english as a new language portfolio instructions...english translations must meet all format...

Early and Middle Childhood ENGLISH AS A NEW LANGUAGE

Portfolio Instructions (For retake candidates who began the Certification process in 2013-14 and earlier.)

Part 1 provides general instructions for preparing, developing, and submitting your portfolio entries.

Part 2 provides portfolio entry directions as well as cover sheets and forms you use to submit your portfolio entries.

PI-EMC/ENL-04 Prepared by Pearson for submission under contract with the National Board for Professional Teaching Standards®. © 2015 National Board for Professional Teaching Standards l All rights reserved.

PORTFOLIO INSTRUCTIONS Early and Middle Childhood/English as a New Language

Contents

PART 1: GENERAL PORTFOLIO INSTRUCTIONS How to Use the Portfolio Instructions 1-1

Navigating the Portfolio Instructions Retake Candidates

Phase 1: Prepare

Locating and Using Important Resources Understanding the Portfolio Entries Following Policies and Guidelines Learning Portfolio-Related Terms

Phase 2: Develop

Writing about Teaching Recording Video Entries Analyzing Student Work Organizing Your Portfolio Components Managing Your Time

Phase 3: Submit

Avoiding the 4 Most Common Submission Errors

PART 2: ENTRY DIRECTIONS EMC/English as a New Language Portfolio Entry Directions 2-1

Overview of Early and Middle Childhood/English as a New Language Portfolio Entries Entry 1: Assessment as a Tool for Unit Planning Entry 1: Cover Sheets Entry 2: Scaffolding Learning Entry 2: Cover Sheets Entry 3: Facilitating Interactions: Small Groups Entry 3: Cover Sheets Entry 4: Documented Accomplishments: Contributions to Student Learning Entry 4: Cover Sheets Electronic Submission at a Glance Student Release Form Adult Release Form

© 2015 National Board for Professional Teaching Standards | All rights reserved.

PORTFOLIO INSTRUCTIONS Early and Middle Childhood/English as a New Language

Part 1: General Portfolio Instructions This resource is available on our website at www.boardcertifiedteachers.org/retake-candidates.


http://boardcertifiedteachers.org/retake-candidates

Part 2: Portfolio Entry Directions

Part 2 provides instructions for developing and submitting your portfolio entries for the Early and Middle Childhood/English as a New Language certificate area:

EMC/English as a New Language Portfolio Entry Directions contains detailed instructions for developing each of four portfolio entries.

EMC/English as a New Language Electronic Submission at a Glance provides detailed instructions for assembling your materials for submission.

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PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions, Cover Sheets, and Forms

Early and Middle Childhood/English as a New Language Overview

EMC/English as a New Language Portfolio Entry Directions

This section contains the directions for developing each EMC/English as a New Language portfolio entry and assembling it for submission. Entry directions include

a list of the Standards that are the foundation for each entry; suggestions for planning your portfolio entries and choosing evidence of your teaching

practice; questions that must be answered as part of your Written Commentary; an explanation of how to assemble and submit your portfolio entries.

Overview of Early and Middle Childhood/English as a New Language Portfolio Entries

Following is a description of each entry. In addition to reading the entry directions, you may also wish to read “Part 1: General Portfolio Instructions.”

Entry 1

In the Early and Middle Childhood/English as a New Language portfolio, the entry based on student work samples is “Entry 1: Assessment as a Tool for Unit Planning.” In this entry, you submit two assessments for each of two students, as well as a Written Commentary that provides an overview of your unit plan and contextualizes the assessments as they are used to inform your planning. You describe the implementation of the unit plan and any adjustments you made to your teaching during the implementation. You discuss how the students’ assessments, as well as their linguistic and cultural diversity, informed your planning.

Entry 2

In the Early and Middle Childhood/English as a New Language portfolio, there are two entries based on video evidence, one of which is “Entry 2: Scaffolding Learning.” In this entry, you submit a 15-minute video recording that illustrates your ability to apply your knowledge of your students as individual content and language learners as you set worthwhile and realistic goals for them and prepare them for the study of a unit, topic, or concept that is new to them. You discuss your instructional objectives, adaptation of instructional resources, and approach to second-language acquisition. You provide evidence that your students are actively engaged with each other, their materials, and/or you in a content-based English language learning experience. You provide a Written Commentary analyzing the video recording and instructional materials.

Entry 3

“Entry 3: Facilitating Interactions: Small Groups” is the other Early and Middle Childhood/English as a New Language entry based on video evidence. In this entry, you submit a 15-minute video recording to demonstrate your practice and your ability to facilitate small interactive groups of linguistically and culturally diverse learners who are engaged in collaborative work. You provide evidence of how you foster the engagement of students in a meaningful English language activity in which students share ideas and listen attentively to each other. You provide a Written Commentary analyzing the video recording and instructional materials.

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Entry 4

In the Early and Middle Childhood/English as a New Language portfolio, the entry based on documented accomplishments is “Entry 4: Documented Accomplishments: Contributions to Student Learning.” In this entry, you illustrate your partnerships with students’ families and community, and your development as a learner and collaborator with other professionals, by submitting descriptions and documentation of your activities and accomplishments in those areas. Your description must make the connection between each accomplishment and its impact on student learning.

The Two Paths of the EMC/English as a New Language Assessment

The EMC/English as a New Language certificate area offers the following paths:

Path 1 is an assessment of the English as a New Language Standards and is designed for bilingual teachers (the term "bilingual" is used here in a nonspecific sense to identify the teacher who uses both English and another language in instruction) who would like to achieve certification within the English as a New Language framework while also demonstrating their accomplishment as Early Childhood or Middle Childhood Generalists.

All candidates must show in their portfolio entries that they are fostering English language development within their bilingual context. At the assessment center, they will complete exercises in their respective generalist areas.

Path 2 is also an assessment of the English as a New Language Standards and is designed for teachers who identify themselves as English Language Development Specialists (ELDS) (ELDS is used here to identify the teacher who is an English language development specialist and who may or may not use the students' first language in instruction).

All candidates must show in their portfolio entries that they are fostering English language development. At the assessment center, they will complete exercises focusing on their knowledge of English language development.

Language Options

Within the English as a New Language framework, an opportunity exists for bilingual education candidates and English Language Development Specialists to submit student work samples, video evidence, and instructional materials in a language other than English accompanied by a written English translation. Candidates who choose this option complete the same portfolio entries as do their certificate colleagues; however, they must submit Written Commentaries for portfolio entries in English. Assessors who score these entries and exercises are not bilingual; therefore, a written English translation of any student work samples, video evidence, and/or instructional materials submitted in a language other than English are required in order for the responses to be scored.

