National Board for Professional Teaching Standards: Mission Accomplished (Almost)

Over the past two years, I have been working towards my National Board for Professional Teaching Standards certification in English as a New Language – Early Adolescence through Young Adulthood.

Electronic Portfolio SubMISSION: MISSION ACCOMPLISHED!

At 6:34 am on this Memorial Day Saturday, I completed my electronic submission. Yay, Me!

  • Entry 1: Assessment: 14 page essay + 20 pages of student work
  • Entry 2: Scaffolding: 14 page essay + 15 minute video
  • Entry 3: Interaction: 14 page essay + 15 minute video (passed in 2012 through Take One!)
  • Entry 4: Professional Accomplishment: 25 pages of writing and documentation + 2 page reflective summary

The Examination

Well, I just have a 6-essays-in-3-hours assessment center exam to complete on Saturday, June 29 that will test my knowledge of: “the relationship of language domains in the English Language”;

Domains of English Language Development

Domains of English Language Development

the linguisitic structure of English (phonology, vocabulary, grammar, and discourse) in planning instruction;

Hook Model of Processes Involved in Reading and Writing, including phonology, vocabulary, grammar (which encompasses morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics), and discourse

Hook Model of Processes Involved in Reading and Writing, including phonology, vocabulary, grammar (which encompasses morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics), and discourse

factors influencing second language acquisition and strategies that can enhance second language acquistion“; “academic language associated with concepts common to curriculum”; “description of performance objectives designed to develop students’ knowledge of academic language”, adaptation of text and identification of content goals and supplemental resources for text; and definitions of terms related to English as a New Language and their instructional implications.

Lightbown, P. M., Spada, N., Ranta, L., & Rand, J. (2006). How languages are learned (Vol. 2). Oxford: Oxford University Press.

Will this be me in 2014?

 

Being Bostonian: How We Make Boston Strong

Dear Readers:

 I am very pleased to share my students’ latest e-book publication with all of you. It is titled “Being Bostonian: How We Make Boston Strong”, and it is a collection of essays which share how our students, their families, communities, and our school contribute to the City of Boston’s strength. My students have worked diligently to create this publication for Mayor Menino and the Boston Police Department as a humble thank you for all of their courage during all of the recent events.
In a time of great uncertainty, this collection of essays serves as a powerful reminder of why I teach. The students’ writing is expressive and sophisticated, capturing their identities and their dreams for the future. I cannot believe that I am so privileged to work with this group of young people.
Thank you, Jennifer Dines
Being Bostonian (download)