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for Guidelines Periodic Review/Program Evaluation Preparation Fall 2000 Spring 2001 Specialty-Area Programs For certification in the fields of French, German, Russian and Spanish as part of the Oakland University Secondary Teacher Education Program NOTE: In addition to STEP documents, referenced herein is a document entitled NCATE Program Standards Department of Modern Languages and Literatures which was prepared using program outcomes which reflect the content of the Provisional Program Guidelines for Foreign Language Teacher Education: proposed by the American Council on the Teaching of Foreign Languages (ACTFL, 1988); the profession, for which ACTFL is the umbrella organization, will be submitting professional standards to NCATE for approval; the projected date is 2002. Section 1 Summary of Course Requirements Majors, minors and endorsements are addressed on Form XX, Summary of Course Requirements for Specialty Studies Program; the Department of Modern Languages and Literatures does not offer advanced-level programs. In addition form XXX, Professional and Pedagogical Studies Course Requirements are provided. The Minimum Required Hours for Specialty Area Programs Quick Reference Chart was consulted for comparison purposes: Code Program K-12 Option STEP is a 7 -12 program only. Elementary major in all languages is 36 credits at least 20 at the 300-400 level Major (M) 30/OU=36 30/OU= 44 30/OU=40 30/OU=40 Minor (m) 20/OU=20 20/OU=20 20/OU=20 20/OU=20 Group Major Group Minor Endorsement FA FB FE FF French German Russian Spanish 18/OU=20 18/OU=20 18/OU=20 18/OU=20 MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 1 Form XXX: Oakland University Secondary Education (STEP) Program MICHIGAN DEPARTMENT OF EDUCATION PERIODIC REVIEW/PROGRAM EVALUATION PROFESSIONAL AND PEDAGOGICAL STUDIES COURSE REQUIREMENTS Institution:____Oakland ____University________________________________ Date:November 1, 2000_______________________ Contact Person(s):___Dr. Mary Otto (Dean)_____________________________________________ Directions: List the required courses for the professional studies component. In addition to listing the course title, course number and course semester hours, please indicate whether the course is required for the elementary and/or secondary option, and note any prerequisites that apply. Course Number ED300 Semester Hours * 4 Course Title Introduction to Secondary Education1 Elementary Secondary X Educational Psychology for Secondary Teachers2 Teaching Reading in the Content Areas 3 FE345 4 X RDG338 4 X Teacher candidacy status req. Methods of Teaching Secondary Students4 SED427 2 X Teacher candidacy status req. The Exceptional Student5 SE501 4 X Internship year courses include: Teaching of the Major Field 6 SED428 4 X Teacher candidacy status req. FE602 Philosophy in Education7 4 X Teacher candidacy MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 2 status req. Field Component8 SED455 12 X Prereq.admission to intership Total number of SEMESTER HOURS required for each option offered: * If the institution assigns a different type of credit, please convert to semester hours. 38 Please provide descriptions of all courses contained on the above listing. Descriptions must provide enough information to show that standards could logically be met in these courses. 1 Students are introduced to the functioning of secondary schools, including issues of law, governance, accountability and school code. Students are required field placement 1 Psychological factors in learning and development, paying particular attention to regular and exceptional development during adolescent years. 1 Focuses on the reading process, strategies and materials for teaching reading in English, social studies and other subject areas to junior and senior high school students. 1 Emphasizes the development of teaching strategies and human interaction techniques unique to secondary students and classrooms. Topics include discipline, motivation, instructional technology, skill assessment, evaluation and affective learning. 1 Familiarizes students with the characteristics of all types of exceptional students, including gifted and talented. Introduces special education law and services for the handicapped. Requires work in a special education setting where students practice informal observation and assessment techniques for determining individual difference. 1 Develops specific knowledge, competencies and skills required for effective teaching in the student's major field. 1 Study of philosophical issues in education and their relevance to the personal and professional lives of teachers, emphasizing themes of: knowledge and values; human nature and teaching; moral education; nature of the child 1 Provides an academic year internship in an assigned school district under the guidance of a clinical instructor and a university instructor. MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 3 A. Form XX: Revised February 15, 2000 FA Certification/Endorsement CODE: MICHIGAN STATE BOARD OF EDUCATION PERIODIC REVIEW/PROGRAM EVALUATION SUMMARY OF COURSE REQUIREMENTS FOR SPECIALTY STUDIES PROGRAM Institution: Oakland University Date: October 28, 2000 Specialty Studies Program: French Program Standards: In the absence of professional standards for teacher training, preparation of this and related documents reflect the content of the Provisional Program Guidelines for Foreign Language Teacher Education: proposed by the American Council on the Teaching of Foreign Languages (ACTFL, 1988); the profession, for which ACTFL is the umbrella organization, will be submitting professional standards to NCATE for approval; the projected date is 2002. Program Contact Person: Frances Meuser, Ph.D., Department of Modern Languages and Literatures DIRECTIONS: On the matrix below, list the required courses for this specialty studies program. Also, indicate the number of electives and any special considerations that apply. In addition to listing the course title, course number, and course semester hours, please indicate whether the course is required for the secondary major or minor, elementary major or minor, the K-12 major or minor, and/or an endorsement. Course Number Sem. Hours * Elementary Maj. Advanced French Grammar Intermediate French Conversation French Conversation Introduction to French Literature Survey of French Literature Advanced French Conversation French Literature French Literature One elective course Two collateral courses are required: A minimum of 36 credits of French with at least 20 credits at the 300-400 level are required Secondary Maj. 4 2 2 4 4 2 Min. 4 2 2 4 K-12 Endors. Maj. Min. A minimum of 20 credits of French with at least 8 credits at the 300-400 