English translations must meet all format specifications for written portfolio materials and must include the candidate's ID number, the entry title, and any necessary student identifiers in English (but no student names). Pages containing translations do not count toward the page totals specified in the entry directions.

NBPTS recognizes that languages other than English are frequently used in the classroom. Therefore, student work samples, video evidence, and instructional materials may include

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brief expressions or phrases in a language other than English. The inclusion of such expressions or phrases must be limited since assessors will not have fluency in languages other than English. If expressions or phrases in a language other than English that are important for an assessor to understand are included, candidates must include brief explanations of these expressions or phrases in the Written Commentary that accompanies each portfolio response.

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PORTFOLIO INSTRUCTIONS Part 2: Portfolio Entry Directions

Early and Middle Childhood/English as a New Language Entry 1

Entry 1: Assessment as a Tool for Unit Planning

In this entry, you submit two assessments for each of two students, as well as a Written Commentary that provides an overview of your unit plan and contextualizes the assessments as they are used to inform your planning. You describe the implementation of the unit plan and any adjustments you made to your teaching during the implementation. You discuss how the students’ assessments, as well as their linguistic and cultural diversity, informed your planning.

Standards Measured by Entry 1 This entry focuses on the following Standards:

I. Knowledge of Students

II. Knowledge of Culture and Diversity

IV. Knowledge of the English Language

V. Knowledge of English Language Acquisition

VI. Instructional Practice

VII. Assessment

The following statements from the Standards provide some examples of accomplished teaching practice.

Accomplished teachers of linguistically and culturally diverse learners

analyze students’ strengths and needs, including academic and linguistic abilities, while paying special attention to the needs of students at varying English proficiency levels, content knowledge, and educational backgrounds.

learn about their students’ values, interests, talents, concerns, and aspirations and can determine whether and when students need advice or assistance.

understand that students represent widely divergent cultural backgrounds and recognize the need for explicit instruction in cultural behaviors associated with academic settings in the United States in order to help students adjust to and participate in school.

have deep knowledge of domains of language—listening, speaking, reading, writing, and visual literacy—in order to assess their students’ English language ability and to effectively address their linguistic needs in school settings.

have a strong background in the components of language—phonology, vocabulary, grammar, and discourse—and know how to facilitate English language learners’ effective use of these components.

use and apply their knowledge of the interdependence of listening, speaking, reading, writing, and visual literacy, and analyze effective ways to integrate all domains to accelerate and reinforce students’ language development.

purposefully select challenging materials appropriate to students’ primary language and literacy levels and their English language abilities and know how to incorporate a wide range of current technological resources into instruction.

regularly assess students’ language performance to guide decisions about how to proceed with instruction.

give students opportunities to demonstrate progress in a variety of ways, using assessments that are meaningful to the academic, social, and motivational needs of their students.

analyze assessment results, including both the form and content of students’ responses, and make purposeful adjustments to curriculum and instruction consistent with their findings.

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provide continuous, systematic, and supportive feedback tailored to students’ needs in a timely manner, supplement feedback with additional instruction as needed, and monitor students’ response to feedback.

use simple, specific, clear, and consistent feedback that students of diverse backgrounds can understand and use to improve their English language proficiency.

reflect on the effectiveness of their instructional decisions, using information gathered from students’ progress and from lessons to set high, worthwhile goals for student language and content learning and to design instructional strategies appropriate to students’ needs.

design, implement, and assess their instructional programs in a cycle of instruction, review, modification, and evaluation.

For the scoring rubrics and an explanation of how the rubrics are used to assess your portfolio entries, refer to the Early and Middle Childhood/English as a New Language Scoring Guide for Candidates.

What Do I Need to Do? This entry captures how you use assessment as a tool for unit planning.

In this entry, you

demonstrate your ability to plan and implement a unit of instruction for linguistically and culturally diverse learners;

submit two assessments for each of two students and a Written Commentary that provides an overview of your unit plan and contextualizes the assessments as they are used to inform your planning;

describe the implementation of the unit plan and any adjustments you made to your teaching during the implementation;

discuss how the featured students’ assessments, as well as the linguistic and cultural diversity of your class, informed your planning;

describe how your reflection on this unit might inform your future teaching.

For this entry, you must submit the following:

Assessments and student responses materials (two students, 8 pages maximum for each student). One assessment (for each of two students) taken prior to the implementation of

the unit plan described in the Written Commentary. One assessment (for the same two students) taken during the implementation

of the unit plan described in the Written Commentary. Written Commentary (14 pages maximum) that provides a context for your unit plan,

assignments, and assessments, and that describes, analyzes, and reflects on your teaching.

Read all directions for this entry before beginning to work on individual components. It can also help to have a colleague review your work. However, all of the work you submit as part of your response to any entry must be yours and yours alone. The written analyses and other components you submit must feature teaching that you did and work that you monitored. For more detailed information, see “Ethics and Collaboration” in “Phase 1: Prepare” (in Part 1) and the National Board’s ethics policy.

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Detailed directions for developing each component follow. See “Entry 1 Cover Sheets” for a list of the forms required to assemble and submit your materials.

You must submit assessments and student responses and a Written Commentary. If any component is missing, your response will not be scored.

The student work entry (1) and video recording entries (2 and 3) must be from different lessons and different units of instruction.

Selecting Assessments and Student Responses Choose two responses to assessments from two students. Describe and analyze the assessments. Describe the unit plan, based on language learners’ needs.

Selecting the Students

Select two students to feature. Because you are seeking certification at the Early and Middle Childhood level, the students you select must be from ages 3 through 12. Each student is represented by two assessments administered at two different points in time. It is important to choose students who represent different language development needs and instructional challenges. For this reason, focusing only on your highest- or lowest-performing students may not be the best choice for this entry. The focus is on your teaching practice, not on the level of student performance.

To prepare for this entry, select at least five students as potential cases and collect or make photocopies of the assessments and the students’ responses. As you collect the assessments and responses, you might want to record both your reasons for selecting each student response and assessment and any details that might be helpful in completing your analysis.

Selecting the Assessments

The assessments should provide evidence of your ability to analyze the language development needs of the students and to measure the extent of their growth as language learners. A reasonable amount of time should elapse between the two chosen assessments to provide you the opportunity to document each student’s performance.

Select two assessments for each student. These assessments should be appropriate to the task and learning objectives to which they are matched. For each student, the first and second assessments should focus on the same language skill or competence. The assessments may be the same for each student. The assessments may be formal or informal, but at least one of the assessments for each student must be something that is produced by the student, although it does not necessarily have to be written. The assessments may be given in any mode, and the students’ responses to the assessments may be collected in any mode, including written, pictorial, oral, or any other mode in which students can demonstrate comprehension and language development. Examples of assessments include, but are not limited to, nonverbal assessments (e.g., drawings, art, projects, models, presentations) and verbal/written assessments (e.g., questionnaires, essays, cloze exercises, tests). These may include various forms of media or computer-based technology. If the mode of a response produced by a student is something other than written, submit a written summary, a photograph, a transcript, or some other representation of that response on paper. Should you desire, your own informal classroom observations may be used as one of the two assessments. However, you have to clearly document the assessment. Further, if an assessment is made orally, you must provide a transcript. No video recordings or audiotapes will be accepted.

