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Orientation Session

Orientation Session. ESL Teacher Preparation Grants Center for Language and Culture Graduate School of Education George Mason University Pre-Service Cohort IV January 25, 2006 4:30 pm Room 105B. Welcome …. A teacher affects eternity; he can never tell where his influence stops.

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Orientation Session

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  1. Orientation Session ESL Teacher Preparation Grants Center for Language and Culture Graduate School of Education George Mason University Pre-Service Cohort IVJanuary 25, 20064:30 pm Room 105B

  2. Welcome …. A teacher affects eternity; he can never tell where his influence stops. …Henry B. Adams

  3. Welcome Program Overview Program Staff Objectives Schedule Course Order Summer Schedule Field Experience Placements Journal Follow-up during February meeting Portfolio Introduction Follow-up during March meeting Internships Grant Supported and Non-Supported Activities Tuition Mentoring Monthly Meeting Schedule Induction Mentoring Books Master’s Degree Courses Referrals to sources of information: licensure, graduation, registration (master’s courses) Web Information Graduate School of Education ESOL Teacher Preparation Patriot Web Blackboard Agenda

  4. Goal The goal of the ESL Teacher Preparation Grants is to help candidates obtain a Virginia license to teach English as a Second Language (PK-12), and to assume teaching positions as quickly as possible.

  5. Two Separate ESL Programs • There are two separate ESL programs that are supported by federal grants. The first, called PRE-SERVICE, is intended for candidates who have never taught or who have provisional licenses. • The IN-SERVICE program is for teachers who have licenses in fields other than ESL. • Both programs require the completion of seven courses for licensure, five of which are the same. The Pre-Service program includes an internship.

  6. Cohorts The pre-service and in-service cohorts complete the curriculum together, taking all classes and participating in all activities. Participants are allowed to transfer one course into the program.

  7. Licensure Component • Participants complete seven courses (21 semester credits) of course work for licensure. Pre- service candidates must also complete a 6-credit internship (student teaching). In-service candidates receive their ESL endorsement upon completion of the seven courses. While only the licensure component is tuition-supported, participants can take additional coursework for a masters degree. • All candidates must complete six credits of foreign language (can be taken prior to the program).

  8. Once admitted, students will have the tuition* for their licensure courses paid by two grants from the U.S. Dept. of Education. The grants are tentatively funded for five years, from 02-07. *Unfortunately, the grants cannot pay for books. Funding

  9. The Programs at a Glance…..

  10. Spring I EDUC 537 Foundations of Multicultural Education Summer I EDCI 516 Bilingualism and Lang Acquisition Research EDCI 519 Methods of Teaching in Bil./ESL Settings EDRD 615 Teaching Reading/Writing in Bil./ESL Settings (May be taken Spring Semester) Fall I EDCI 520 Assessment in Bil./ESL Settings Spring II LING 520 Descriptive Linguistics Summer II EDUC 539 Human Growth and Development * *Might be able to take Fall I if planning to Student teach for Fall II- TBA Fall II EDCI 790 Internship (Student Teaching) - Full time Pre-Service Curriculum

  11. Summer Schedule • EDCI 516: 5/9, 5/16, 5/23, 5/30, 6/6, 6/13 Tuesday evenings at 6:00 -9:30 pm and June 26 – June 30 from 9:00 – 1:30 pm • EDCI 519: July 3-14 from 9 - 1:30 pm • EDRD 615: July 17 – 28 from 9 -1:30

  12. Field Work - Pre-Service • In addition to coursework, the project will place you in a school with a mentor (a veteran ESL teacher) for one to two days per week during the Spring semester. For a total of 40 hours. Distributed by 30 hours at preferred level/10 hours at other level. • A Field Experience Journal will be due on the first day of Fall I classes to document this experience.

  13. The Professional Development Portfolio is a collection of carefully selected materials and targeted reflections that provide a record of teaching experiences and growth. The portfolio should be comprised of both required course products and classroom teaching that the candidate has selected because they are significant examples of growth. Each section of the portfolio should include a reflective statement in which the intern examines the teaching work samples and evidence included and analyzes their significance. On-going compilation and reflection will be monitored periodically. Portfolio will be due at the end of the program (during the 7th course). THE PROFESSIONAL DEVELOPMENT PORTFOLIO

  14. Internship Options – Pre-Service • One-year Teaching experience for participants who are employed as full-time, provisionally licensed ESL teachers. • On-the-Job Internship for those who are teaching full time and still want close supervision. • Student Teaching Internship. One-term daytime internship in the classroom of a cooperating teacher. Intern assumes co-teaching/independent teaching responsibilities.

  15. Initial ESL Teaching – Pre-Service • The project will provide assistance for candidates to be employed as provisionally-licensed ESL teachers in Fall semester (after four courses in Spring and Summer). • If employed as a teacher, participants will receive mentoring from GMU during first year in the classroom.

  16. Additional Courses for Optional M.Ed. for Pre-Service Students • EDRS 590 Education Research • EDCI 521 Curriculum Development in Bilingual/ESL Settings • Elective * • EDCI 777 Research to Practice (exit requirement) *Required for those who are not employed as ESOL teachers Not tuition supported

  17. Testing • VIRGINIA Communication andLiteracy Assessment • In June 22, 2005, the Board of Education approved the implementation of the Communication and Literacy Assessment as requirements for individuals seeking initial licensure in Virginia. • For Further information about this test go to: http://www.vcla.nesinc.com/index.asp • For Questions and Answers regarding exemptions about this test go to: http://www.pen.k12.va.us/VDOE/newvdoe/QandAliteracyassessment.pdf • PRAXIS II: SPECIALTY AREA TEST (Possibly) • Updates and more in-depth information will be provided during monthly meetings.

  18. Important Dates • Monthly Meeting Schedule 2/15*, 4/22**, 5/19, 6/3 at 7:00pm * Field Experience Journal Orientation **Portfolio Orientation • Spring EDRD 615: Saturdays 9-3, Room 105B Meetings: 1/28, 2/11, 2/25, 3/11, 3/25, 4/8, 4/22, 5/6 • Summer Courses • EDCI 516: 5/9, 5/16, 5/23, 5/30, 6/6, 6/13 Tuesday evenings 6 – 9:30 pm & June 26 – June 30 from 9 – 1:30 pm • EDCI 519: July 3-14 from 9 - 1:30 pm • EDRD 615: July 17 – 28 from 9 -1:30 • Field Journal Assignment Due: August 28th

  19. Important Websites • George Mason University: • Students: http://www.gmu.edu/mlstudents/ • Libraries: http://library.gmu.edu/ • Instructional Technology Unit: http://itusupport.gmu.edu/STG/STGfrontpage.asp • E-mail: http://mail.gmu.edu • Patriot Web: https://patriotweb.gmu.edu/ • Blackboard: http://blackboard.gmu.edu/ • College of Education and Human Development • Teach In Virginia: http://www.teachinvirginia.org/ • Graduate School of Education: http://gse.gmu.edu/ • Virginia Department of Education: http://www.pen.k12.va.us/VDOE/newvdoe/teached.html

  20. Please visit our Web Site…… • http://gse.gmu.edu/grants/esolprep

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