English Language Learning Professional Portfolio

1. English Language LearningProfessional Portfolio Jennifer Abbatiello “The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.” - John Lubbock

2. Table of Contents • Philosophy of Education • Resume • Completed Coursework • Performance Assessment Matrices • TESOL Standards • Maryland Teacher Technology Standards

3. Philosophy of Education Good teaching comes from utilizing best practices in every possible situation every single day. Regardless of the group of students being taught, the important principles of good instruction need to be integrated into the classroom. Lessons should be motivating and create in the students a desire to learn. A variety of learners will certainly be in the class, and lessons should try to reach every one of them. This may mean providing more hands-on activities, integrating music and art into content and language instruction, even utilizing more visuals, such as movies that tie into the topic being taught. This form of instruction requires a tremendous amount of planning, but as professionals, we need to commit to giving that time for helping the students. Teachers shouldn’t set out to “teach the material.” Instead, their goal should be to create lifelong learners. My main goal in creating lifelong learners is to create lifelong readers. This is not a simple task, but it is my objective each year to help all of my students find reading material that they enjoy. Creating lifelong readers is the first step in forming lifelong learners. Above all, we need to teach in order to reach. We should know our students, their likes and dislikes, interests, backgrounds and cultures. They are young people, but they still have as many thoughts, opinions, and feelings as adults. They may not be used to having such ideas valued, but every teacher should do so. Children are all very different, but that’s the very best part of teaching! “The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.” - John Lubbock

4. Coursework Coursework Continued

5. Coursework

6. Performance Assessment Matrix TESOL Domains Matrix Continued

7. Performance Assessment Matrix TESOL Domains Matrix Continued

8. Performance Assessment Matrix TESOL Domains Technology Matrix

9. Performance Assessment Matrix Technology Standards Technology Matrix continued

10. Performance Assessment Matrix Technology Standards

11. TESOL Standards • Domain 1 Language • Domain 2 Culture • Domain 3 Planning and Managing Instruction • Domain 4 Assessment • Domain 5 Professionalism

12. Standard 1a. Describing Language Artifact Rationale Domain 1Language Standard 1b. Language Acquisition & Development Artifact Rationale TESOL Standards

13. Standard 2a. Nature and Role of Culture Artifact Rationale Standard 2b. Cultural Groups and Identity Artifact Rationale Domain 2Culture Standard 2c. Interrelationship Between Language and Culture Artifact Rationale Table of Contents TESOL Standards

14. Standard 3a. Planning for ESL Instruction Artifact Rationale Standard 3b. Managing ESL Instruction Artifact Rationale Domain 3Planning & Managing Instruction Standard 3c. Managing Content Instruction for ESOL Learners Artifact Rationale Standard 3d. Using Resources Effectively in ESL Instruction Artifact Rationale TESOL Standards

15. Domain 4Assessment Standard 4a. Issues of Assessment for ESL Artifact Rationale Standard 4b. Language Proficiency Assessment Artifact Rationale Standard 4c. Classroom-based Assessment for ESL Artifact Rationale TESOL Standards

16. Domain 5Professionalism Standard 5a. ESL Research and History Artifact Rationale Standard 5b. Partnerships & Advocacy Artifact Rationale Standard 5c. Professional Development and Collaboration Artifact Rationale TESOL Standards

17. Maryland Teacher Technology Standards • I. Information Access, Evaluation, Processing and Application • II. Communication • III. Legal, Social and Ethical Issues • IV. Assessment for Administration and Instruction Technology Standards Continued

18. Maryland Teacher Technology Standards • V. Integrating Technology into the Curriculum and Instruction • VI. Assistive Technology • VII. Professional Growth

19. Technology Standard I • Information Access, Evaluation, Processing and Application Artifact Rationale Technology Standards

20. Technology Standard II • Communication Artifact Rationale Technology Standards

21. Technology Standard III • Legal, Social and Ethical Issues Artifact Rationale Technology Standards

22. Technology Standard IV • Assessment for Administration and Instruction Artifact Rationale Technology Standards

23. Technology Standard V • Integrating Technology into the Curriculum and Instruction Artifact Rationale Technology Standards

24. Technology Standard VI • Assistive Technology Artifact Rationale Technology Standards

25. Technology Standard VII • Professional Growth Artifact Rationale Technology Standards