The last standard of the four standards listed for the English to Speakers of Other

Languages Online M.A.T. program outlines the importance of ensuring ethical practices coupled
with both professional and collaborative learning as well as leadership. The first part of this
standard discusses professional learning and using evidence to evaluate practice. As a teaching
professional, it is essential to ensure a fluid process of self-evaluation. Not only must a teacher
reflect on their teaching practices but also on the actions that they go through when
communicating with their learners, the community, other professionals and teachers, and with
the students’ families. A good teacher preaches a narrative of continued professional learning in
order to enhance their teaching practices. Teachers must stay up-to-date on the latest literature
that references their area of expertise and beyond. No matter what stage a teacher is in in of their
educational career, self-reflecting practices should always be a priority as “we don’t learn from
experience. We learn from reflecting on experience…” (Sammaknejad & Marzban, 2016). In an
article, authors discuss the difference “between reflective and non-reflective teachers” saying
that “non-reflective teachers respond to classroom experiences without referring them to other
occurrences” (Sammaknejad & Marzban, 2016). A mindful self-reflection requires the “deep
study of principles and opinions, manifested in the suppositions of teachers and their
expectations of the students” (Sammaknejad & Marzban, 2016).

The second part of the standard emphasizes the use of proper assessments in order to
measure literacy achievement. These assessments should also allow for teachers to establish
more informative instruction and should enable teachers to survey the interventions that they
give to their students. Assessments come with results and it’s essential to understand how to
analyze and perceive results from these assessments to better learning and literacy. Teachers who
are considered to be “assessment literate teachers” are ones that “1) Connect assessments to clear
purposes 2) Clarify achievement expectations 3) Apply proper assessment methods 4) Develop
quality assessment exercises and scoring criteria and sampling appropriately 5) Avoid bias in
assessment 6) Communicate effectively about student achievement 7) Use assessment as an
instructional intervention” (Pastore & Andrade, 2019). Out of all, I believe number five is one of
the most important ones when it comes to assessing students. Some assessments do not provide
the opportunity for bias such as a multiple choice test. However, when assessing literacy, such a
thing requires teachers to be objective and to consider other factors. Such factors are a student’s
background. These questions relate to my English Language Learners. How long has the student
been exposed to the language? What are their strengths and weaknesses? Proper and fair
assessment requires the deep consideration of what could be out of a student’s control.

The third and fourth parts to the fourth standard go hand in hand with one another. These
reflect the importance of recognizing the cultural differences that English Language Learner
teachers have from their students. These also talk about the importance of valuing the learner for
who they are, appreciating their culture, and learning about their culture. These two sub parts
also talk about appreciating the familial and sociopolitical aspects and contexts that the students
bring with them. These also mention the importance of understanding a student’s social,
academic, and personal background and characteristics in order to understand how to best
facilitate appropriate instruction and assessments that align with students and their needs. It is
also important to consider the diversity within the student body and it is essential to promote
equity within the students and the teacher. Appropriate academic and social language are also
important to promote when working with English language learners. In an article, authors
emphasize how “it is crucial for secondary teachers – especially those who are English
monolinguals – to develop empathy toward their ELLs’ language barriers in order to increase
their understanding of students’ second-language acquisition process development” (Rubinstein-
Avilla & Lee, 2014). To encourage a successful learning experience, “teachers ought to strive to
make meaningful connections between the new concepts being taught and students’ life
experiences” (Rubinstein-Avilla & Lee, 2014). One very important component to ELL learning
that I strongly agree with and that Rubinstein-Avilla and Lee suggest is to “allow ELL/bilingual
students to communicate about the content with bilingual peers in their native language in order
to provide them the opportunity to share ideas, discuss complex concepts, and convey their
understanding in their dominant language” (2014).

Furthermore, this suggestion allows for the idea of translanguaging. Those “who operate
from a translanguaging theory of language explore the use of pedagogies that encourage learners
to draw on all their language resources to communicate and make meaning” (Burton &
Rajendram, 2019). Currently, in my placement school, we are using a literacy program called
Read Live Naturally for our students. This program allows for students to read stories in both
English and Spanish (for an all native Spanish speaking class) and to use their native language as
an aid to their learning process of the story. The use of the native language allows for students to
compare the English language to their own language, to understand the difference in syntax and
semantics, to understand vocabulary, and to understand that their native language should not be
put on the back burner of their education. Students are provided with a narrative that who they
are matters, including their language identity and that their language is used as a tool to further
enhance their education. The following is a screenshot of this reading program. However for the
final portfolio submission, I will include a student written sample of using both English and
Spanish to understand a story.
 References

Burton, J., & Rajendram, S. (2019). Translanguaging-asrResource: University ESL instructors’

language orientations and attitudes toward translanguaging. TESL Canada Journal,

36(1), 21–47. https://doi.org/10.18806/tesl.v36i1.1301

Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model.

Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003

Rubinstein-Avila, E., & Lee, E. H. (2014). Secondary teachers and English language learners

(ELLs): Attitudes, preparation and implications. Clearing House, 87(5), 187–191.

https://doi.org/10.1080/00098655.2014.910162

Sammaknejad, A., & Marzban, A. (2016). An analysis of teachers’ self-reflection on classroom

management. Theory and Practice in Language Studies, 1, 84.