The Department of Foreign Languages offers a teacher education program in Spanish which is designed to provide pre-service and in-service teachers with experiences which will prepare them to think critically and accept responsibilities for their own learning,
and which will assist them in acquiring knowledge of the world in which we live, the functional linguistic and cultural proficiency necessary to communicate and teach in a multicultural society, the skills necessary to teach language, culture, and
literature, and the philosophical knowledge to understand their multifaceted roles as educators. The program is committed to preparing elementary and secondary teachers who are able to communicate effectively in English and Spanish, to access and
utilize educational research, to develop pedagogical practices based upon sound theory, to make decisions and solve problems strategically, and to serve as effective advocates for the profession.
The teacher education programs at IUP have been developed based upon our belief that teaching, learning, and communicating are complex processes. We have formally adopted Charlotte Danielson’s 2007 Framework for Teaching that provides the common language
we use in our research, practice, reflections, evaluation, and communication about exemplary practice that promotes learning for all students.
Danielson has identified 22 components that comprise exemplary practices for teaching and learning. Below shows the grouping of the components of professional practice into the four domains of the Framework.
The Framework is used to guide and structure early field experiences and you will be required to incorporate the components into the reflections you prepare for inclusion in your electronic portfolio.
This logo conveys our belief that the Teacher Candidate is at the center of our initial preparation programs. It identifies and communicates the four domains of teaching and learning from Figure 1 above that are now used to structure and define our programs:
planning and preparation, classroom environment, instruction, and professional responsibilities.
Teacher preparation programs at IUP also reflect the model core teaching standards of the InTASC, which outline what teachers should know and be able to do to ensure that every K-12 student reaches the goal of being ready to enter college or the workforce
in today's world. The recently revised InTASC standards (2011) embrace a new emphasis on improved student outcomes and describe what effective teaching that leads to improved student performance looks like. The InTASC standards incorporate the performances,
essential knowledge, and critical dispositions that faculty value in teachers and other professional school personnel. The following are the 10 InTASC Standards (see Spanish Education K-12 Student Handbook for a detailed description of the performances,
essential knowledge, and critical dispositions embodied in each standard):
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts
practice to meet the needs of each learner.
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance
The InTASC Standards reflect the four domains of Danielson’s Framework. You will be evaluated formally during Student Teaching using the 10 InTASC Standards, and the performances, essential knowledge, and critical dispositions are taken into account
as your University Supervisor and Cooperating Teacher evaluate your performance. The various components are also considered throughout your coursework as they apply in individual courses. In addition, you will compile an electronic portfolio and will
select artifacts to address each of the InTASC Standards.
The content of the Spanish Education K-12 Program is based largely on the program standards that were developed by the American Council on the Teaching of Foreign Languages (ACTFL) in conjunction with the Council for the Accreditation of Educator Preparation
(CAEP) in 2013. A summary of the standards follows:
Source: ACTFL/CAEP (formerly NCATE): 2013 Program Standards for the Preparation of Foreign Language Teachers (PDF)
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.
Candidates demonstrate understanding of the multiple content areas that comprise the field of foreign language studies. They demonstrate understanding of the interrelatedness of perspectives, products, and practices in the target cultures. Candidates
know the linguistic elements of the target language system, and they recognize the changing nature of language. Candidates identify distinctive viewpoints in the literary texts, films, art works, and documents from a range of disciplines accessible
to them only through the target language.
Candidates demonstrate an understanding of the principles of language acquisition and use this knowledge to create linguistically and culturally rich learning environments. Candidates demonstrate an understanding of child and adolescent development, the
context of instruction, and their students’ backgrounds, skills, and learning profiles in order to create a supportive learning environment that meets individual students’ needs.
Candidates in foreign language teacher preparation programs understand and use the National Standards for Foreign Language Learning in the 21st Century (2006) and their state standards to make instructional decisions. Candidates demonstrate an understanding
of the standards and integrate them into their curricular planning. They design instructional practices and classroom experiences that address these standards. Candidates use the principles embedded in the standards to select and integrate authentic
materials and technology, as well as to adapt and create materials, to support communication in their classrooms.