level are required Course Title Min. A minimum of 24 credits of French with at least 8 credits at the 300-400 level are required FRH 314 FRH 316 FRH 318 FRH 370 FRH 380 FRH 408 FRH 4xx FRH 4xx FRH 3xx or 4xx 4 2 2 4 4 2 4 4 2-4 In addition, FRH 215 may be used and 4 4 2-4 MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 4 LIT 181 or 4 182 French Civilization or FRH 351 4 Modern French Identity or 451 Minimum Number of SEMESTER HOURS required for each option offered: European Literature I or II 4 4 36 24 36 20 20 STEP/Modern Languages Program Outcomes and an outcomes matrix which lists classes which address the various outcomes are in NCATE PROGRAM STANDARDS FOR THE DEPARTMENT OF MODERN LANGUAGES AND LITERATURES: 6-26 and 83-90; catalog descriptions for all classes in the same document: 74-82. Section 2 a. Program Summary Philosophy, rationale and objectives of the program: Goal and Mission of the DMLL1 Oakland University is committed to the goal of providing an excellent liberal arts education to students in every field. The role of the CMLL within the university is essential to that goal. A majority of students are required to study at least one semester of a foreign language (see History of the Department for a discussion of the history of the language requirement at Oakland University). In support of the growing world-wide need for linguistic and cultural competence, Oakland University s plan for the future includes a two year language requirement. The DMLL supports this goal. In order to fulfill its mission within the university, the DMLL presently offers programs leading to the Bachelor of Arts degree in French, German, Spanish and Russian. A major in Japanese is in preparation and support is being given to developing the Chinese program as well. The DMLL s mission is to educate students in all aspects of foreign language learning. Our curriculum aims at teaching beginning students how to comprehend, speak, write and read a foreign language and to understand the cultural context of the language they have chosen to study. We continue this process at the intermediate and advanced levels. In our upper division courses our students develop a sophisticated knowledge of the language and its cultural context and they study the literature produced in this language as well. Courses throughout the curriculum aim at giving students the tools they need to become critical thinkers in the foreign language that is the focus of their study. Our goals is to prepare students who plan to pursue graduate work in a foreign language or who may wish to seek employment in a profession where the knowledge of a foreign language and culture is important or necessary. We consider it our mission to serve the needs of all the students who study a foreign language, whether 1 This section and the following one, Purpose of the Unit, are cited from 1.2 Academic Unit Profile, p. 13-14 of the SELFSTUDY REPORT [1990-1999] for the Department of Modern Languages and Literatures, submitted June 1, 2000. A copy of the report is available in the office of the DMLL, 418 Wilson Hall. MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 5 they take only one class to fulfill the university s general education requirement or become majors or minors in our department. These goals are in accordance with the strategic plan of the university itself. Purpose of the Unit Oakland University serves a variety of constituencies on campus and in the local community. Although most of the DMLL work takes place on the campus of Oakland University, we consider it our mission to teach foreign languages in the local area as well. Through a variety of outreach programs, DMLL faculty teach both language and literature to a variety of groups in off-campus locations. We believe that students across the university curriculum benefit from the knowledge of a foreign language and culture and we are currently in the process of investigating further connections with the local international business community in order to provide Oakland University students with a variety of internship opportunities. We encourage study abroad through a variety of foreign exchange programs. In our department we are also actively involved in preparing teachers through our STEP program. We are in contact with local middle and high school teachers through our Oakland Foreign Language Association (OFLA). Our ultimate purpose is to prepare students for what lies ahead, whether in their personal or professional lives, through the study of foreign language and culture. Whether locally, nationally or internationally, there is a clear and practical need for people able to communicate in a foreign language. The purpose of the DMLL is to meet this need and to prepare students for the possibility of graduate study in a foreign language and literature or employment in an international setting. The place of teacher training within the DMLL: Prospective French, German, Russian and Spanish teachers are prepared through the Oakland University Secondary Teacher Education Program (OU STEP), a collaborative program of the School of Education and Human Services and the College of Arts and Sciences. The program operates under a philosophy that emphasizes strong content area preparation, a more extensive field experience than traditional student teaching, and integration of the final methods course with the field experience. Special attention is paid to diversity, technology, and public school collaboration. Oakland University's Secondary Teacher Education Program (STEP requires that all coursework for the BA be complete before the individual can do the internship, generally during the fifth year; it is not an undergraduate teacher preparation program. Because of this arrangement, the involvement of the DMLL in the preparation of foreign language teachers is more general (than in an undergraduate teacher training program), that is, in the preparation of the content area only one person, the department's University supervisor of teaching interns, is directly responsible for training teachers, and that during the fifth year. There is, however, a DMLL Secondary Education Committee with one member each MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 6 from the French, German, Russian and Spanish Sections. The committee handles matters concerning the advising and application of foreign language teaching majors to STEP; all members of the department support STEP, as well as the elementary foreign language majors, and act as mentors and resource persons for our teaching majors during their undergraduate years, during the internship and even after as they begin their careers as educators. The DMLL's participation in teacher training is, however, more direct than most