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Assessments and Student Responses Format Specifications

Assemble your assessments and student responses materials together in the following order:

Student Response Assessment Cover Sheet (use a new cover sheet for each assessment/student response)

assessment and scoring criteria (e.g., rubric, answer key, etc.) student response to this assessment

The assessments and student responses you submit must satisfy the following criteria and be prepared as follows: Criteria The assessments and student responses must represent each student’s original work.

The assessments and student responses must come from students who are in the class that is the basis for your Written Commentary.

The assessments and student responses must be from the same two students, responding to assessments that measure the same language skill or competence.

Format Pages must be no larger than 8.5" × 11". If submitting a smaller item (e.g., a photograph), you must photocopy it onto an 8.5" x 11" page or print a digitized image of that smaller item onto an 8.5" x 11" page. Several smaller items can be grouped on a single page.

Note: If an assessment or a student response was a piece of writing in any genre or form, submit either the original or a clear photocopy. Note: If an assessment or a student response was created in a multimedia software program (such as PowerPoint presentation software or HyperStudio®), you may format up to six slides on one 8.5" × 11" sheet. Each sheet counts as 1 page toward your page total. Note: If an assessment or a student response contains Web pages, each Web page printout (one 8.5" × 11" sheet) counts as 1 page toward your page total. Note: Do not reduce full-sized pages of assessments or student responses in order to fit more than one assessment or student response onto a single sheet of paper. Note: Do not send video recordings, audiotapes, models, and so on. If a student creates such a product, have the student write a 1-page description of the assignment and what the student made. You may include photograph(s) or student-made drawings to accompany the description, if appropriate. The 1-page description counts toward your page total.

Make sure materials are legible.

Anonymity guidelines

If materials include names or other identifying information, show the student’s first name only; delete students’ last names, teachers’ names, or any identifying information about the students’ families.

Labeling Place your candidate ID number in the upper right corner of all pages. Do not include your name.

Clearly label all pages as “Student A” or “Student B.”

Page count Submit no more than 8 pages of assessments and student responses for each student. Additional pages will not be read. Cover sheets and translations do not count toward this total.

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Composing Written Commentary Organize your Written Commentary into sections under the following headings, which will direct assessors to the required information:

1. Instructional Context2. First Assessment3. Unit Plan4. Second Assessment5. Reflection

Your Written Commentary must address the italicized questions provided below for each section. Statements in plain text that immediately follow an italicized question help you interpret the question. It is not necessary to include the italicized questions within the body of your response.

Your Written Commentary must be no longer than 14 typed pages. Suggested page lengths are included to help you make decisions about how much to write for each of the five sections. (See “Written Commentary Format Specifications” for more detail.)

1. Instructional Context

Provide the following information in addition to the context that you supply on the Contextual Information Sheet, which focuses on the school or district at large. In this section, address the following questions about your selected class:

What is your school setting (e.g., preschool, elementary, middle)? What is your class size, and what are the number, ages, and grades of the students in the class featured in this entry? What is the subject matter of the class? (Example: 21 students in grade 4, ages 9 through 10, Intermediate ESL. Include features such as sheltered, bilingual, transitional, content-based, ELD, pull-out, pull-in, etc.)

For the class featured in this entry, what are the relevant characteristics of the students’ ethnicities, cultures, linguistic diversity, and range of abilities, and what is the personality of the class?

What are the relevant characteristics of any students with exceptional needs and abilities that influenced your planning for this unit of instruction (for example, the range of abilities and the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of your students)? Give any other information that might help the assessor “see” this class.

For the two featured students, how would you describe each student’s background and particular instructional challenges?

Suggested total page length for Instructional Context: 2 pages

2. First Assessment

In this section, address the following questions about the assessment administered prior to implementing the unit plan:

What were your considerations in creating, adapting, and/or selecting this assessment instrument or instruments? Describe the instrument(s). Explain the context in which you used it or them. (Remember that for the purposes of this entry, at least one of the assessments for each student must be something that is produced by the student.) Refer to each student separately as Student A and Student B. In your analysis of the students’ assessments, make specific reference to student work that you include in the students’ packets.

What did the students’ responses to the assessment tell you about the language and content needs of the students? Refer to both Student A and Student B.

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What kind of feedback did you give to each student based on the assessment? Describe the nature and content of the feedback as well as the manner in which it was given (e.g., written comments on paper, individual conference, peer conference). Where appropriate, indicate how each student incorporated feedback into subsequent assignments.

Suggested total page length for First Assessment: 3 pages

3. Unit Plan

In this section, address the following questions:

What were your language and content goals for students in this unit plan? How do these goals, in combination with the activities and topics of the instructional unit plan, fit into your long-term language development goals? What activities and processes did you use to achieve them? What was your rationale for choosing the topic/concept/theme featured in your instructional unit plan? What was the intended duration of the instructional unit plan?

How did the instructional unit plan specifically address the needs of the two students featured in this entry?

What language skills were you trying to address for the entire class? How did you choose to address these language issues? How did the two students’ assessments inform the instructional unit plan?

What instructional resources and materials, including media and/or technological resources, did you incorporate into this instructional unit plan? What was your rationale for choosing these resources?

What strategies did you employ to ensure that your students had an opportunity to actively participate in their new culture? Be sure to incorporate the students’ cultural and linguistic backgrounds identified in the section “1. Instructional Context.”

Considering the language and content goals, objectives, topics, and activities for this unit, in what ways did this unit fit into your long-term language development goals? Why were these goals appropriate for these students?

Suggested total page length for Unit Plan: 5 pages

4. Second Assessment


What was the interval of time between the first and second assessments for each student? Is the second assessment instrument the same as the first? Why or why not? (Remember that for the purposes of this entry, at least one of the assessments for each student must be something that is produced by the student.)

At what point(s) during the unit did you administer these assessments? Why did you choose to administer them at the time(s) that you did?

What does the second assessment indicate about the appropriateness of your language development and content goals?

What kind of feedback did you give the students based on the second assessment? Describe the nature and content of the feedback as well as the manner in which it was given (e.g., written comments on paper, individual conference, peer conference). Where appropriate, indicate how each student incorporated feedback into subsequent assignments.

What do the first and second assessments tell you about the progress of these two students?

Suggested total page length for Second Assessment: 3 pages

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5. Reflection


How will the results of the first and second assessments affect your future instruction and assessment?

