esol field experience - 2020 · esol field experience presented to: dr. gloria t. poole in partial...

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FLORIDA A & M UNIVERSITY

COLLEGE OF EDUCATION DEPARTMENT OF EDUCATIONAL LEADERSHIP

AND HUMAN RESOURCES

EDUCATIONAL LEADERSHIP PROGRAM

ESOL FIELD EXPERIENCE

PRESENTED TO:

Dr. Gloria T. Poole In partial fulfillment of

TSL 5700: ESOL Issues and Strategies for other Professional Educators

SUBMITED BY:

ROSITA CHIQUITA POOLE

FALL 2008

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ESOL Field Experience Portfolio

Table of Contents

1. Overview of the field experience..............................................................................

2. Administrative Documentation

• Curriculum Vitae of the candidate

• Field Experience Data Sheet

• Signed Working Agreement with the Main Site Administrator /Principal

• Signed Participation Log documenting a minimum of ten (10) hours.

• Assessment from Supervising Administrator

3. Activities of the Field Experience and Corresponding Format

• Review of ESOL- related Documents at the school site

• Interviews

o Principal

o Guidance Counselor

o School Psychologist

• Classroom Observation/ Visit

• Focus group reflections

6. Summary of the Field Experience …………………………………………………..

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The overview section of the portfolio provides an overall statement

about the field experience and the content of the portfolio. It must provide

the name of the candidate (participant), school location, supervising principal

and basic information about the place of the experience. It should also

include the number of hours spent at the site and the general activities during

the visit.

Additionally, the overview section may include photos of the school, select

school personnel, school motto, philosophy, and other related elements that

best describe the school and its mission to educate English language learners.

This section may also include photos during various participatory

experiences at the school site, including meetings and/or interviews with

school personnel.

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This section of the portfolio must include the following completed documents: • Curriculum Vitae of the candidate

• Field Experience Data Sheet • Signed Working Agreement with the Main Site Administrator /Principal • Signed Participation Log documenting a minimum of eight (8) hours. • Assessment from Supervising Administrator

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The Field Experience Report The field experience report is the compilation of all the activities in which you

participated, including all interviews, documents reviewed (LEP Plan, specific programs or activities the school developed for the benefit of ELLs, etc.), classroom walkthrough / visit, and focus group reflections.

Interviews - Include a well formulated list of questions based on your knowledge of the roles

played by the various school personnel. The questions should be designed to obtain information about major elements of the school operation for educating ELLs in the context of the curriculum, home-school relationships, community partnerships, issues of assessment and placement, etc.

- Include a narrative of the responses provided by the interviewee. The narrative

should provide sufficient information for the reader to obtain important elements intended by the questions posed.

Review of ESOL-related Documents

- This is your grand opportunity to review any and all documents the school would allow you to review. The school principal will decide which documents you will be allowed to review. However, seek to review documents such as a blank (or with the names deleted) LEP Plan for a student, various correspondence between the home and the school, and the like. Please remember to delete the names of students due to privacy of information.

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- After reviewing each document, provide a summary indicating name of the

document, purpose and how used to support the needs of the ELL population at the school.

Classroom Observation

- Utilize the Observation instrument provided to detect major teaching and learning elements of classroom process for the ELLs. Notate any additional information you deem important. Your notations will lend meaning to your observation -- please make notes.

Focus group Reflections - As part of the 10 hour field experience, two (2) hours have been assigned for

focus group discussion to lend meaning to the site visit. Provide a two to three (2-3) page summary of the group reflection and your own personal reflections of the experience.

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Summary/ Benefits Obtained from the Field Experience Write a one (1) page overall summary statement about the benefits

of the experience. Make a duplicate of this summary and include your

name, semester and year, and your signature. The duplicate will be

included in a special departmental report.

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Florida A&M University College of Education

Department of Educational Leadership and Human Resources

DATA SHEET CANDIDATE Name: _____________________________________________________________________________ School System or Name of Agency: _____________________________________________________ Name of School or Department:_________________________________________________________ School Address:_____________________________________________________________________ ______________________________________________________________Zip Code_____________ Local Phone Number of candidate: _______________(h) ________________(b) E-mail: ___________________________________ PRINCIPAL OR SUPERVISING ADMINISTRATOR Name:_____________________________________________________________________________ Office Address: _____________________________________________________________________ _____________________________________________________ Zip Code_________ Office Telephone: ___________________________ Office Fax: ______________________________ E-mail: _________________________________ UNIVERSITY PROFESSOR Name: Gloria T. Poole, Ph. D., Professor and Associate Dean Office Address: 202 College of Education Florida A&M University Tallahassee, Florida 32307 Office Telephone: (850) 412-7431 (850) 599-3749 STATUS OF THE CANDIDATE (Participant) The official paid position of the candidate, if any, is designated as _______________________________

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ESOL FIELD EXPERIENCE WORKING AGREEMENT OVERVIEW This working agreement provides the basis for school site participation and observation of ESOL related operations of the school / school district for: __________________________________ (Name of participant) OVERALL GOAL FOR THE EXPERIENCE 1. To provide candidate the opportunity to apply concepts and develop an understanding of both management

and leadership in the administration of programs to serve English Language Learners. OBJECTIVES 1. To provide first hand experiences through review of documents, interviews, and observations of the practice of

key school personnel in charge of curriculum, assessment, and general administration of programs to serve the needs of English Language Learners.