departments at OU in that one member of the department, (Frances Meuser, Associate Professor of Spanish who has extensive experience in foreign language education at the secondary and college levels) not only teaches the foreign language methods course but also supervises the secondary internship experience. In this way the department is assured that by the completion of the STEP its majors will have met the Learning Goals for Candidate Performance of the School of Education and Human Services (SEHS) as follows: Knowledge Base: Candidates will demonstrate understanding of a common core of the knowledge gained through study in the liberal arts and in French, German, Russian or Spanish. Performance Excellence: Candidates will demonstrate readiness to assume responsibility for classroom teaching and to use appropriate teaching practices including effective communication and classroom/group management skills. Diversity and Collaboration: Candidates will demonstrate respect and value for human diversity and the ability to work with others to meet the needs of diverse populations; because of the importance of understanding the cultures of the languages studied, foreign language teaching candidates will be particularly aware of the needs of diverse populations. Technology: Candidates will demonstrate the ability to use information technology to support student learning and productivity, both because they have been required to do so within the framework of their foreign language classes and because they will have worked with many forms of technology in the course of the internship. Continuous Improvement: Candidates will use research, best practices, and assessment to evaluate and improve student learning and personal professional performance. Conceptual Framework: Candidates will articulate a professional philosophy based on research, best practices, and reflection. Leadership and Outreach: Candidates will evidence a disposition to continue professional growth and to make on-going contributions to their professions. ( Conceptual Framework for the School of Education and Human Services ) More specifically, the Secondary Teacher Education Program expresses its mission to prepare high quality reflective practitioners who will have the knowledge, skill and capabilities needed to help adolescents achieve the highest levels of intellectual, social and MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 7 moral development appropriate to life in a rapidly changing, multi-cultural world. The STEP operates under this goal: Participants will be well prepared as teacher-leaders through Completion of a strong degree major in the College of Arts and Sciences Immersion in a one-year, field-based internship in an area school district Participation in in-service workshops and seminars Association with peers across disciplines who have strong academic backgrounds and a similar desire to excel at teaching Interdisciplinary team placement for the internship Professional studies. (Oakland University Department of Curriculum, Instruction and Leadership website <http://ou.sv3.com/finalsite/academicsframe.htm>) As a direct result of having studied teaching methods in both SED 427 taught in the School of Education and SED 428 taught by DMLL faculty, they will use research, best practices, and assessment to evaluate and improve student learning and professional practice and be able to articulate a philosophy of education based on research, best practices, and reflection. Because they have been advised and mentored by faculty of the DMLL who themselves belong to professional organizations such as ACTFL, the AAT(F, G, SP, J, etc.)s, OFLA, MFLA, MLA, etc., which are concerned with pedagogy, foreign language majors, by the end of their internship will evidence a disposition to continue professional growth and to make on-going contributions to their professions. Adequate coordination is essential in a program with such divided responsibilities. The OU STEP program is coordinated by a full time, member of the faculty of the Department of CIL. The program coordinator is responsible for implementing policies, developing the professional education curriculum, overseeing the admission process, managing data collection and record keeping, fostering positive relationships with area schools, and program evaluation. Overall program governance and additional coordination are provided by the Secondary Education Council, a group currently chaired by Dr. William Macauley, Associate Dean of the College of Arts and Sciences, and made up of representatives from all of the departments involved in the secondary education program. b. Describes the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology. The DMLL offers three liberal arts majors in modern language and literature: French, German and Spanish. The requirement for the degree in French of Spanish is a minimum of 32 credits at the 300 and 400 levels, culture and literature. In German, the requirement is 36 credits. In all three languages, two collateral courses are required: one in history or civilization (FRH 351 or 451; in German, GRM 440, and in Spanish IS 250, Intro. to Latin America) and one in European literature in translation (LIT 181 or 182). MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 8 Requirements for the liberal arts major in Russian are 16 credits in Russian language and civilization at the 300-400 level and 20 credits in Slavic studies courses, including a directed study on Russian history and civilization2 In all programs, many coursed require prerequisite courses be completed before attempting the following course to provide students with the opportunity to sequentially build the skills and knowledge of the language. At the present time, the members of the DMLL are aware of the objectives of the Michigan Test for Teacher Certification (MTTC) and each tries to cover as many as are appropriate in each course; the matrix for each language shows that within the offerings for each language, all objectives are covered. On a national level, the profession, for which American Council on the Teaching of Foreign Language (ACTFL) is the umbrella organization, will be submitting National Professional Standards for the Teaching of Foreign Languages to NCATE for approval; the projected date is November 2002. Once the National Professional Standards are approved, a committee at the state level will address the Michigan Professional Standards for Teaching Foreign Languages in line with the National Professional Standards and those standards will replace the current test objectives. As soon as the new professional standards are approved, the DMLL will provide each professor and instructor with a matrix on which s/he can catalog the individual