What other types of formal or informal assessments would you use to further your understanding of these students as language learners?

To what extent were your interpretations of the first assessments able to inform your planning?

To what extent was this unit plan successful in teaching content and developing English language competence?

If you were given the opportunity to teach this unit again, what, if anything, would you do differently? If you would not change anything, explain why.

Suggested total page length for Reflection: 1 page

Written Commentary Format Specifications

Your response will be scored based on the content of your analysis, but it is important to proofread your writing for spelling, mechanics, and usage.

Your response must be organized under these section headings (described in detail above):

1. Instructional Context2. First Assessment3. Unit Plan4. Second Assessment5. Reflection

Your Written Commentary must also meet the following requirements: Language Write in English.

Format Type and double-space text. Do not use 24-point line spacing.

Use 12-point Times New Roman font. Do not use condensed or compressed fonts.

Materials will be submitted as a Microsoft Word, Open Office or PDF file. Page size

must be 8.5" × 11" with 1" margins on all sides.




Labeling Place your candidate ID number in the upper right corner of all pages. Do not include your name. If you are using a word-processing program, you can save time by creating a “header” that prints your candidate ID number on each page.

Page count Submit no more than 14 typed pages in total. If you submit a longer Written Commentary, only the first 14 pages will be read and scored.

For advice on developing your Written Commentary, see “Writing about Teaching” in “Phase 2: Develop” (in Part 1). For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

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Entry 1 Cover Sheets All cover sheets and forms required for this entry are listed in this. To read and print these documents, you must install Adobe® Reader® software on your computer. You may download Adobe Reader for free by following the instructions provided on the Adobe Systems website (www.adobe.com).

As you prepare your portfolio, keep in mind some cover sheets contain directions that are not repeated elsewhere; follow these directions carefully.

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CONTEXTUAL INFORMATION SHEET

This form asks you to describe the broader context in which you teach: • If you teach in different schools that have different characteristics, and this entry features students from

more than one school, please complete a separate sheet for each school associated with this entry.• If a completed Contextual Information Sheet also pertains to another entry, submit it with that entry as

well.

In each entry, you are asked to provide specific information about the students in the class you have featured inthe entry. This is in addition to the information requested here. Please print clearly or type. (If you type, you mayuse the system default font, size, and spacing.) Limit your responses to the spaces provided below. For clarity,please avoid the use of acronyms.

1. Briefly identify• the type of school/program in which you teach and the grade/subject configuration (single grade,

departmentalized, interdisciplinary teams, etc.):

• the grade(s), age levels, number of students taught daily, average number in each class, and courses:Grades Age Levels Number of Students Average Number of Students in Each Class

Courses

2. What information about your teaching context do you believe would be important for assessors to know tounderstand your portfolio entries? Be brief and specific. Note: You might include details of any state ordistrict mandates, information regarding the type of community, and access to current technology.


Student A Response Assessment #1

COVER SHEET Type or write your response to the following in the space provided below.

Briefly describe the nature of this assessment.

Attach the following to this cover sheet: • The assessment and the scoring criteria for the assessment

(e.g., rubric, answer key)• Response from Student A to Assessment #1

49_EMC/ENL


Student A Response Assessment #2




(e.g., rubric, answer key)• Response from Student A to Assessment #2

49_EMC/ENL


Student B Response Assessment #1




(e.g., rubric, answer key)• Response from Student B to Assessment #1

49_EMC/ENL


Student B Response Assessment #2




(e.g., rubric, answer key)• Response from Student B to Assessment #2

49_EMC/ENL




Entry 2: Scaffolding Learning

In this entry, you submit a 15-minute video recording that illustrates your ability to apply your knowledge of your students as individual content and language learners as you set worthwhile and realistic goals for them and prepare them for the study of a unit, topic, or concept that is new to them. You discuss your instructional objectives, adaptation of instructional resources, and approach to second-language acquisition. You provide evidence that your students are actively engaged with each other, their materials, and/or you in a content-based English language learning experience. You provide a Written Commentary analyzing the video recording and instructional materials.









evaluate cultural and sociolinguistic variables that affect students’ language development and use this information to determine the direction, approach, and content of their teaching; to motivate students; and to ensure that they equitably meet the unique and common needs of all.

capitalize on the cultural experiences their students bring to school, incorporate students’ diverse perspectives into their instructional decisions, and ensure that instructional activities demonstrate understanding toward students’ cultural beliefs and practices.

believe that the wide range of abilities, knowledge, cultural backgrounds, and interests that students bring to class serves as a basis for learning and draw on these resources to provide challenging opportunities for English language learners to engage in academic content and provide a bridge to new learning.

create and maintain classroom climates of high expectations, sustained engagement, common goals, and mutual support among students.

structure emotionally secure and intellectually rigorous learning environments where students have a sense of belonging, take responsibility for their learning, and are eager to learn.

offer students multiple ways to attain success in their classes and structure activities to ensure meaningful language development.

analyze the interdependence of language and academic content and are adept at integrating content and language instruction.

organize instruction around both content and language learning goals, deriving language objectives from subject area learning standards or selecting content-area topics and learning tasks to support communicative and functional language objectives.

know how to make difficult concepts more comprehensible for English language learners by designing instruction that builds on prior knowledge and experiences, personal strengths, interests, and linguistic abilities.

implement effective instruction by structuring lessons around pre-teaching, scaffolding, exposure, practice, and feedback.

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select, adapt, and create a range of diverse materials, seeking opportunities to enrich students’ learning experiences.

adapt instruction as circumstances dictate in order to address language and content objectives and meet students’ unanticipated needs and learning interests.

anticipate the language students need to participate in classroom activities, such as interactions with peers and teachers and whole-class discussions.

reflect on the learning environments they create and on their use of instructional resources, as well as on the degree to which their instruction communicates high expectations and fosters student success, in order to enhance students’ simultaneous access to academic content and English language learning.


What Do I Need to Do? This entry captures your ability to apply your knowledge of your students as individual content and language learners as you set worthwhile yet realistic goals for them and prepare them for the study of a unit, topic, or concept that is new to them. It also focuses on your ability to provide an optimal learning environment.

In this entry, you

demonstrate the teaching strategies you use to scaffold (that is, make accessible) new information for linguistically and culturally diverse learners;

show, through a Written Commentary and a 15-minute video recording, how you scaffold new content so that it is accessible to your students;

discuss your instructional objectives, your adaptation of instructional resources used in the lesson, and your approach to second-language acquisition;

are given an opportunity to provide specific information about the students seen in the video recording as well as evidence of your ability to describe, analyze, and reflect on your own work.


