(Based on Teacher of English to Speakers of Other Languages (TESOL) 2009 Standards)

College of Education
Kean University
Union, NJ  07083
Dr. Susan Polirstok, Dean



Cooperating Teacher Name:

Cooperating Teacher Email:

District, School and Grade:

Professional Intern: 

Intern Email Address:

University Supervisor/Clinical Instructor:

University Supervisor/Clinical Instructor Email Address:

Program Email Address 

Directions:  This assessment uses current Specialized Program Area (SPA) standards to evaluate a Professional Intern's competency in the area of certification.  Rate the intern's knowledge, skills and dispositions according to the rubric below.  This assessment should be discussed with and signed by all parties and submitted at the end of the internship.   

This assessment must be submitted online.  Go to  and click on Submit Online Assessment in left-hand menu.  (Further information on submitting online assessments, including the password to submit the assessment, can be located in the cooperating teacher packet that was received at the beginning of the semester.)

Scoring Rubric:

Cooperating teachers should use the TESOL rubric to score their students.  This rubric can be found at

Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners (ELLs) develop language and literacy and achieve in the content areas.  Issues of language structure and language acquisition development are interrelated. 

 Standard 1.a:  Language as a System  
Standard 1.b:  Language Acquisition and Development

	Approaches Standard	Meets Standard	Exceeds Standard
1.a.1. Candidate demonstrates knowledge of the components of language and language as an integrative system.						
1.a.2. Candidate applies knowledge of phonology, morphology, syntax, semantics and pragmatics to help ELL develop oral, reading, and writing skills (including mechanics) in English.						
1.a.3. Candidate demonstrates knowledge of rhetorical and discourse structures as applied to ESOL learning.						
1.a.4. Candidate demonstrates proficiency in English and serves as a good language model for ELLs.						
1.b.1. Candidate demonstrates understanding of current and historical theories and research in language acquisition as applied to ELLs.						
1.b.2. Candidate understands theories and research that explain how L1 literacy development differs from L2 literacy development.						
1.b.3. Candidate recognizes the importance of Ells' L1s and language varieties and build on these skills as a foundation for learning English.						
1.b.4. Candidate understands and applies knowledge of sociocultural, psychological, and political variables to facilitate the process of learning English.						


DOMAIN 2:  Culture  
Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.     

Standard 2: Culture as it Affects English Language Learning

	Approaches Standard	Meets Standard	Exceeds Standard
2.a.  Candidate understands and applies knowledge about cultural values and beliefs in the context of teaching and learning.						
2.b. Candidate understands and applies knowledge about the effects of racism, stereotyping, and discrimination to teaching and learning.						
2.c. Candidate understands and applies knowledge about cultural conflicts and home events that can have an impact on ELLs' learning.						
2.d. Candidate understands and applies knowledge about communication between home and school to enhance ESL teaching and build partnerships with ESOL families.						
2.e. Candidate understands and applies concepts about the interrelationship between language and culture.						
2.f. Candidate uses a range of resources, including the internet, to learn about world cultures and specifically the cultures of students in his/her classroom and applies that learning to instruction.						
2.g. Candidate understands and applies concepts of cultural competency, particularly knowledge about how an individual's cultural identity affects their learning and academic progress and how levels of cultural identity will vary widely among students.						

 Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction.  Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills.  They integrate technology as well as choose and adapt classroom resources for their ELLs.     

Standard 3.a:  Planning for Standards-Based ESL and Content Instruction  
Standard 3.b:  Implementing and Managing Standards-Based ESL and Content Instruction 
 Standard 3.c:  Using Resources and Technology Effectively in ESL and Content Instruction

	Approaches Standard	Meets Standard	Exceeds Standard
3.a.1. Candidate plans standards-based ESL and content instruction.						
3.a.2. Candidate creates supportive, accepting classroom environments.						
3.a.3. Candidate plans differentiated learning experiences based on assessment of students' English and L1 proficiency, learning styles, and prior formal educational experiences and knowledge.						