standard(s) which his or her specific courses address and a master list will be made to insure that the objectives of the Michigan Test for Teacher Certification are addressed in a logical and sequential manner in the coursework. A further check will be made to insure that the course of study that leads to a minor in the languages adequately covers the standards. Under discussion at the present time is the possibility that a more defined course of study may be necessary for foreign language teaching minors to insure that all standards are addressed. In addition to the major or minor, each candidate for an Oakland University baccalaureate is required to complete a course of General Education; the current number of credits is 32 but that increasing that number is under consideration. Post Bac individuals coming to the OU STEP from other institutions will have met the General Education requirements of their respective institutions. Most language classes require that papers be researched and prepared using word processing programs and most faculty members are beginning to require research on the Internet, particularly on topics of current events and cultural interest; SED 300, SED 427, and SED 428 specifically address the need for individuals to be familiar with current technology. SED 300 requires that individuals demonstrate familiarity with several forms 2 Complete descriptions of programs and courses are found in the Oakland University Undergratuate Catalog; for the purposes of this report the 1999-2000 edition was used, but there will be only minor differences between this edition and the 2000-2001 edition, which should be available online soon at http://www.oakland.edu. MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 9 of technology, particularly word processing and telecommunications and individuals are required to use an e-mail account and become familiar with searching for, and accessing information on the web and other data networks. SED 428 requires that individuals submit reflective journal entries each week by e-mail and that individuals participate each week in a listserv to share teaching tips and discuss questions and problems related to their field experience. In addition, in Fall 2000 syllabus for SED 428, two 3-hour class sessions for hands-on workshops on various aspects of technology have been added. Individuals are assessed in the Final Oral Interview for SED 428 and within the final written assessment for SED 455, the field experience. In the course of the internship year a number of issues are addressed in special seminars, Engaged Learning and the Role of Technology being one of them. Students must earn a minimum overall GPA of 2.8 and a minimum GPA of 3.0 in major, minor, and professional education courses. No education course grade may be below 2.8, and no grade in a major or minor course may be below 2.0. Students must also earn passing scores on each of the three Basic Skills Test components and the respective Subject Area Test of the Michigan Test for Teacher Certification. A professional portfolio must be completed by each student and filed with the Field Placement Office. The OU STEP program requires two distinct field experiences. The first is part of SED 300 Introduction to Secondary Education, and requires that students spend 50 hours of fieldwork divided among observation, tutoring, and classroom experiences. A portion of the fifty hours of fieldwork must be completed in an urban setting. Arrangements for all SED 300 fieldwork must be made with the Coordinator of Field Placement Services to ensure that placements occur in approved settings with helpful and cooperative teachers. Supervision is provided by cooperating teachers, who complete evaluative reports on the students work. In addition, students complete reflective papers on their experiences. Currently in process of being approved is a field component of 30 hours in the minor as a part of FE 345. The centerpiece of the OU STEP is the yearlong internship, undertaken after content-area courses and preliminary professional education courses are completed. Interns work daily in a selected public school district for an entire school year. While many interns have one primary cooperating teacher, most spend time working with other teachers, often gaining experience in both their major and minor teaching areas and in both high school and middle school levels. Interns follow the public school calendar rather than the Oakland University calendar and participate in all scheduled workshops, meetings, and work sessions before and after the regular school year. During the first two quarters of the school year, interns work half days at their assigned school; during the third quarter they work all day; and during the fourth quarter they work half days. During the time interns work half days at their assigned school, they are also taking an on-campus professional education course. The internship is designed to provide students with a gradual induction into teaching, following a progression from observation to shared participation to full MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 10 classroom responsibility. The OU STEP internship is noteworthy for providing for a good transition from student teaching to the first years of full-time teaching. The year-long internship provides teacher candidates with a realistic and authentic view of the job of an foreign language teacher. Few short-term student teaching experiences give teacher candidates experience with the start and end of the school year. Principals frequently comment that Oakland University graduates are not like typical first-year teachers, that hiring an OU-trained teacher is like hiring a teacher with a year s experience. c. Describes how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of students. Even though the DMLL at Oakland University offers programs leading to the Bachelor of Arts degree, and is not a teacher preparation department per se, French, German, Russian and Spanish professors and instructors are well aware that about half of our majors do enter the OU STEP. The various members of the DMLL are well aware of the learning styles of students and make every effort to offer a variety of teaching methods and activities that address the needs of all the students. In the course of taking classes for the major and minor, a wide variety of instructional approaches are modeled. The STEP professional sequence courses present comprehensive instruction in the use of varying teaching strategies, recognizing the basics of multiple intelligences and individual learning styles. Further, students are required to demonstrate mastery of this content by planning and presenting developmentally appropriate lessons. Educational