One video recording (15 minutes maximum) that shows your students actively engaged with each other, their materials, and/or you as you introduce new information scaffolded for student access. While your lesson may involve various instructional strategies, the majority of the video segment should primarily focus on the presentation of new information. It should also demonstrate your facilitation and active support of the students’ learning.

Instructional materials. Instructional Material Cover Sheet responses (1 page maximum of responses

per cover sheet). Instructional materials (one or more items, 6 pages maximum combined)

related to the lesson featured on the video recording and that will help assessors understand what occurred during the lesson. Instructional materials may include or be a description of materials, resources, media, and/or technology adapted to make content accessible to these students.

Written Commentary (14 pages maximum) in which you contextualize, analyze, and evaluate your lesson and the students’ participation in it, and also reflect on your teaching and how you might alter your practice based on the results of the lesson.

Read all directions for this entry before beginning to work on individual components. It can also help to have a colleague review your work. However, all of the work you submit as part

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of your response to any entry must be yours and yours alone. The written analyses and other components you submit must feature teaching that you did and work that you monitored. For more detailed information, see “Ethics and Collaboration” in “Phase 1: Prepare” (in Part 1) and the National Board’s ethics policy.


You must submit a video recording, instructional materials, and a Written Commentary. If any component is missing, your response will not be scored.


Recording Your Video Entry Make a 15-minute video recording showing new knowledge that has been scaffolded for language learners. Provide evidence that your students are actively engaged with each other, their materials, and/or you in a meaningful learning experience.

Selecting the Class or Group of Students

Choose the class or group of students to feature. While you can choose from any of the classes you teach, it is important to choose students who give you an opportunity to discuss your practice. Additionally, because you are seeking certification at the Early and Middle Childhood level, at least 51% of the students in this class or group of students must be from ages 3 through 12. Your response will be scored on the basis of how appropriately and effectively you scaffold new information, engage students with the lesson, derive feedback from students’ responses to the lesson, and adjust your teaching accordingly. Therefore, your best-performing class or group of students may or may not provide you with the best opportunity to feature and reflect on your practice.

Selecting a Lesson

Select a lesson that provides you with rich opportunities to demonstrate your ability, through scaffolding, to make new content comprehensible to linguistically and culturally diverse learners. The lesson should show how you integrate developmentally appropriate content with reading, writing, listening, speaking, and visual literacy. It should also provide evidence of how you promote sociolinguistic competence among your students. The class or group of students you choose need not be advanced, but the lesson on which you are focusing should be one that is appropriate for the selected students at their level of language acquisition and learning. It should also be one in which students are likely to have an opportunity to respond to the lesson constructively and meaningfully. The students’ responses need not necessarily be verbal, but they should indicate to you the students’ level of understanding and thus provide you with a sense of the effectiveness of your scaffolding of the new content.

The video recording should show how you foster the engagement of students. For this reason, a video recording showing you lecturing and not interacting with students, or showing students working quietly with little or no interaction, would not be a good choice.

Selecting the Video Segment

Select a 15-minute continuous and unedited video recording to submit. The focus should be on what you do to make new information accessible to your students. Be sure to choose a segment that demonstrates your scaffolding of new information for this class or

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group of students and shows your students’ interaction with the newly introduced information.

Record a number of different class periods that could serve as potential lessons to feature. Remember that you need one 15-minute continuous and unedited video segment to complete this entry; having several from which to select will help you to make a careful choice.

Arrange for someone (another teacher or a student) to do the recording. If possible, arrange for that person to be available for several class sessions.

Before you record, review the directions for the Written Commentary. As you record classes that may serve as the basis for your entry submission, jot down notes that will help you recollect all of the details necessary to assist you in writing the analysis of the video recording you eventually select. Be sure to include in your notes some clear way of identifying which notes go with which video recording.

Review your video recordings to choose the 15-minute continuous segment that you will submit for this entry. Choose your segment carefully—evidence of active student engagement and of your management and facilitation of students, as well as the integration of listening, speaking, reading, writing, and visual literacy with content area information, is important in this entry. Also, be sure that all voices are audible. Assessors will view only the first 15 minutes of any video recording. The 15-minute segment that you select can come from any point in the instruction in which there is student interaction with newly introduced, scaffolded information. Select the continuous and unedited segment that you think provides the best evidence of the Standards being assessed.

Caution: Given that this entry focuses on how you foster student participation to promote English language learning and an understanding of the content taught, avoid the following types of instructional activities: lectures in which you are the only participant and that primarily focus on an oral dissemination of

information, with minimal opportunities for student engagement discussions or demonstrations that primarily require students to repeat previously learned information

without attempting to evoke responses intended to advance language learning discussions that show only interactions among students, but that do not provide direct evidence of how

you have presented new content or facilitated classroom interactions

You must have the parents/guardians of all students you plan to include in the video recording complete Student Release Forms before you make any video recordings. You must have any adults who will appear in the video recording (for example, teacher’s aides, parents, student teachers, or colleagues) sign an Adult Release Form prior to recording.

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Video Recording Format Specifications

Your video recording must meet the following requirements: Formats Your video recording must be submitted as an flv, asf, qt, mov, mpg, mpeg, avi, wmv,

mp4, or m4v file.

Compression Settings

The ePortfolio system has a 500 MB file size limit for each file that is uploaded. You must compress larger video files before submission. Please follow the instructions in the “Video Compression Guide”.

Length Submit a video recording that is no longer than 15 minutes. If you submit a longer video recording, only the first 15 minutes will be viewed and scored.

Editing Make sure that your video recording is continuous and unedited. Caution: Stopping and restarting the camera or the sound is regarded as editing.

DO NOT stop and start the camera, except as specified in the entry directions.

DO NOT turn off the microphone during recording.

DO NOT add graphics, titles, or special effects (e.g., fade in/out).

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Recording Use a camera angle that includes as many faces of the students in the class as possible. The video recording should show as much of the class as possible, but it is acceptable to focus on a particular student while he or she is talking, singing, or playing an instrument. You must be shown in the video as well.

Make sure that sound quality is good enough that the assessor can understand all of what you say, sing, or play and most of what students say, sing, or play.

Language Show conversations that occur in English unless you registered for World Languages (French or Spanish).

If a small portion of your video occurs in a language other than English and it is important that an assessor understand it, provide a brief description in the Written Commentary of what was communicated.

For advice on recording your lesson, see “Recording Video Entries” in “Phase 2: Develop” (in Part 1). For more information on the use of languages other than English, see “Language Accommodations Policies” in “Phase 1: Prepare” (in Part 1).

Choosing Instructional Materials Include instructional materials that will help an assessor understand the content of the video recording. You or your students may have used these materials before, during, or after the activity featured on the video recording.

