Goal Statement: The purpose of this teaching portfolio is to demonstrate my understandings and abilities related to each of the four performance domains of the K-12  World Languages Teacher Education Performance Framework.

Domain A:  Planning and Preparation

A1. Teacher candidates will demonstrate an understanding of interpersonal communication in the target language at an advanced level; interpretative communication at the advanced level; presentational communication at the advanced level; structure of the target language; perspectives, products, and practices of the target culture, history, geography, economics, politics, religion, literature, and arts of countries where target language is the official language as specified in PA Academic Standards and Chapter 354.

Evidence:  French courses taken at The Pennsylvania State University.  Course work has been linked to several courses.

Evidence:  A website created for French 453 class shows an advanced level of the target language through presentational communication, and demonstrates structures of the target language, as well a presentation of art of the target culture (le japonisme).

A2.  Teacher candidates will demonstrate an understanding of theories, research, and best practice of K-12 student learning and development, and learner diversity by designing, adapting and modifying instructional and assessment materials and strategies.

Evidence:  Education courses taken at The Pennsylvania State University.  Course work has been linked to several courses. 

A3.  Teacher candidates will demonstrate an understanding of subject-specific pedagogy, including instructional strategies for language acquisition and applications of technology.

Evidence:  Education courses taken at The Pennsylvania State University.  Course work has been linked to several courses. 

A4.  Teacher candidates will develop and select appropriate instructional goals that reflect Pennsylvania Academic Standards and standards for best practice in grades K-12.

Evidence:  This Lesson Plan (which was implemented November 23, 2004) shows appropriate goals and objectives for a French I class comprised of 8th and 9th graders.  The activities "Emploi du temps", "Practice (les jours de la semaine)" and "French Tape" have been incorporated to reflect the standards.

A5.  Teacher candidates will design coherent short range and long range instructional and assessment opportunities utilizing professional guidelines such as the Standards for Foreign Language Learning, the ACTFL Proficiency Guidelines, and the ACTFL Performance Guidelines for K-12.

Evidence:  This Unit (Chapter 2 from the textbook Allez, Viens) was designed for a French I classroom and consists of 9 lessons, including short range and long range instructional and assessment opportunities.

Evidence:  A review worksheet done for Chapter 1 of Allez, Viens demonstrates my ability to design an activity that can serve as an instructional opportunity as well as an assessment opportunity.  In completing this worksheet, students demonstrate what they have learned from the chapter and they can also become aware of exactly what parts of the chapter they will need to study for an upcoming exam.  The teacher can assess how well the students have understood concepts from the chapter, and whether certain topics need to be re-addressed before the exam.

A6.  Teacher candidates will plan for a nurturing learning environment.

Evidence:  Here is a sample of my reflections, which demonstrate how I have considered ways to plan and improve my teaching to have a more nurturing and student-centered environment for my students.