	Approaches Standard	Meets Standard	Exceeds Standard
3.a.4. Candidate provides for particular needs of students with interrupted formal education (SIFE).						
3.a.5. Candidate provides for instruction that embeds assessment, includes scaffolding, and provides reteaching when necessary for students to successfully meet learning objectives.						
3.b.1. Candidate organizes learning around standards-based subject matter and language learning objectives.						
3.b.2. Candidate incorporates activities, tasks, and assignments that develop authentic uses of language as students learn academic vocabulary and content-area material.						
3.b.3. Candidate provides activities and materials that integrate listening, speaking, reading and writing.						
3.b.4. Candidate develops students' listening skills for a variety of academic and social purposes.						
3.b.5. Candidate develops students' speaking skills for a variety of academic and social purposes.						
3.b.6. Candidate provides standards-based instruction that builds on students' oral English to support learning to read and write.						
3.b.7. Candidate provides standards-based reading instruction adapted to ELLs.						
3.b.8. Candidate provides standards-based writing instruction adapted to ELLs; develops students' writing through a range of activities from sentence formation to expository writing.						
3.c.a. Candidate selects, adapts and uses culturally responsive, age-appropriate, and linguistically accessible materials.						
3.c.2. Candidate selects materials and other resources that are appropriate to students' developing language and content-area abilities, including the appropriate use of L1.						
3.c.3. Candidate employs a variety of materials for language learning, including books, visual aids, props, and realia.						
3.c.4. Candidate uses technological resources (e.g., Web, software, computers, and related devices) to enhance language and content-area instruction for ELLs.						


Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs.  

Standard 4.a:  Issues of Assessment for English Language Learners  
Standard 4.b:  Language Proficiency Assessment  
Standard 4.c:  Classroom-Based Assessment for ESL      

	Approaches Standard	Meets Standard	Exceeds Standard
4.a.1. Candidate demonstrates an understanding of the purposes of assessment as they relate to ELLs and uses results appropriately.						
4.a.2. Candidate is knowledgeable about and is able to use a variety of assessment procedures for ELLs.						
4.a.3. Candidate demonstrates an understanding of key indicators of good assessment instruments.						
4.a.4. Candidate demonstrates an understanding of the advantages and limitation of assessments, including accommodations for ELLs.						
4.a.5. Candidate distinguishes among ELLs' language differences, giftedness, and special education needs.						
4.b.1. Candidate understands and implements national and state requirements for identification, reclassification, and exit of ELLs from language support programs.						
4.b.2. Candidate understands the appropriate use of norm-referenced assessments with ELLs.						
4.b.3. Candidate assesses ELLs' language skills and communicative competence using multiple sources of information.						
4.c.1. Candidate uses performance-based assessment tools and tasks that measure ELLs progress.						
4.c.2. Candidate understands and uses criterion-referenced assessments appropriately with ELLs.						
4.c.3. Candidate uses various instruments and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of language and literacy development.						
4.c.4. Candidate prepares ELLs to use self- and peer-assessment techniques when appropriate.						
4.c.5. Candidate uses a variety of rubrics to assess ELLs' language development in classroom settings.						


Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching.  They use such information to reflect on and improve their instruction and assessment practices.  Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families.     

Standard 5.a:  ESL Research and History 
 Standard 5.b:  Professional Development, Partnerships and Advocacy

	Approaches Standard	Meets Standard	Exceeds Standard
5.a.1. Candidate demonstrates knowledge of language teaching methods in their historical contexts.						
5.a.2. Candidate demonstrates knowledge of the evolution of laws and policy in the ESL profession.						
5.a.3. Candidate demonstrates the ability to read and conduct classroom research.						
5.b.1. Candidate participates in professional growth opportunities.						
5.b.2. Candidate establishes professional goals.						
5.b.3. Candidate works with other teachers and staff to provide comprehensive, challenging educational opportunities for ELLs in the school.						
5.b.4. Candidate engages in collaborative teaching in general education, content-area, special education, and gifted classrooms.						
5.b.5. Candidate advocates for ELLs' access to academic classes, resources, and instructional technology.						
5.b.6. Candidate supports ELL families.						
5.b.7. Candidate serves as professional resource personnel in their educational communities					