Instructional Materials Format Specifications

Assemble your instructional materials together in the following order:

Instructional Material Cover Sheet (use a new cover sheet for each item of instructional material)

responses to the questions found on the cover sheet (typed on a separate page, not on the cover sheet)

any relevant instructional materials that would help assessors understand the lesson (handouts, excerpts from teacher guides, instructions to students, copies of overhead transparencies, etc.)

The cover sheet responses you submit must meet the following requirements: Format for responses to cover sheet questions

Type your responses on a separate sheet of paper. Double-space your text; do not use 24-point line spacing.





Labeling Number each of your responses to match the corresponding question number on the cover sheet.

Place your candidate ID number in the upper right corner of the page. Do not include your name.

Page count Submit no more than 1 typed page per cover sheet. Additional pages will not be read.

For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

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The materials you submit must meet the following requirements: Format for instructional materials

Materials must be no larger than 8.5" × 11". If submitting a smaller item (e.g., a photograph), you must photocopy it onto an 8.5" x 11" page or print a digitized image of that smaller item onto an 8.5" x 11" page. Several smaller items can be grouped on a single page.

Note: If an instructional material was created in a multimedia software program (such as PowerPoint presentation software or HyperStudio®), you may format up to six slides on one 8.5" × 11" sheet. Each sheet counts as 1 page toward your page total. Note: If an instructional material contains Web pages, each Web page printout (one 8.5" × 11" sheet) counts as 1 page toward your page total. Note: Do not reduce full-sized pages of instructional materials in order to fit more than one instructional material onto a single sheet of paper. Note: If instructional materials that are important for assessors to see are impractical to submit or do not show up clearly in the video recording (e.g., overhead transparency or slide projections, writing on a chalkboard or whiteboard, software, three-dimensional objects), submit a drawing, photocopy, digitized image, photograph, or description/transcription of the material. (If you submit a description/transcription, it must be typed in double-spaced text with 1" margins on all sides using 12-point Times New Roman font.)




Labeling Place your candidate ID number in the upper right corner of all pages. Do not include your name.

Page count Submit no more than 6 pages of instructional materials. Additional pages will not be read. Cover sheets, translations, and sheets containing your responses to the questions on the cover sheets do not count toward this total.

Composing Written Commentary Organize your Written Commentary into sections under the following headings, which will direct assessors to the required information:

1. Instructional Context2. Planning and Teaching3. Video Recording Analysis4. Reflection

Your Written Commentary must address the italicized questions provided below for each section. Statements in plain text that immediately follow an italicized question help you interpret the question. It is not necessary to include the italicized questions within the body of your response.

Your Written Commentary must be no longer than 14 typed pages. Suggested page lengths are included to help you make decisions about how much to write for each of the four sections. (See “Written Commentary Format Specifications” for more detail.)

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1. Instructional Context

Provide the following information in addition to the context that you supply on the Contextual Information Sheet, which focuses on the school or district at large. In this section, address the following questions about your selected class:

What is your class size, and what are the grade(s) and age(s) of the students in the class or group of students featured in this entry? What is the title and the subject matter of the class? (Example: 21 students in grade 3, ages 8 through 9, Intermediate ESL)

What are the language proficiency levels of the students? What are their cultural backgrounds? What type of program is this? Include issues such as level of literacy and numeracy in their first and second languages, features such as special needs, and the particular characteristics of the class (bilingual, transitional, content-based, ELD, etc.) that are important for understanding the context of the video recording and the lesson.

What instructional challenges are represented by this particular class or group of students? What are the relevant characteristics of the students with exceptional needs and abilities

that influenced your planning for this unit of instruction (for example, the range of abilities and the cognitive, social/behavioral, attentional, sensory, and/or physical challenges of your students)? Give any other information that might help the assessor “see” this class.

Suggested total page length for Instructional Context: 3 pages

2. Planning and Teaching


Briefly describe the lesson and the context in which it occurs. What were your language and content objectives for this lesson? How did you determine

that these objectives were appropriate for this group of students? Did your objectives vary from student to student? Explain.

How do your goals and this lesson fit into your long-term language development and content goals?

What were your strategies for scaffolding the information in this lesson, that is, making the content accessible to your students? How did your knowledge of these students as both content and language learners as well as the instructional challenges they pose contribute to your scaffolding strategies?

What materials and/or resources, including media and/or technology, did you use in the lesson, and what were your reasons for choosing these materials/resources? How were these materials/resources adapted to make the content accessible to these students? What role did these materials/resources play in your scaffolding strategies? (Attach these materials/resources or a description of them to an Instructional Material Cover Sheet. See “Instructional Materials Format Specifications” for more detail.)

Suggested total page length for Planning and Teaching: 5 pages

3. Video Recording Analysis

This information focuses on your description and analysis of the scaffolding lesson shown on the video recording. When citing specific evidence, it may be helpful to assessors if you identify specific locations in the video recording by describing specific dialogue, events, and/or students (e.g., the girl wearing the sari). In this section, address the following questions:

To what extent was the content that you presented during the video segment accessible to the students? Did you achieve the lesson’s objective or objectives? Provide evidence from

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the video recording for your answer. Address the students’ growth in listening, speaking, reading, writing, visual literacy, and sociolinguistic competence.

What responses did you receive from the students during the course of the lesson seen on the video recording that gave you an indication of their understanding of the scaffolded information? Did you make any adjustments in the course of the lesson based on this feedback? Provide evidence from the video recording. Your response might include—but does not necessarily need to be limited to—such things as your anticipation and handling of student misconceptions, unexpected questions from students, particular questions or challenges you posed, or other teaching strategies you employed. Discuss how the learning environment you provided reinforced your language and content goals for this lesson. Refer to specific interactions in the video recording that provide evidence of how your teaching supported student learning through this activity.

Suggested total page length for Video Recording Analysis: 4 pages

4. Reflection


What did you learn about your choice of scaffolding techniques for the information in this lesson?

Upon reflection, what might you have done differently in this lesson? If you would not change anything, explain why.

What did the experience add to your knowledge of your students as language learners?

Suggested total page length for Reflection: 2 pages

Written Commentary Format Specifications

Your response will be scored based on the content of your analysis, but it is important to proofread your writing for spelling, mechanics, and usage.

Your response must be organized under these section headings (described in detail above):

1. Instructional Context2. Planning and Teaching3. Video Recording Analysis4. Reflection

Your Written Commentary must also meet the following requirements: Language Write in English.

Format Type and double-space text. Do not use 24-point line spacing.


Materials will be submitted as a Microsoft Word, Open Office or PDF file. Page size must be 8.5" × 11" with 1" margins on all sides.




Labeling Place your candidate ID number in the upper right corner of all pages. Do not include your name. If you are using a word-processing program, you can save time by creating a “header” that prints your candidate ID number on each page.

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Page count Submit no more than 14 typed pages in total. If you submit a longer Written Commentary, only the first 14 pages will be read and scored.

