear understanding of the students' language ability and development over a given time.
Teachers submit a written commentary and supporting artifacts.
Planning - Teachers submit a written commentary and supporting artifacts demonstrating their ability to plan and implement instruction based on their knowledge and understanding of language development, subject matter and instructional planning. Teachers will choose three students who represent a broad range of teaching challenges and present two samples of work from each student. Analysis will deal with linguistic issues and modification of instruction based on students' performances. Scaffolding Learning - Teachers videotape a learning experience in which they demonstrate their strategies when scaffolding new information for linguistically and culturally diverse learners. In a written commentary, teachers analyze their ability to apply the knowledge of their students' as individual content and language learners as they set worthwhile and realistic goals for students and prepare them for concepts that are new to them.