In Psychology for Secondary School Teachers, (FE 345), students examine a variety of theories of human development such as the work of Piaget, Erikson, Kohlberg and Gardner. They review the research on adolescent psychology and focus on the physical, cognitive, affective, social and moral modalities of development. This knowledge is then applied to decisions about modes of learning, and effective teaching strategies are reviewed. In addition, this information is used to make decisions about classroom management and student behavior and discipline. The various learning needs of exceptional students are explored in SED 501, with emphasis on understanding individual differences intellectual, emotional, physical, or cultural and their impact on learning. Students study specific classroom practices, such as collaborative learning, use of technology, auditory learning, use of manipulatives, visual cues, and pre-testing and assessment. SED 428 (Teaching of the Major Field: Modern Languages) Multiple Intelligences [Armstrong. (1996) Assn. for Supervision & Curriculum Development] is used to begin the discussion and references are made to the book during the semester and to other classes where the topic is discussed. It is interesting to note how many times interns refer MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 11 to the text or to a discussion in the methods class about multiple intelligences when writing reflective journal entries and even in their lesson plans. The general feeling seems to be that being conscious of the types of learners in individual classes and trying to incorporate activities that address as many learning styles as possible within each unit makes a real difference to the success of a particular lesson plan. d. Describes any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g. instructional resources, field placements, instructional techniques). See catalog pages 281-289 for a comprehensive description of both the elementary and secondary programs. See also Form XX for each language. Basically, the elementary foreign language major in all languages requires one or two fewer courses, does not require so many courses at the 300-400 level and does not require either collateral LIT 182 or the civilization course. The elementary foreign language minor requires one more course, but not as many courses have to be at the 300-400 level. Elementary professional preparation requires more pre-student teaching field experiences but only one semester of student teaching rather than the secondary 1 year internship. The number of credits for foreign language endorsements added to certification is exactly the same for elementary and secondary levels. For all practical purposes, instructional resources and techniques are equal. On a national level, the profession, for which American Council on the Teaching of Foreign Language (ACTFL) is the umbrella organization, will be submitting National Professional Standards for the Teaching of Foreign Languages to NCATE for approval; the projected date is November 2002. Once the National Professional Standards are approved, a committee at the state level will address the Michigan Professional Standards for Teaching Foreign Languages in line with the National Professional Standards and those standards will replace the current test objectives. As soon as the new professional standards are approved, the DMLL will provide each professor and instructor with a matrix on which s/he can catalog the individual standard(s) which his or her specific courses address and a master list will be made to insure that the objectives of the Michigan Test for Teacher Certification are addressed in a logical and sequential manner in the coursework for all programs, secondary and elementary. A further check will be made to insure that the course of study that leads to a secondary minor or an elementary major in the languages adequately cover the standards. Under discussion at the present time is the possibility that a more defined course of study may be necessary for foreign language teaching minors and elementary majors to insure that all standards are addressed. e. Describes how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area. MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 12 By its very nature, the study of a foreign language incorporates the opportunity to learn about and appreciate cultural differences and the result is generally a more global perspective on the part of the student. See Syllabi for Content Area in NCATE Program Standards Department of Modern Languages and Literatures pages 91-154. See also Syllabi for Professional Sequence in the same document, pages 155-180 for gender and diversity differences addressed in the various course. For instance, note the course outline for SED 428 Teaching Methods Foreign Languages, pages 157-158 for reading assignments and particular class sessions devoted to the discussion of these topics. In SED 427 students learn about cultural diversity and prepare teaching lessons demonstrating their awareness of this concept. The professional education courses prepare students to teach in schools that are ethnically, culturally, linguistically, and socioeconomically diverse. They have opportunities during classroom observation in SED 300 as well as during the internship (SED 455) to further develop and practice their awareness of learning differences. Diversity in learning styles and instructional needs is covered in SED 501, Introduction to Educating Exceptional Students. Students attend a diversity in education seminar in SED 455, focused on gender, racial, and cultural issues. They are assigned to complete a project involving two videotaped lessons critiques for diversity concerns during their student teaching experience. SED 455 performance-based assessment addresses the individual s appreciation of, among other things, gender equity, multi-cultural, and global perspectives; see pages from OU STEP Internship Handbook: 40-47, Periodic Performance-Based Assessment for OU STEP Interns, item II: 41-42. It is also worthwhile to mention that in the course of the internship year a number of issues are addressed in special seminars, gender being one of them; the schedule for seminars may be found in a document called Secondary Education Mandatory Meeting Dates at http://www3.oakland.edu/oakland/frames.asp?main=http://www.oakland.edu/sehs/. f. Describes how the program covers multiple methods of student assessment appropriate to content area. Every syllabus in the sections Syllabi for Content Area, pages 91-154, and Syllabi for Professional Sequence, pages 155-180 in NCATE Program Standards Department of Modern Languages and Literatures notes the methods by which the students will