Agenda

//This page contains an outline of Cherice Montgomery's ACTFL 2010 presentation// Preparing Professionally-engaged Practitioners, //a copy of the PowerPoint presentation, and links to handouts and resources shared during the presentation.//

=Presentation=

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=Introductions= toc
 * Distribution of Handout
 * My Background
 * Your Interests
 * Preview of Session

= **Guiding Questions** =

1) **//Products: Producing Professional Products//** //-// What kinds of assignments might support student teachers in becoming critically reflective practitioners with the mentoring and leadership skills they need to catalyze professional change?

2) **//Practices: Building Professional Skills//** - How can methods instructors assist student teachers in implementing best practices in world language teaching and learning?

3) **//Perspectives: Seeing Oneself as a Professional//** //-// How can technology empower student teachers to develop professional perspectives and actively collaborate with colleagues in professional communities?

=Contexts=

//What do these situations suggest about the roles many beginning teachers are being asked to fulfill as mentors, leaders, and change agents during their first three years of teaching?//

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My Personal Experiences:


 * Heavily mentored by:
 * Janie Leeth, World Language Dept. Chair at Southeast High School
 * Marcia Rosenbusch & Cindy Kendall, National K-12 Foreign Language Resource Center at Iowa State (NFLRC)
 * Tonya Huber-Warring, Wichita State University
 * Tom Bird, Michigan State University
 * Punya Mishra, Michigan State University
 * Janet Swenson, Michigan State University
 * Asked to provide professional development [accreditation, critical languages (Arabic, Chinese, Hebrew, Japanese), cross-curricular, mentoring, & technology training]
 * Dissertation work re: mentoring, leadership, and change

//How do we orient pre-service teachers to the field, cover the content of the methods curriculum, and still help them to develop the mentoring and leadership skills they will need in the long-term?//

**Task 1: Seeing self as a professional** **Task 2: Being perceived as a professional** **Task 3: Negotiating professional relationships**

**Perspectives: Seeing Oneself as a Professional**
//Teach participation in professional communities//

Help student teachers develop professional perspectives by:


 * **Communication**
 * Asking for their advice and opinions about professional matters
 * Explicitly teaching them how to establish and maintain professional relationships


 * **Culture**
 * Treating them as professionals (vs. students)
 * Encouraging them to see each other as "colleagues" rather than as peers or fellow students
 * Rewarding their attempts at professional engagement ("el premio profesional")
 * When they share information by sharing links with me or colleagues
 * When they bring in newspaper articles relevant to education, world language teaching/learning, etc.
 * When they Hoot or Tweet things about class or in response to one another's queries


 * **Connections -**Guiding their attention to relevant resources from outside of world languages
 * Business & Marketing
 * Educational Technology
 * General education news via ASCD Smartbrief
 * Graphic design and other arts-informed pedagogical strategies


 * **Comparisons** - Explicitly teaching professionalism via contrasting examples
 * Communication
 * Dress
 * Problem-solving


 * **Communities -**Assisting them in developing a professional presence
 * Professional Biography Assignment [[file:Professional Biography Assignment.doc]][[file:Professional Biography Template.doc]][[file:Professional Biography Rubric.doc]][[file:Professional Biography Checklist.doc]]
 * [[file:Professional Biography Assignment.pdf]][[file:Professional Biography Template.pdf]][[file:Professional Biography Rubric.pdf]][[file:Professional Biography Checklist.pdf]]
 * Online materials (such as wiki student pages)
 * Elizabeth
 * Andre
 * Print materials
 * Cover Letters [[file:Cover Letter Assignment Sheet.doc]] [[file:Cover Letter Evaluation Checklist.doc]][[file:Cover Letter Assignment Sheet.pdf]][[file:Cover Letter Evaluation Checklist.pdf]]
 * Résumés [[file:Resume Assignment.doc]][[file:Resume Evaluation Checklist.doc]] [[file:Resume Evaluation Rubrics.doc]][[file:Resume Assignment.pdf]][[file:Resume Evaluation Checklist.pdf]][[file:Resume Evaluation Rubrics.pdf]]
 * Professional Portfolios [[file:Professional Portfolio Assignment.doc]][[file:Professional Portfolio Assignment.pdf]]
 * Invitations to attend professional conferences [[file:Professional Conference Assignment.doc]][[file:Professional Conference Assignment.pdf]]
 * Invitations to participate in professional communities
 * [|FLTEACH]
 * [|Lingüística y pedagogía del español (Facebook Group)]
 * [|MACUL]
 * [|Nanduti]
 * Technolanguages
 * Connect them to each other
 * Connect them to previous student teachers
 * Connect them to mentors
 * Connect them to leaders in the profession (by inviting guest speakers to interact with students via discussion forums, in person, Skype, or videoconference)



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//Where do breakdowns occur during student teaching?//

1) Contextualization 2) Giving Instructions 3) Scaffolding 4) Student Engagement 5) Professional Communication

//How can we guide student teachers' attention to what experts attend to in order to help them address such breakdowns?//



//How can we prepare student teachers to actively and legitimately participate in professional communities of practice from the moment they step into the classroom?//
 * "Legitimate peripheral participation" - (Lave & Wenger, 1991)
 * "Professionally engaged teachers" - (Becker & Riel, 2000)
 * Correlations between technology-using teachers and teachers who teach in the target language (ACTFL, 2009)


 * //References//**

ACTFL. (2009, February). Announcing the results of the ACTFL 2009 survey on attitudes toward language education. //The Language Educator, 4//(2).

