• ESL Advanced Practicum Evaluation



    Candidate Name:                                                           
    Your Name:                                                                       
    Your Position:                               
    Your Email:                                     
    School Name:                              
    Begin Date:                                    [None] Select a Date Delete the Date   
    End Date:                                       [None] Select a Date Delete the Date    


    1.a.10 Demonstrate proficiency in English and 
                serve as a good language model for ESOL
                students (for BIED teachers also a good
                model for the student's L1

    1.b.1 Provide rich exposure to English.

    1.b.2  Provide comprehensible input and

    1.b.3  Provide opportunities for meaningful

    1.b.4  Create a secure, positive and motivating
               learning environment      
    1.b.5  Understand and apply current theories 
               and research in language and literacy  
    1.b.6  Recognize and build on the processes
               and stages of  English language and
               literacy development.
    1.b.7  Recognize the importance of ESOL
               students’ home languages and language
               varieties and build on these skills as a
               foundation for learning English.       
    1.b.8  Understand and apply knowledge of
               sociocultural and political variables to
               facilitate the process of learning english

    1.b.9  Understand and apply knowledge of the
               role of individual learner variables in the
               process of learning English

    1.b.10  Provide appropriate instruction and

    1.b.11  Help ESOL students to communicate
                 in socially and culturally appropriate ways

    1.b.12  Help ESOL students develop academic
                 language proficiency 


    2.b.3 Understand and apply knowledge about 
              the impact of students' socioeconomic 
              status, race, religion, class, national origin,
              disability, and gender on learning and 
              teaching ESL   

    planning, implementing, and managing instruction

    3.a.1  Plan standards-based ESL and 
               content instruction.

    3.a.2  Create environments that promote
               standards-based language learning
               in supportive, accepting classrooms
               and schools.  

    3.a.3   Plan students’ learning experiences
                based on assessment of language
                proficiency and prior knowledge.

    3.b.1   Organize learning around standards- 
                based subject matter and language
                learning objectives. 

    3.b.2  Incorporate activities, tasks, and
               assignments that develop authentic
               uses of language, as students learn
               about content-area material.  

    3.b.3  Provide activities and materials that
               integrate listening,  speaking, reading,
               and writing. 

    3.b.4  Develop students’ listening skills for a
               variety of  academic and social

    3.b.5  Develop students’ speaking skills for a
               variety of academic and social purposes. 

    3.b.6  Provide standards-based instruction that
               builds upon  students’ oral English to
               support learning to read and write.

    3.b.7  Provide standards-based reading
               instruction adapted to ESOL learners. 

    3.b.8  Provide standards-based writing instruction
               adapted to ESOL learners.  Develop
               students’ writing through a range of
               activities, from sentence formation to
               expository writing.  

    3.c.1  Select, adapt, and use culturally responsive,
              age-appropriate, and linguistically
              accessible materials. 

    3.c.2  Select materials and other resources that are
               appropriate to students’ developing language
               and content-area abilities, including
               appropriate use of L1

    3.c.3  Employ an appropriate variety of materials for 
               language learning, including books, visual
               aids, props, and realia. 

    3.c.4  Use appropriate technological resources to
               enhance language and content-area
               instruction for ESOL students (e.g. Web,
               software, computers, and related devices). 

    3.c.5  Use software and Internet resources
              effectively in ESL and content instruction. 



    4.b.3 Understand, develop, and use criterion-
              referenced assessments appropriately
              with ESOL learners. 

    4.b.4  Understand, construct, and use
               assessment measures for a variety of
               purpose for ESOL students. 

    4.b.5  Assess ESOL learners’ language skills
               and communicative competence using
               multiple sources of information. 

    4.c.1  Use performance-based assessment
               tools and tasks that measure ESOL
               learners’ progress toward state and
               national standards. 

    4.c.2  Use various instruments and techniques
               to assess content-area learning (e.g., math,
               science, social studies) for ESOL learners
               at varying levels of language and literacy





    Would you be willing to mentor a Hamline student again in the future?




    If yes, when would be your preferred semester?