be evaluated in each course. Among components assessed are homework, attendance and participation in class and language lab, quizes, midterm and final exams, compositions, projects, papers; most assessment is written, however, many classes include oral presentations and interviews. All foreign language majors are evaluated with an Oral Proficiency Interview (OPI) administered by ACTFL trained faculty members at the end of their BA work. The course objectives for SED 427 include the following: assess learners and curriculum frameworks as a basis for designing instruction and develop an assessment strategy for the MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 13 lessons taught. Students study criterion-referenced assessment, preassessment and diagnostic strategies, ongoing evaluation of learning, student involvement in assessment, direct and indirect assessment, and cooperative learning. Teacher education students learn to evaluate a student s verbal and nonverbal behaviors and to maintain anecdotal records when necessary, keeping the specific instructional objectives and desired behaviors in mind. Students are required to present two lessons with both including a preassessment of the learners and a summative assessment of learning after the instruction. For performance assessment of SED 428 Teaching Methods Foreign Languages, see course syllabus in NCATE Program Standards Department of Modern Languages and Literatures pages 155-158, particularly page 156 where assessment is outlined. For report on annual department assessment, see pages 500-531 of the SELF-STUDY REPORT [1990-1999] for the Department of Modern Languages and Literatures. During the internship year, supervision is extensive and ongoing. Placements are managed by the Coordinator of Field Placement Services, who maintains regular contact with building principals regarding the intern s progress. Day to day supervision is provided by the cooperating teacher(s). The university field instructor, who is an experienced foreign language teacher at the secondary level, visits each intern at least 5 times per semester along with maintaining frequent telephone and e-mail contact. Additional monitoring of the intern s progress occurs through a series of required reflective journals, plan books, portfolios, and videotapes. These items are checked by the methods instructor, the university field instructor, and the program coordinator. The university field instructor uses a variety of tools in a continual process of monitoring and evaluating the intern s progress: observations, reflective journals, lesson plans, videotapes, and conversations. Section 3 Instructional Faculty who teach the courses shown on Form XX FACULTY DEPARTMENT OF MODERN LANGUAGES AND LITERATURES 2000-2001 Faculty French: Jaymes, David Hahn, Stacey Silk, Sally (on leave) Buffard-O Shea, Nicole Berven, Dikka Lecoudis, Angelica Nemesh, Henryka PhD PhD PhD PhD PhD MA ML&L Professor Associate professor Associate professor Associate professor Special Instructor Adjunct faculty Adjunct faculty chief department advisor and advisor to French majors coordinator of adjunct faculty advisor to teaching majors; OPI interviewer Degree Rank3 Additional Responsibility 3 professors and associate professors are tenured; assistant professors are tenure -track MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 14 Seranon, Annette German: Mabee, Barbara Clason, Christopher Rieger, Ingrid Kuljurgis, Christine Eghtedari, Linda Spanish: Rapin, Ron MA Adjunct faculty PhD PhD ABD ABD ABD Associate professor Associate professor Assistant professor Adjunct faculty Adjunct faculty advisor to teaching majors; OPI interviewer advisor to German majors PhD Associate professor Meuser, Frances PhD Associate professor advisor to Spanish majors; OPI interviewer advisor to teaching majors; foreign language methods instructor and intern field supervisor; OPI interviewer Moreno-Mazzoli, Estela PhD Spicer-Escalante, John, Paul Urla, Julia Baranski, Jennifer Caravia, Nora Ferreira, Fatima Fuduric, Silvia Gardner, Tara Greig, Diana Lecoudis, Angelica Schmalzried, Mayra Russian: Longan, Nathan PhD Associate professor advisor to Russian majors and advisor to teaching majors; OPI interviewer PhD ABD MA MA BA MEd MA MA MA JD, MA Associate professor Assistant professor Adjunct faculty Adjunct faculty Adjunct faculty Adjunct faculty Adjunct faculty Adjunct faculty Adjunct faculty Watkins, Phillip Japanese: Nakao, Seigo Langlois, Walter Okuda, Kuniko Chinese: Fine, Margaret International Programs: Coppola, Carlo ABD Adjunct faculty PhD BA BA Associate professor Adjunct faculty Adjunct faculty advisor to Japanese majors MLS Special Instructor advisor to students of Chinese PhD Professor Director of Center MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 15 A complete curriculum vitae for each faculty member of the DMLL for the respective language is included with this report. Although DMLL faculty are not directly involved in pedagogical training, except for the DMLL Supervisor of Teaching Interns, who teaches SED 428 Teaching Methods Foreign Languages, several are certified to teach in secondary schools and are involved in professional organizations directly related to foreign language pedagogy: Dr. Frances Meuser holds a lifetime Professional Certificate in the state of Nebraska. She is the Treasurer of the Oakland Foreign Language Association (OFLA) and a member of the Michigan Foreign Language Association (MFLA), American Council for the Teaching of Foreign Language (ACTFL), and other organizations related to the content area. She has presented pedagogy sessions and workshops at American Association of Teachers of Spanish and Portuguese (AATSP), ACTFL and MFLA. Dr. Barbara Mabee holds a lifetime Professional Certificate in both Missouri and California. She is a member of OFLA, MFLA and other organizations related to the content area. Dr. Ronald Rapin at one time held secondary certification in both Michigan and in Florida; he is a member of OFLA, MFLA and other organizations related to the content area. He has presented a number of workshops at MFLA. Dr. Stacey Hahn is a member of OFLA, MFLA and other organizations related to the content area. Dr. David Jaymes is a member of OFLA and other organizations related to the content area. All tenured and tenure track faculty belong to numerous professional organizations, most notably Modern Language Association (MLA), associated with the content area and present papers regularly at conferences, many of which are published. A complete curriculum vitae for each faculty member of the DMLL in which professional affiliations, presentations publications are listed is found in SELF-STUDY REPORT [1990-1999] for the Department of Modern