2. To afford school districts and schools the opportunity to share their practice related to the placement of ESOL students as well as curriculum and instruction, services, and assessment of culturally and linguistically diverse students.

SUPERVISION / SCHOOL ADMINISTRATOR ______________________________________________(name of site administrator)

______________________________________________(position) ______________________________________________(name of organization) SUPERVISION / UNIVERSITY PROFESSOR Gloria T. Poole, Ph.D. ______________________(name of site administrator) Professor and Associate Dean _______________ (position) Florida A&M University____________________(name of organization) The principal/lead administrator will assign the candidate (student) activities related to this agreement, and will contact the University Professor immediately, should a problem occur. The University Professor shall provide consultation, instruction, individual sessions with the student and principal/ lead administrator to solve the problem. ACCEPTANCE OF AGREEMENT: Signature of Candidate (Student) _____________________________________ ___________________ Date Signature of Supervising Administrator_______________________________________ ___________________ Date Signature of University Professor _______________________________________ ___________________ Date


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SUPERVISING ADMINISTRATOR’S PERFORMANCE APPRAISAL FORM Please rate the performance of the intern on each of the following indicators by checking the appropriate response: 5= superior, 4= very good, 3= good, 2= deficient, 1= poor, NBJ= No Basis for Judgment.

COMPTETENCIES 1 2 3 4 5 NBJ COMMENTS

1. Managing the Learning Environment (ESOL 1, FPS 3)

• Demonstrates an understanding of the need for the establishment of policies to welcoming and make the system accessible for ELLs and their families

• Demonstrates familiarity with the system established to identify the needs of ELLs to ensure appropriate placement.

2. Community and Shareholder Partnerships (FPS 4.0)

• Demonstrate an awareness of programs designed for the development of ELL parents as school partners.

• Demonstrates an awareness of other community resources, both human and material, to enhance and provide support for learning.

3. Diversity (ESOL 3, FPS 6.0) • Demonstrates an interest in activities to harmonize the cultures

of the school

• Demonstrates an awareness of cultural issues facing schools serving diverse groups of children and parents.

4. Learning, Accountability, and Assessment ESOL 4, FPS 8.0) • Demonstrate an understanding and interest in school

assessment data to demonstrate progress of ELLs.

• Demonstrate an understanding and interest in multiple sources of data to inform decision-making for academic progress of ELL’s.

5. Communication • Uses effective communication skills during interviews and

interactions with school personnel.

6. Professionalism • Communicates a personal code of ethics that embraces a

disposition of care and concern for the ELL population

7. Overall experience with the candidate

10. Comments regarding the experience with the candidate (student) _______________________________________________________________________________________ _______________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________ Name of Supervising Administrator: ____________________________________________ Job Title:____________________________________________________________________ Signature: _____________________________________ Date:________________________

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DATED PARTICIPATION LOG

NAME_____________________________________ SEMESTER_________________________________

DATE

TIME

NATURE OF THE

ACTIVITY

PERSONNEL

AUTHORIZING THE ACTIVITY (print name)

SIGNATURE OF

PERSONNEL AUTHORIZING THE

ACTIVITY Beginning Ending

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Florida Department of Education Bureau of Student Assistance Office of Multicultural Student Language Education

TEACHER OBSERVATION TOOL Tool used during ESOL on-site monitoring with primary Language Arts teachers.

Teacher’s Name________________________ Date Grade Level___________________________ Subject ________________________ Observer’s Name_______________________ # LEP Students in Class_______________

Adapted with permission from Orange County Public Schools, March 2004. Provisions for Ensuring

Comprehensible Instruction

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Coded

19. Provides opportunities for students to apply language skills in authentic reading, writing, listening and speaking

Practice 1 Use of guided practice (close monitoring by teacher during initial stages of practice) 2 Ending review includes key concepts/content previously introduced 3 Assessment activities are appropriate for the students’ level of English language proficiency Additional Notes:

If 50% or more of the items are coded as “Not Evident” this should be noted as a finding for the school under Equal Access to Comprehensible Instruction.

Notes for Reviewer:

If 30% to 49% of the items are coded as “Not Evident” or “Some Evidence,” this should be discussed during the exit interview with the Principal of the school as recommended are in need of improvement.

If the majority of the items are coded as “Not Evident” or “Some Evidence,” and reviewer is able to note that the items coded were not evident based solely on the type of activity or lesson being presented at the time of observation do not list as a finding.

– Adapted with permission from Orange County Public Schools, March 2004.