For advice on developing your Written Commentary, see “Writing about Teaching” in “Phase 2: Develop” (in Part 1). For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

Entry 2 Cover Sheets All cover sheets and forms required for this entry are listed in this section. To read and print these documents, you must install Adobe® Reader® software on your computer. You may download Adobe Reader for free by following the instructions provided on the Adobe Systems website (www.adobe.com).

As you prepare your portfolio, keep in mind some cover sheets contain directions that are not repeated elsewhere; follow these directions carefully.

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NO

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CONTEXTUAL INFORMATION SHEET

This form asks you to describe the broader context in which you teach: • If you teach in different schools that have different characteristics, and this entry features students from

more than one school, please complete a separate sheet for each school associated with this entry.• If a completed Contextual Information Sheet also pertains to another entry, submit it with that entry as

well.

In each entry, you are asked to provide specific information about the students in the class you have featured inthe entry. This is in addition to the information requested here. Please print clearly or type. (If you type, you mayuse the system default font, size, and spacing.) Limit your responses to the spaces provided below. For clarity,please avoid the use of acronyms.

1. Briefly identify• the type of school/program in which you teach and the grade/subject configuration (single grade,

departmentalized, interdisciplinary teams, etc.):

• the grade(s), age levels, number of students taught daily, average number in each class, and courses:Grades Age Levels Number of Students Average Number of Students in Each Class

Courses

2. What information about your teaching context do you believe would be important for assessors to know tounderstand your portfolio entries? Be brief and specific. Note: You might include details of any state ordistrict mandates, information regarding the type of community, and access to current technology.


CLASSROOM LAYOUT FORM (For Informational Purposes Only)

Please show the physical layout of the “classroom” (i.e., “setting in which t h e instruction took place”) as it appears in the video recording. This visual will provide assessors with a context for the video since the camera cannot capture the whole instruction area a t once.

It is helpful to assessors for you to identify where particular students are located in the room by using the same student identifiers that you refer to in your Written Commentary (e.g., “the girl in the green sweater”).The sketch will not be scored.


Instructional Material COVER SHEET

Do not write or type on this cover sheet.

Type your responses to the questions contained in the box below on one separate sheet of 8.5″ x 11″ paper using double-spaced 12-point Times New Roman font. Your responses must fit on that one sheet. Place your typed response sheet directly behind this cover sheet.

1. What is important to know about this one item of instructional material?

2. How will this one item of instructional material help the assessorunderstand the video recording?

3. How was this one item of instructional material used in the lesson shownon the video recording?

Attach the following to this cover sheet: • Your response sheet• One relevant item of instructional material

Copy this cover sheet as needed.

49_EMC/ENL




Entry 3: Facilitating Interactions: Small Groups

In this entry, you submit a 15-minute video recording to demonstrate your practice and your ability to facilitate small interactive groups of linguistically and culturally diverse learners who are engaged in collaborative work. You provide evidence of how you foster the engagement of students in a meaningful English language activity in which students share ideas and listen attentively to each other. You provide a Written Commentary analyzing the video recording and instructional materials.









facilitate students’ language and content learning by upholding high standards for meaningful communication in instruction that leads to sustained academic achievement in all subjects.

listen to students in the diverse settings where students express themselves, whether in formal classroom discussions, individual conferences, or informal gatherings, and observe students working in groups and individually, noting their strengths, learning profiles, and interactions with peers.

are attuned to students’ individual abilities to understand and respond in a new language and can identify aspects of English that students have acquired and those aspects of English students need for social purposes and to access content.

evaluate ways to expose students to engaging, relevant, and meaningful language, deliberately increasing the quality of students’ exposure to English by building on their interests, language goals, and prior knowledge.

analyze their knowledge of language domains, components, and variations to address students’ communicative needs in listening, speaking, reading, writing, and visual literacy in a wide range of social and academic settings.

know students acquire language through the exchange of meaningful messages and identify and evaluate ways of providing students with multiple opportunities to practice using English to communicate inside and outside the classroom.

identify the characteristics of effective interactions and practice, such as meaningful and scaffolded use of targeted language, and the ways students can use English to improve their language development.

strategically implement collaborative learning, developing students’ discussion skills and emphasizing the importance of listening carefully and responding thoughtfully and appropriately.

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honor students’ cultural identities and consider their English language proficiency levels, linguistic and cultural backgrounds, and personal characteristics when grouping them for cooperative assignments.

maximize opportunities for students to explore and discuss central ideas in the curriculum by selecting major themes and guiding questions that encourage students to build connections to their prior knowledge and experiences.

initiate tasks that foster inquiry, building students’ capacity to communicate complex ideas, and employ a combination of activities and techniques which allow students to construct their own understandings of the material.

strategically select sources to expose students to increasingly complex language and offer experiences that expose students to linguistic features characteristic of content-area texts as well as meaningful tasks and interactions.

pose cognitively complex questions modified according to students’ English proficiency and scaffold their ability to respond reflectively and with increasingly complex language.

continually analyze their instruction—evaluating objectives, lesson plans, timing, classroom management practices, and classroom environments in terms of student learning and development.


What Do I Need to Do? In this entry, you

demonstrate the teaching strategies you use for small-group instruction; show, through a Written Commentary and a 15-minute video recording, how you facilitate

and interact with small groups of linguistically and culturally diverse learners who are working together as you foster reading, writing, listening, speaking, and visual literacy skills that are connected to your stated learning goals;

discuss the goals of the instruction and your choice of, and rationale for, teaching strategies;

provide evidence of your ability to describe, analyze, and reflect on your own practice in order to adjust your teaching as appropriate.


One video recording (15 minutes maximum) that shows you interacting with students who are working purposefully in one or more small groups. While the video recording may show various instructional strategies and transitions between activities, the majority of the video recording should focus on collaborative group work. The video recording should show how you facilitate students’ interaction and their work in small-group settings in which student voices predominate. The video recording must show you interacting with or monitoring the work of at least one group of three or more students engaged in collaborative work.

Instructional materials. Instructional Material Cover Sheet responses (1 page maximum of responses

per cover sheet). Instructional materials (one or more items, 6 pages maximum combined)

related to the lesson featured on the video recording and that will help assessors understand what occurred during the lesson. Instructional materials may include or be a description of materials, resources, media, and/or technology adapted to make content accessible to these students.

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Written Commentary (14 pages maximum) in which you contextualize, analyze, and evaluate the students’ participation in small groups and also reflect on your teaching and how you might adjust your teaching practice according to your students’ needs.

Read all directions for this entry before beginning to work on individual components. It can also help to have a colleague review your work. However, all of the work you submit as part of your response to any entry must be yours and yours alone. The written analyses and other components you submit must feature teaching that you did and work that you monitored. For more detailed information, see “Ethics and Collaboration” in “Phase 1: Prepare” (in Part 1) and the National Board’s ethics policy.


