PROGRAM HANDBOOKS - Biola University

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Cook School of Intercultural Studies Applied Linguistics & TESOL Program Handbooks PRE-<strong>PROGRAM</strong> SELF-ASSESSMENT SECTION 4.11 Teaching Goals: Self-Assessment and Planning for Self-Development The purpose of this goals chart is to encourage you to be responsible for assessing your individual strengths and planning for on-going self-development. Do one version of the chart at the beginning of the TESOL program, and do another one toward the end. The first column is your “goals” column. It gives you a chance to identify what kind of teaching you plan to do. Leave blank the squares for areas you are not currently able to or interested in pursuing. The second column is a place to note where you have had experience (in the pre-degree version) and/or where significant learning took place during the MA TESOL program (in the programfinal version). The third column highlights areas from the first "teaching goals" column which are not yet checked in the second "confident" column and helps you create a plan to continue developing in those areas as a professional. The chart should be completed not just with a simple √ mark in a relevant box, but with brief comments (e.g., "2 years experience with ELI" or "perhaps in 4-5 years" or "no experience but lots of observations of and research about writing classes"). The program-final chart must be accompanied by a two- or three-page (~1000 word) prose document explaining previous experience, goals, strengths, areas for development, and a plan for undertaking that development. Thus, the three pieces you will submit are: pre-degree chart, programfinal chart, and explanation of the program-final chart. The chart is available in electronic form from the ALT secretary or the faculty. Comments in light of student questions: • You may feel that there’s some redundancy in the chart. Let’s say that you spent a summer teaching conversation to high school students in China. It can be noted in several different boxes, with different emphases, e.g., EFL Taught in Xian, China, summer of 2005 Secondary Taught Chinese high schoolers Speaking Taught conversation in China • You may feel that you need to develop in every area and you want to check all the boxes in the third column. Concentrate on those areas which will enable you to accomplish the goals you’ve established in the first column. Date: August 2012 Page 1 of 2
Cook School of Intercultural Studies Applied Linguistics & TESOL Program Handbooks MA TESOL PORTFOLIO SECTION 4.11 Type of teaching Teaching that is or may be possible for me Context ESL (i.e., in U.S. or other English speaking country) EFL/ESL (e.g., international students spending a short time in an ESL context) EFL (i.e., international) Name specific area(s) of the world ___________ Age Primary, elementary (K- 6) Secondary (7-12) College, university Adult Focus Academic Daily life (e.g., adult ESL for immigrants) Proficiency Beginning Intermediate Advanced Skill Speaking Listening Reading Writing Subskill Pronunciation Vocabulary Grammar Discourse General Teaching and Classroom Sills For example: lesson planning For example: classroom management Specialities, e.g., Literature Content-based Business Other: ____________ Areas where I am gaining confidence Areas where I need to develop Date: August 2012 Page 2 of 2
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PROGRAM HANDBOOKS - Biola University

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