The AATF Commission on Professional Teacher Standards continued its work on several projects: National Professional Teaching Standards, immersion opportunities in the U.S. for teachers of French to promote maintenance of language skills, and analysis of the survey to explore how college professors promote the teaching of French as a career opportunity in college classes. Progress in each of these areas will be described in this report as well as a discussion of the meetings and decisions of the commission.

The Commission met in Denver in July 2001, at ACTFL in November 2001, and at the Central States 2002 Conference to share information. A report of the meeting and discussion at the 2002 AATF Boston Convention is included at the end.

Following the 2000-2001 pilot of world language teachers, certification for teachers of French and Spanish began its first year as part of National Board Certification. This was the first NBPTS certification opportunity open to experienced teachers of world languages other than English.

AATF teachers seeking board certification were put in touch with Martie Semmer who operated a listserv through the National K-12 Foreign Language Resource Center (NFLRC) at Iowa State University for WLOE teachers preparing for National Board Certification. The teachers’ task was to demonstrate the ability to meet NBPTS standards and document this ability in extensive portfolio development with examples from their own classroom instruction. They used reflections and video clips to show that they met the critetia in each standard. In addition to the listserv, we encouraged AATF members to seek out NBPTS preparation centers. Two AATF members were part of a cohort group at the University of Akron. There are several in each state. These centers (usually Colleges of Education) support teachers in their quest for National Board Certification through peer support groups and training by National Board Certified teachers. The success rate of these centers is usually higher (University of Akron 67%) than the national average of 52%. We highly recommend this type of mentorship for seekers of NBPTS certification. We will look for other ways to help and encourage more AATF members become succesful in this quest.

We explored the possibility of establishing a Web site for members seeking National Board Certification but determined that maintaining the board was too labor intensive, and we did not have the necessary personnel to do this.

The Commission intends to ask those individuals who succesfully obtain their National Board Certification to share their expertise with other AATF candidates the following year. We will facilitate sessions at national, regional, and state meetings.

The 2001 National Board for Professional Teaching Standards outlines fourteen foreign language standards: (1) Knowledge of Students, (2) Fairness, (3) Knowledge of Language, (4) Knowledge of Culture, (5) Knowledge of Language Acquisition, (6) Multiple Paths to Learning, (7) Articulation of Curriculum and Instruction, (8) Learning Environment, (9) Instructional Resources, (10) Assessment, (11) Reflection as Professional Growth, (12) Schools, Families, and Communities, (13) Professional Community, and (14) Advocacy for Education in World Languages Other than English.

We have thus completed the time line for the AATF Commission on Professional Teaching Standards given in our previous report:

1998-2000 Done--Phase One: Exploration and Alignment

2000-2001 Done--Phase Two: Identify and Address Tasks

2001-2002 Done--Phase Three: Establishing Support

We are still asking the question: What funding agencies are available to help in this effort?

In 2003-2004 we will continue to establish and provide support for professional development through (1) grant writing efforts such as Fulbright-Hayes Summer Programs Abroad (perhaps Senegal); (2) collaboration with Francophone countries (Canada) for additional AATF-sponsored immersion opportunities; (3) professional development opportunities. We will sponsor a workshop at the state level (OFLA 2003), regional level (CSC 2003), and the national level (AATF 2003) to review language acquisition theory (one of the knowledge areas for National Board Certification); (4) continue to work with listserv and other opportunities for National Board candidates.

We received over 3500 responses to the survey on promoting careers in French. Data from the first 3000 surveys have been entered. As soon as the data are entered from the last 500 or more, an analysis will be run, and the report will be sent to AATF headquarters. We expect that to be done soon.

At the convention in Boston a summary of the events over the past year was given, and the National Board for Professional Teaching Standards were explained. There was a work session for participants to express ideas and concerns. Six of these participants joined the Commission: Louise Stowell Ruzika, secondary level, LA; Lynn Baudrand-Aertker, secondary level, LA; Robert Daigle, college level, ME; Audrey Gaquin college level, MD; Marguerite Terrill, college level, NH; and Leanne Wierenga, college level, OH.

The discussion focused on the need for opportunities for members who have not had recent methodology course work to be able to review such concepts as second language acquisition (SLA) and other aspects of language learning. This could be done through special seminars and ateliers at national AATF conventions. It would be in the interest of local and state chapters and other professional organizations to help teachers, especially those pursuing National Board Certification, to review these concepts. Members of this committee will submit a workshop proposal for the AATF meeting 2003.

"Real mentorship" was also suggested and discussed. Those members who seek National Board Certification and succeed would mentor other AATF members via e-mail, performing such tasks as reading and critiquing. The general consensus was that there should be remuneration for those fulfilling this role.

Commission members also felt that we should do more to promote National Board Certification at the state level and through teacher education units.

Another suggestion focused on cohort groups. AATF members planning to seek National Board Certification in the fall could be part of a special summer seminar in curriculum development or professional development in linguistic skills and take advantage of summer opportunities to get a head start on the process. One member suggested we look into collaborating in programs of this type with Canadian universities such as Laval University.

The committee will continue to pursue ways to help AATF succeed at obtaining National Board for Professional Teaching Standards.

Susan Colville-Hall, Chair

Click here to see previous Commission report.

Created: November 4, 2002
Last update: November 4, 2002