Becker, Henry J., & Riel, Margaret M. (2000, December). Teacher professional engagement and constructivist-compatible computer use. //TLC Snapshots & Reports - Report #7//. Retrieved December 6, 2007, from []

Lave, Lave, Jean, & Wenger, Etienne. (1991). Situated learning: Legitimate peripheral participation. In Pea, Roy, & Brown, John Seely (Eds.). Learning in Doing: Social, Cognitive, and Computational Perspectives. Cambridge University Press.

1: Multimedia Metaphors re: Expertise
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**2: Assignments Grounded in Social Media**

 * FLTEACH
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 * media type="youtube" key="s8ov-mekqwA?fs=1" height="385" width="480"
 * Professional Bios (Templates) [[file:Professional Biography Template.doc]] [[file:Professional Biography Template.pdf]]
 * [|Twitter Research Project] & [|Hootcourse]
 * Wiki Postings

**3: Cocktail Party**
//(Preparation for the Professional Conference Assignment)//



Purposes:
 * Building Professional Credibility
 * Developing Professional Networks
 * Obtaining Professional Resources
 * Contributing to the Professional Community

**4: Elevator Advocacy Role Plays**
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 * Educate - Give the other person a 30-second bit of information to ponder
 * Advocate - Help the other person understand the significance of the information
 * Integrate - Invite the other person to participate in some way



More thoughts on advocacy: media type="custom" key="9447518"

**5: Critical Conversation Simulations**
//(In preparation for classroom management, parent teacher conferences, working with mentors)//


 * Classroom Management Scenarios (When a Problem Becomes a Crisis)
 * Classroom Management Videos w/ Analysis Sheet [[file:Classroom Management Video Explorations Worksheet.doc]][[file:Classroom Management Video Explorations Key.doc]][[file:Classroom Management Video Explorations Worksheet.pdf]][[file:Classroom Management Video Explorations Key.pdf]]
 * Role Plays (How would an effective teacher handle each of these scenarios differently?)
 * Phone Calls Home (Cell phone role plays)
 * Mentoring Conflicts ([|A Hat for Ivan])
 * Negotiating Professional Relationships [[file:Negotiating Professional Relationships.doc]][[file:Negotiating Professional Relationships.pdf]]

**6: Mentoring with Templates in Pairs**
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 * [|Mentoring Matters book]

**Practices: Building Professional Skills**
//Help pre-service teachers learn and model best practices//

8: Mini-teaching Demos with "Fast Feedback"
[| Froggy se viste] (Froggy Gets Dressed)
 * Present formula for giving instructions
 * Distribute activity cards
 * Write instructions in 3 minutes
 * Give instructions in 5 min.
 * 1 volunteer gives mini-demo
 * Fast feedback (validate, listen, focus on 3 ABCs of Effective Feedback)
 * Scaffolding
 * I plan the activities (Froggy Activities)
 * They teach
 * Scaffolding templates (contextualization, key cognitive skills, board game template, writing activities)

9: Quickfire Challenges with Lesson Planning Manipulatives

 * Pacing
 * Quickfire Design Challenge with Manipulatives [[file:Creative Writing Quickfire Challenge Instructions.doc]][[file:Creative Writing Quickfire Challenge Instructions.pdf]]
 * Quickfire Design Challenges [[file:Quickfire Challenge Template.doc]][[file:Quickfire Challenge Template-English.doc]][[file:Quickfire Challenge Template.pdf]][[file:Quickfire Challenge Template-English.pdf]]
 * Contextualizing grammar through well-paced, culturally-infused, standards-based lessons that progressively build proficiency and transliteracy skills while crafting a productive classroom climate

Products: Producing Professional Products
//Teach ethical participation in professional communities of practice//


 * Tech skills (Just the Basics) [[file:FL Search Tips & Tricks Revised.pdf]]
 * Claiming Professional Credit/Responsibility for Work [[file:Advocacy Quiz.doc]][[file:Advocacy Quiz.pdf]]
 * Copyright
 * Asking for permission to copy
 * Using PLNs ([|FLTEACH], [|Twitter], personal wiki page, wiki discussion
 * Justifying professional decisions (oral defense of syllabus, rubrics, etc.)

= **Final Thoughts** =



=Question & Answer Time=

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