| (19) recognize the individual factors that affect cognitive
academic language development (e.g., developmental characteristics,
cultural and linguistic background, academic strengths, learning styles);
(20) promote receptive and expressive language acquisition
by embedding content-related opportunities for ELs to interact using
social and academic vocabulary;
(21) embed language teaching through content instructional
materials and academic text features;
(22) use ongoing quantitative and qualitative data
to demonstrate content and language development, inform planning,
and adjust instruction;
(23) understand the different purposes of assessment
(e.g., pre-assessment, formal, informal) and limitations of each type
in order to select, develop, and adapt assessments for specific purposes
of language and content;
(24) utilize and adapt assessments to allow students
flexibility in demonstrating content knowledge through varied outputs;
(25) know and use a variety of performance-based assessment
tools with appropriate rubrics to inform and guide instruction in
the classroom;
(26) understand the interdependent relationship between
teaching and assessment and develop instructional tasks and assessment
tools that promote and measure student growth in language and content;
(27) develop classroom assessments using a variety
of item types and elicitation and response formats to assess ELs'
receptive (listening and reading) and expressive (speaking and writing)
language skills; and
(28) understand and apply the uses and limitations
of formal and informal assessments for ELs.
(e) Language Proficiency Assessment, Program Placement,
and Reclassification. ESL teachers demonstrate understanding of how
to use language proficiency assessments in their role in the identification,
placement, and reclassification of English learners. The ESL teacher
must:
(1) understand federal- and state-mandated policies
and statute related to ELs, including Language Proficiency Assessment
Committee (LPAC) guidelines for identification and classification
as English Learner in Texas;
(2) use state-approved identification assessments for
ELs in Texas and understand how to interpret the results;
(3) understand the value and use of primary language
assessments;
(4) use knowledge of the connection between the ELPS
in §74.4 of Part II of this title and the Texas English Language
Proficiency Assessment System (TELPAS) to evaluate and monitor the
progress of ELs in English language proficiency;
(5) understand federal- and state-mandated policies
and statute related to programs for ELs, including LPAC guidelines
for program placement, reclassification, and monitoring in Texas;
(6) understand the similarities and differences between
state-approved ESL and bilingual program models in Texas;
(7) apply the state-mandated requirements for English
learners with parental denial, including assessment, monitoring, and
usage of the ELPS in all content instruction;
(8) understand and apply the similarities and differences
of linguistic accommodations for instructional purposes and allowable
accommodations for served ELs on state assessments;
(9) apply the appropriate state-mandated criteria and
LPAC procedures for reclassification, monitoring, and exit; and
(10) understand the role of the LPAC in coordinating
with other special programs (e.g., special education, Section 504,
dyslexia, gifted and talented) as applicable.
(f) Professional Learning, Partnerships, and Advocacy.
ESL teachers keep current with new instructional techniques, research,
advances in the ESL field, and education policy issues related to
ELs and demonstrate knowledge of the history of programs and services
for ELs. ESL teachers work collaboratively with school staff, parents,
and the community to improve the learning environment, provide support,
and advocate for ELs and their families. The ESL teacher must:
(1) demonstrate knowledge of theory, research, and
current practice and methodologies in the field of bilingual and ESL
programming to inform teaching and learning;
(2) understand the history of programming and services
for ELs, including key court cases, legal mandates, and federal and
state policies that impact current bilingual and ESL programs;
(3) know and understand public issues and educational
policy that impact effective programming and equitable opportunities
related to the education of ELs;
(4) take advantage of and actively participate in professional
growth opportunities to create equitable learning environments;
(5) demonstrate reflective practices through the process
of setting and revisiting specific goals for professional learning
related to culturally and linguistically diverse student populations
and developing a personal philosophy of ESL education;
(6) be accountable to goals for growth in supporting
ELs through self-reflection, peer evaluation, and coordinated leadership
monitoring of implementation;
(7) advocate for appropriate instruction and assessment
by sharing their knowledge of ELs with their general-education and
content-area colleagues and the school community;
(8) promote EL success by playing an active role in
the campus LPAC, including coordination of services for ELs in other
special programs for which they qualify;
(9) actively advocate and serve as a resource for ELs
and their families through partnerships with colleagues and the community
by enlisting the support and involvement of community partners and
resources that enhance the education of ELs;
(10) consider ESL families as vital partners who enrich
the classroom and school environment and facilitate parent/guardian
involvement in their child(ren)'s linguistic, academic, and personal
development;
(11) provide effective communication that is accessible,
consistent, and targeted to the needs of ELs and their parents/families
in a variety of educational and social contexts; and
(12) apply knowledge of effective strategies for advocating
educational and social equity for ELs by staying current on public
issues regarding ELs (e.g., participating in LPAC meetings; serving
on Site-Based Decision Making (SBDM) committees; participating in
Admission, Review, and Dismissal (ARD) committee meetings as appropriate;
serving as a resource for teachers).
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