Candidates in foreign language teacher preparation programs design ongoing assessments using a variety of assessment models to show evidence of P-12 students’ ability to communicate in the instructed language in interpretive, interpersonal, and presentational
modes; and to express understanding of cultural and literary products, practices, and perspectives of the instructed language. Candidates reflect on results of assessments, adjust instruction, and communicate results to stakeholders.
Candidates engage in ongoing professional development opportunities that strengthen their own linguistic, cultural, and pedagogical competence and promote reflection on practice. Candidates articulate the role and value of languages and cultures in preparing
all students to interact successful in the global community of the 21st century. They understand the importance of collaboration to advocate for the learning of languages and cultures. Candidates understand and explain the opportunities and responsibilities
inherent in being a professional language educator and are committed to equitable and ethical interactions with all stakeholders.
These program standards reflect the current philosophy that teaching a foreign language means teaching students how to use language in real communication. The program standards reflect the profession’s K-16 student standards, World-Readiness Standards for Learning Languages (National Standards in Foreign Language Education Project, 2014), which have brought a renewed focus on content, as we ask the question:
“What should students know and be able to do with another language?” In order to prepare our students to meet today’s needs of a global society, language teaching must be based upon meaningful language use, real-world communication, acquisition of
new information and knowledge through the language, a non-threatening classroom environment that encourages self-expression and risk-taking, and fostering of learning communities in which interaction is key (Shrum & Glisan, 2016).
The primary goal of the Spanish Education K-12 Program at IUP is to equip teacher candidates with the necessary knowledge of their content area and pedagogy, dispositions for teaching Spanish and working with children and adolescents, and skills in using
and teaching Spanish to K-12 learners. By the end of the program, teacher candidates must be able to demonstrate the following competencies, which are based on the ACTFL/CAEP Program Standards, and are verified at the end of the Student Teaching experience.
See Appendix C for a detailed list of the knowledge, skills, and dispositions for each competency below.
The teacher candidate will:
An important component of being an effective language teacher is having effective dispositions or attitudes about teaching and learning. Consequently, you will also be evaluated on your dispositions for teaching at the end of Student Teaching. See Appendix
K for the “Professional Dispositions of Teacher Candidates—Assessment.”
The Spanish Education K-12 Program prepares beginning foreign language teachers to use current theories about language learning and teaching as a basis for reflection and practice. The program assists developing foreign language teachers as they begin
their journey toward accomplished teaching by basing their learning, teaching, and reflecting on the five propositions established by the National Board for Professional Teaching Standards:
(National Board for Professional Teaching Standards, 1994, pp. 6-8). These propositions also undergird the Student Teaching Competencies listed above.
The Spanish Education K-12 Program provides experiences which help students to become active decision makers who acquire the skills necessary for applying theory through observing classroom interaction, designing and teaching effective lessons, and making
appropriate decisions in a wide variety of situations that confront them daily.
American Council on the Teaching of Foreign Languages. (2013). ACTFL/CAEP program standards for the
preparation of foreign language teachers. Alexandria, VA: ACTFL.
Curtain, H. A., & Dahlberg, C. A. (2016). Languages and children—Making the match (5th ed.). Boston, MA: Pearson Allyn & Bacon.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Glisan, E. W., & Donato, R. (2017). Enacting the work of
language instruction: High-leverage teaching practices. Alexandria, VA: ACTFL.
Interstate Teacher Assessment and Support Consortium (InTASC). (2011). InTASC model core teaching standards. Washington, DC: Council of Chief State School Officers.
Interstate New Teacher Assessment and Support Consortium. (2002). Model standards for licensing beginning foreign language teachers: A resource for state dialogue. Washington, DC: Council of Chief State School Officers.
National Board for Professional Teaching Standards. (1994). What teachers should know and be able to do. Washington, DC: NBPTS.
National Standards in Foreign Language Education Project. (2014). World-readiness standards for learning languages. Alexandria, VA: ACTFL.
Shrum, J., & Glisan, E. W. (2016). Teacher's handbook: Contextualized language instruction. (5th ed.). Boston, MA: Heinle, Cengage Learning.