Languages and Literatures, pages 243-420. Professors Meuser, Rapin, Mabee, Hahn and Longan are ACTFL trained for administering the Oral Proficiency Interview (OPI); OPIs are required of all majors for the BA and at the time of application for STEP. As members of the department s Assessment Committee, Professors Hahn, Meuser and Mabee have attended numerous workshops on assessment in the last year, both on MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 16 campus and at national conferences. In addition, most members of the DMLL keep abreast of current teaching trends by reading pertinent journals and attending (and, as noted previously, presenting) pedagogy sessions and workshops at local, regional and national conferences and act as models for good classroom management and best practices in student centered classrooms where the traditional lecture, if used at all, is only one of many methods experienced by students in content area courses. In addition to individual efforts to keep abreast of current teaching trends, Oakland University offers numerous professional development opportunities such as workshops and demonstrations. Two such opportunities offered just recently were Assessment Toolbox: Getting Surveys to Work for You in Assessment, presented by Linda Suskie, Assistant to the President for Special Projects at Millersville University of Pennsylvania and former Director of the AAHE Assessment Forum and a Senate Teaching and Learning Committee Faculty Luncheon Series presentation by Beverly Berger, Oakland University physics professor entitled The Wireless Personal Response System, to show how technology can increase classroom interaction and learning. Currently on the table in the DMLL is a plan to incorporate advanced foreign language majors in the oral testing of students in the beginning language courses. These majors would not only receive early training in administering oral interviews appropriate for the initial stages of language learning, but would have the opportunity to experience first hand the value of incorporating oral as well as written assessment tools. c. Knowledge of and familiarity with K-12 curriculum framework and assessment, including the Michigan Education Assessment Program (MEAP) Students may learn of curriculum framework and assessment, including the Michigan Education Assessment Program (MEAP) in the professional sequence, but are most directly exposed to them during the internship experience when they often work within their assigned schools on committees concerned with curriculum and assessment and many interns proctor the MEAP tests with their cooperating teachers. d. Special awards and recognition from the Department of Modern Languages and Literatures Annual report 1998-1999 and 1999-20004: Nicole Buffard-O'Shea: Oakland University Faculty Research Grant, 1998; OU Research Committee Special Grant, 2000 Dikka Berven: $3000 Diversity programming Grant to fund a series of talks by people from the local international business community with a focus on the role that foreign languages and cultural understanding play in the workplace today, 2000 4 Report from 1997-1998 is not available. MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 17 Stacey Hahn: NEH Grant to study Medieval French manuscripts at Yale University, Summer 2000 Barbara Mabee: "Treue Freunde Award" at Fourth Annual Benefit Dinner and Cabaret of the German-American Heritage International, 2000; grant by the Michigan Humanities Council for consultation on book Project "Famous German-American in Michigan," sponsored by director of the German-American Heritage Foundation International Dr. Eugene Strobel, 2000 Seigo Nakao: 1999-2000 Faculty Recognition Award A complete curriculum vitae for each faculty member of the DMLL for the respective language is included with this report. Section 4 Candidate Preparation Section 5 Section 6 Section 7 Collaboration/partnerships Professional Development and Support (post graduation) Standards Matrix Section 8 Special Recognition of Programs The DMLL recognizes the achievements of students in several ways. Each semester professors and instructors are invited to submit the names of the best student in each 114, 115, 214 and 215 section and those individuals receive a letter from the Department Chair commending them for their scholarship. The DMLL Iodice Scholarship is awarded each year to a number majors and minors who are going abroad for study. In addition, one or more Linsalata Grants are awarded each year, at least one going to a high school senior who intends to enroll at OU and to pursue a foreign language major, and at least one going to a DMLL major to provide the cost of tuition and books for one class leading to that major. Methods for Instruction Describe how students are prepared to teach in the specific content area. Section 9 MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 18 Even though the DMLL at Oakland University offers programs leading to the Bachelor of Arts degree, and is not a teacher preparation department per se, French, German, Russian and Spanish professors and instructors are well aware that about half of our majors do enter the OU STEP. The various members of the DMLL are well aware of the learning styles of students and make every effort to offer a variety of teaching methods and activities that address the needs of all the students. In the course of taking classes for the major and minor, a wide variety of instructional approaches are modeled. The STEP professional sequence courses present comprehensive instruction in the use of varying teaching strategies, recognizing the basics of multiple intelligences and individual learning styles. Further, students are required to demonstrate mastery of this content by planning and presenting developmentally appropriate lessons. In Educational Psychology for Secondary School Teachers, (FE 345), students examine a variety of theories of human development such as the work of Piaget, Erikson, Kohlberg and Gardner. They review the research on adolescent psychology and focus on the physical, cognitive, affective, social and moral modalities of development. This knowledge is then applied to decisions about modes of learning, and effective teaching strategies are reviewed. In addition, this information is used to make decisions about classroom management and student behavior and discipline. The various learning needs of exceptional students are explored in SED 501, with emphasis on understanding individual differences intellectual, emotional, physical, or cultural and their impact on learning. Students study specific classroom practices, such as collaborative learning, use of technology, auditory learning, use of manipulatives, visual cues, and pre-testing