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Professional Teaching Standards for English as a Second Language (K-12)

English as a Second Language (ESL) teachers possess the knowledge and expertise to effectively design, deliver and evaluate comprehensive language learning services to English Language Learners (ELLs).

This is demonstrated by:

• knowledge of ESL federal, state and district ESL guidelines and laws, including appropriate maintenance of records and reports.
• knowledge of best instructional practices aligned with state and TESOL standards.
• ability to recognize students’ level of English language acquisition and individualize instruction to facilitate progress towards state and district standards.
• knowledge of facilitating learning in diverse educational settings, e.g. classroom, small group and individual instruction.
• having a command of the target language that allows the teacher to conduct his or her classes in the target language with ease and confidence, regardless of instructional level.
• having the knowledge of American culture that allows the teacher to teach English in socially and culturally appropriate ways.
• having the knowledge, awareness, sensitivity, involvement and ability to analyze other cultures.
• selecting, adapting, and using appropriate instructional strategies and materials to increase comprehensibility and instructional effectiveness.
• engaging ELLs in activities that foster critical and creative thinking at appropriate language level.
• assessing individual student’s capacity to read, write, speak and listen, and using this knowledge to plan appropriate instruction.

ESL teachers are responsible for providing differentiated instruction and curriculum to meet students’ needs within a supportive learning environment.

This is demonstrated by:

• fostering an attitude in students that encourages persistence and continued application of acquired elements of English.
• developing and using materials/lessons that reflect different learning styles and varying skill levels.
• valuing diversity of students, especially with respect to their cultural background and ethnic heritage.
• encouraging students to consider how the target language relates to all areas of their lives and future careers.
• consulting and collaborating with general education teachers to support efforts to successfully integrate students with English language learning needs.
• providing effective leadership/supervision for paraeducators and assigned program responsibilities.

This is demonstrated by:

• conducting language testing utilizing a variety of instruments, procedures, and techniques adhering to federal, state, and district guidelines.
• working collaboratively with other staff to determine appropriate student services, strategies and accommodations.
• documenting student progress and clearly communicating results with parents and classroom teachers.
• using assessment and reflective practices that are sensitive to cultural diversity.
• incorporating observations of teaching and interactions with colleagues to reflect on and improve teaching practices.

Fosters constructive relationships with families and the surrounding community.

This is demonstrated by:

• using interpreters and translated materials to facilitate communication.
• collaborating with families, community agencies, and school personnel to effectively deliver support services.
• advocating for ELLs to maximize success in school and community.
• facilitating interventions for ELL students with special needs.
• fostering a home-school connection.

Fosters constructive relationships with colleagues, administrators, and the professional community.

This is demonstrated by:

• sharing materials and professional expertise with colleagues.
• building and fostering positive, collaborative relationships with students, parents, and colleagues regarding instructional strategies, goals and classroom/home interventions.
• participating in planning and implementing professional growth opportunities to renew and update knowledge for themselves and colleagues, including paraeducators.
• reflecting on practice and philosophy, adjusting to keep pace with on-going, research-based developments in the field.