You must submit a video recording, instructional materials, and a Written Commentary. If any component is missing, your response will not be scored.


Recording Your Video Entry Make a 15-minute video recording demonstrating your ability to facilitate small interactive groups of linguistically and culturally diverse learners in collaborative work. Provide evidence that you foster the engagement of students in a meaningful language-learning activity.

Selecting the Class or Group of Students

Choose the class or group of students to feature and arrange the student group(s), showing them engaged in collaborative learning. Because you are seeking certification at the Early and Middle Childhood level, at least 51% of the students in the class or group of students you feature in this entry must be identified as English as a New Language and be from ages 3 through 12. The class should be one in which small-group work is a common feature and an important component of instruction. Since your response will be considered on the basis of how you support students engaged in purposeful small-group work, your best-performing class or group of students may or may not provide the best opportunity to feature and reflect on your practice. The focus is on your practice and your ability to facilitate small interactive groups, not the level of student performance.

Selecting a Lesson

Select a lesson that provides good opportunities for your students to work purposefully in a small-group setting. The English as a New Language lesson should show how you foster reading, writing, listening, speaking, and visual literacy skills, and integrate content as appropriate. It should provide evidence of how you foster communicative competence among your students. The group(s) you choose need not be advanced, but the lesson on which you are focusing should be one that is appropriate for the students at their level of language acquisition and learning, and one in which they are likely to be engaged in constructive and meaningful discourse.

Students may be working together to explore new concepts that relate to a specific content area currently covered in class, reinforce a lesson that has already been taught, or activate their prior knowledge on a topic yet to be introduced. The conversations in this lesson might cut across disciplines while accessing and applying students’ prior knowledge about given topics.

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The video recording should show how you foster the engagement of students in a meaningful English language learning activity, sharing ideas and listening attentively to each other. For this reason, a video recording showing students working quietly with little or no interaction would not be a good choice.

Selecting the Video Segment

Select a 15-minute continuous and unedited video recording to submit. Be sure to choose a segment that gives you an opportunity to discuss your practice. It is important in this entry to show how you facilitate students’ learning through purposeful and meaningful small-group work.

Record a number of different instructional periods in which your students are actively engaged in collaborative work. Remember that you need one 15-minute continuous and unedited video segment to complete this entry; having several from which to select allows you to make a careful choice.

Arrange for someone (another teacher or a student) to do the recording. If possible, arrange for that person to be available for several class sessions.

Before you record, review the directions for the Written Commentary. As you record classes that may serve as the basis for your entry submission, jot down notes that will help you recollect all of the detail necessary to assist you in writing the analysis of the video recording you eventually select. Be sure to include in your notes some clear way of identifying which notes go with which video recording.

Review your video recordings to choose the 15-minute continuous segment that you will submit for this entry. Assessors will view only the first 15 minutes of your video recording. The 15-minute continuous segment that you select can come from any point in the instruction in which students work together in small interactive groups; select the continuous and unedited segment that you think provides the best evidence of the Standards being assessed. Choose your clip carefully—evidence of active student engagement and of your management of and interaction with one or more small groups of students, as well as the integration of some or all skill areas intertwined with content area information, is important in this entry. Also, be sure that all voices are audible.

Caution: Given that this entry focuses on how you foster student participation to promote English language learning and an understanding of the content taught, avoid the following types of instructional activities:

lectures in which you are the only participant and that primarily focus on an oral dissemination ofinformation, with minimal opportunities for student engagement

discussions or demonstrations that primarily require students to repeat previously learned informationwithout attempting to evoke responses intended to advance language learning

discussions that show only interactions among students, but that do not provide direct evidence of howyou have presented new content or facilitated classroom interactions

You must have the parents/guardians of all students you plan to include in the video recording complete Student Release Forms before you make any video recordings. You must have any adults who will appear in the video recording (for example, teacher’s aides, parents, student teachers, or colleagues) sign an Adult Release Form prior to recording.

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Video Recording Format Specifications

Your video recording must meet the following requirements: Formats Your video recording must be submitted as an flv, asf, qt, mov, mpg, mpeg, avi, wmv,

mp4, or m4v file.

Compression Settings

The ePortfolio system has a 500 MB file size limit for each file that is uploaded. You must compress larger video files before submission. Please follow the instructions in the “Video Compression Guide”.

Length Submit a video recording that is no longer than 15 minutes. If you submit a longer video recording, only the first 15 minutes will be viewed and scored.

Editing Make sure that your video recording is continuous and unedited. Caution: Stopping and restarting the camera or the sound is regarded as editing.

DO NOT stop and start the camera, except as specified in the entry directions.

DO NOT turn off the microphone during recording.

DO NOT add graphics, titles, or special effects (e.g., fade in/out).

Recording Use a camera angle that includes as many faces of the students in the class as possible. The video recording should show as much of the class as possible, but it is acceptable to focus on a particular student while he or she is talking, singing, or playing an instrument. You must be shown in the video as well.

Make sure that sound quality is good enough that the assessor can understand all of what you say, sing, or play and most of what students say, sing, or play.

Language Show conversations that occur in English unless you registered for World Languages (French or Spanish).

If a small portion of your video occurs in a language other than English and it is important that an assessor understand it, provide a brief description in the Written Commentary of what was communicated.

For advice on recording your lesson, see “Recording Video Entries” in “Phase 2: Develop” (in Part 1). For more information on the use of languages other than English, see “Language Accommodations Policies” in “Phase 1: Prepare” (in Part 1).

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Choosing Instructional Materials Include instructional materials that will help an assessor understand the content of the video recording. You or your students may have used these materials before, during, or after the activity featured on the video recording.

Instructional Materials Format Specifications

Assemble your instructional materials together in the following order:

Instructional Material Cover Sheet (use a new cover sheet for each item of instructional material)

responses to the questions found on the cover sheet (typed on a separate page, not on the cover sheet)

any relevant instructional materials that would help assessors understand the lesson (handouts, excerpts from teacher guides, instructions to students, copies of overhead transparencies, etc.)

The cover sheet responses you submit must meet the following requirements: Format for responses to cover sheet questions

Type your responses on a separate sheet of paper. Double-space your text; do not use 24-point line spacing.





Labeling Number each of your responses to match the corresponding question number on the cover sheet.

Place your candidate ID number in the upper right corner of the page. Do not include your name.

Page count Submit no more than 1 typed page per cover sheet. Additional pages will not be read.

For examples of appropriate line spacing and font formatting, see “Specifications: Written Materials” in “Phase 2: Develop” (in Part 1).

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english as a new language portfolio instructions...english translations must meet all format...

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