and assessment. SED 428 (Teaching of the Major Field: Modern Languages) Multiple Intelligences [Armstrong. (1996) Assn. for Supervision & Curriculum Development] is used to begin the discussion and references are made to the book during the semester and to other classes where the topic is discussed. It is interesting to note how many times interns refer to the text or to a discussion in the methods class about multiple intelligences when writing reflective journal entries and even in their lesson plans. The general feeling seems to be that being conscious of the types of learners in individual classes and trying to incorporate activities that address as many learning styles as possible within each unit makes a real difference to the success of a particular lesson plan. d. Describes any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g. instructional resources, field placements, instructional techniques). See catalog pages 281-289 for a comprehensive description of both the elementary and secondary programs. See also Form XX for each language. Basically, the elementary foreign language major in all languages requires one or two fewer courses, does not require so many courses at the 300-400 level and does not require either collateral LIT MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 19 182 or the civilization course. The elementary foreign language minor requires one more course, but not as many courses have to be at the 300-400 level. Elementary professional preparation requires more pre-student teaching field experiences but only one semester of student teaching rather than the secondary 1 year internship. The number of credits for foreign language endorsements added to certification is exactly the same for elementary and secondary levels. For all practical purposes, instructional resources and techniques are equal. On a national level, the profession, for which American Council on the Teaching of Foreign Language (ACTFL) is the umbrella organization, will be submitting National Professional Standards for the Teaching of Foreign Languages to NCATE for approval; the projected date is November 2002. Once the National Professional Standards are approved, a committee at the state level will address the Michigan Professional Standards for Teaching Foreign Languages in line with the National Professional Standards and those standards will replace the current test objectives. As soon as the new professional standards are approved, the DMLL will provide each professor and instructor with a matrix on which s/he can catalog the individual standard(s) which his or her specific courses address and a master list will be made to insure that the objectives of the Michigan Test for Teacher Certification are addressed in a logical and sequential manner in the coursework for all programs, secondary and elementary. A further check will be made to insure that the course of study that leads to a secondary minor or an elementary major in the languages adequately cover the standards. Under discussion at the present time is the possibility that a more defined course of study may be necessary for foreign language teaching minors and elementary majors to insure that all standards are addressed. Section 10 Faculty Vitae See pages 29-72 in the NCATE Program Standards Department of Modern Languages and Literatures ( DMLL Faculty CVs ) for curriculum vitae of Dr. Frances Meuser (Associate Professor of Spanish, advisor to Spanish teaching majors, professor of record for SED 428 (Teaching of the Major Field: Modern Languages), university supervisor of teaching interns, DMLL representative to the Secondary Education Council, Chair of DMLL Secondary Education Committee and member of DMLL Committee on Assessment), Dr. Stacey Hahn (Associate Professor of French, advisor to French teaching majors, Coordinator of university exchange program with Orleans, France, Chair of DMLL Committee on Assessment and member of DMLL Secondary Education Committee), Dr. Barbara Mabee (Chair of DMLL, Associate Professor of German, advisor to German teaching majors and member of DMLL Secondary Education Committee), and Dr. Ronald Rapin (Associate Professor of Spanish, advisor to Spanish majors and member of DMLL Secondary Education Committee). MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 20 Section 11 A complete curriculum vitae for each faculty member of the DMLL for the respective language is included with this report. Course Descriptions Complete descriptions of programs and courses are Found in the Oakland University Undergraduate Catalog; for the purposes the 2000-2001 edition, which should be available online soon at http://www.oakland.edu of this report the 1999-2000 edition was used, but there will be only minor differences between this edition and Section 12 Syllabi See pages 91-154 in the NCATE Program Standards Department of Modern Languages and Literatures ( Syllabi for Content Area ) for representative syllabi of DMLL courses; see pages 155-180 in the same document syllabi for professional sequence. 1 Students are introduced to the functioning of secondary schools, including issues of law, governance, accountability and school code. Students are required field placement 2 Psychological factors in learning and development, paying particular attention to regular and exceptional development during adolescent years. 3 Focuses on the reading process, strategies and materials for teaching reading in English, social studies and other subject areas to junior and senior high school students. 4 Emphasizes the development of teaching strategies and human interaction techniques unique to secondary students and classrooms. Topics include discipline, motivation, instructional technology, skill assessment, evaluation and affective learning. 5 Familiarizes students with the characteristics of all types of exceptional students, including gifted and talented. Introduces special education law and services for the handicapped. Requires work in a special education setting where students practice informal observation and assessment techniques for determining individual difference. 6 Develops specific knowledge, competencies and skills required for effective teaching in the student's major field. 7 Study of philosophical issues in education and their relevance to the personal and professional lives of teachers, emphasizing themes of: knowledge and values; human nature and teaching; moral education; nature of the child 8 Provides an academic year internship in an assigned school district under the guidance of a clinical instructor and a university instructor. MDE, Office of Professional Preparation Services, 10/9/01 [French, German, Russian and Spanish] 21

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