For Adult Citizenship Educators
The Professional Development Guidefor Adult Citizenship EducatorsM-1139 (01/16)
Table of ContentsIntroduction and Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . 1Instructional Domains. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Teacher Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Appendix A: Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23i The Professional Development Guide for Adult Citizenship Educators
IntroductionThe Office of Citizenship in U.S. Citizenship and ImmigrationServices (USCIS) created this guide to help adult citizenshipeducation program administrators and teachers to identifyinstructional domains and establish a system of professionaldevelopment for adult citizenship educators.This guide is organized around five instructional domains withcorrelated competencies and rubrics. These domains and competenciesincorporate aspects of instruction that are both broadly applicableto a variety of settings, as well as those that are unique to the adultcitizenship education learning environment. Administrators andeducators use this guide to identify areas of strength and areas forgrowth, and they can use the rubrics to create a systematic plan forprofessional development.Instructional DomainsInstructional domains are the broad elements of teaching that arenecessary for a successful class, and each domain includes a setof teacher competencies that are specific to an adult citizenshipeducation learning environment. The five instructional domainsare: Content Knowledge, Instructional Design and Lesson Planning,Instructional Delivery, Assessment, and the Learning Environment.These domains outline foundational knowledge and instructionalskills that teachers should possess in order to guide students as theyprepare for the naturalization interview and the test.Teacher CompetenciesWhere instructional domains are broad, the teacher competenciesattached to each domain describe the knowledge and skills thatare relevant to teaching in an adult citizenship education learningenvironment. For example, the Instructional Design and Lesson Planningdomain relates to developing courses and lesson planning. It has sevencompetencies: Instructional Resources, Learning Objectives, Content StandardsAlignment, Differentiated Instructional Design,Thematic Instructional Design, andTechnology. The instructional knowledge and skills developed by gainingcompetency in each of these seven competencies would indicate ahigh level of competency in the Instructional Design and Lesson Planningdomain.Professional Development RubricsThis guide also includes rubrics for every competency. The rubricsare divided into three levels, with Level 1 being the lowest level ofcompetency and Level 3 being the highest. Each level includes adescription that outlines the strengths of a teacher at that level andpossible areas for growth. Therefore, a teacher who is identified atLevel 1 for a particular competency can look at the correspondingrubric to find out what qualities a teacher at Level 2 would exhibit forthat competency. Teachers and administrators can then work togetherto develop strategies for professional growth (such as attendingworkshops or working with other teachers or staff whose strengthscomplement a teacher’s needs).Please note that the competencies and rubrics may not be sufficient toaddress the varied circumstances of every teacher in every program.For example, the Instructional Delivery domain includes a competency thataddresses technology. A teacher working in a program with limitedaccess to technological resources cannot be expected to incorporatetechnology into instruction to the same degree as a teacher withaccess to state-of-the-art technological resources.Furthermore, each teacher brings unique talents and experiences tothe classroom and as a result, may be identified at Level 3 in somecompetencies, Level 2 in some, and Level 1 in others. With this in1 The Professional Development Guide for Adult Citizenship Educators
mind, do not view these teacher competencies as an assessmenttool for holding teachers accountable. Instead, they are professionaldevelopment tools for helping teachers and administrators identifystrengths and areas for growth, both for individual teachers and acrossthe program as a whole. Teachers can also use the competencies as atool for self-assessment.Skills, published by the Office of Citizenship in the fall of 2014, topromote the delivery of consistent instructional content and practicesthroughout a program. Visit www.uscis.gov/citizenship to viewthese standards and other citizenship resources, including informationabout the naturalization process and test.At the most comprehensive level, teachers can use these competenciestogether with the Adult Citizenship Education Content Standards and Foundation2 The Professional Development Guide for Adult Citizenship Educators
Instructional DomainsDomain 1, Content Knowledge:The teacher possesses the necessary knowledge of the content to prepare students for thenaturalization process and test and to teach about the rights and responsibilities of U.S. citizenship.Domain 2, Instructional Design and Lesson Planning:The teacher identifies resources and plans lessons that connect the course content with the students’prior knowledge and ESL skill levels.Domain 3, Instructional Delivery:The teacher uses a variety of instructional strategies to engage adult students with the coursecontent and ESL.Domain 4, Assessment:The teacher uses assessments to monitor and measure student learning and inform instruction.Domain 5, Learning Environment:The teacher creates a safe and respectful environment that promotes adult student learning.3 The Professional Development Guide for Adult Citizenship Educators
Teacher CompetenciesDomain 1, Content Knowledge:The teacher possesses the necessary knowledge of the content to prepare students for thenaturalization process and test and to teach about the rights and responsibilities of U.S. citizenship.Content knowledge is the backbone of teaching. Simply put, teacherscannot teach what they do not know. The content that pertains to 1aand 1b includes the knowledge and skills that students must know tocomplete the naturalization process and the citizenship exam. For amore specific description of this content, please see the Adult CitizenshipEducation Content Standards and Foundation Skills on our website(http://www.uscis.gov/citizenship). The content that relates to1c includes understanding how language is acquired and how Englishlanguage acquisition corresponds to the naturalization process.The teacher competencies for Content Knowledge are: 1a: Naturalization and Interview Process: The teacher possesses the necessary knowledge of thenaturalization process to prepare students to complete the N-400 and the interview and totake the Oath of Allegiance. 1b: Citizenship Content: The teacher possesses the necessary knowledge of citizenship content toprepare students for the civics, reading, and writing exams. 1c: Adult English as a Second Language (ESL) Learning Theory: The teacher possesses the necessaryknowledge of adult ESL learning theory to prepare students to complete the N-400, theinterview, and the reading and writing exams, and to take the Oath of Allegiance.4 The Professional Development Guide for Adult Citizenship Educators
Teacher Competencies (continued)Domain 2, Instructional Design and Lesson Planning:The teacher identifies resources and plans lessons that connect the coursecontent with the students’ prior knowledge and ESL skill levels.Instructional design and lesson planning are behind-the-scenescomponents of teaching that directly reflect in the instructionaldelivery. It is a vital process for teachers because it allows themto examine the course content and define learning objectives inrelationship to the broader curriculum. It also allows teachers toanswer fundamental questions about how and why they chooseresources and instructional strategies. Lastly, it gives teachers theopportunity to reflect on the specific needs of their students andadapt and accommodate their instructional resources and strategiesaccordingly.The teacher competencies for Instructional Design and Lesson Planning are: 2a: Instructional Resources: The teacher identifies and uses instructional resources (includingcourse texts, instructional materials, and resources) that are targeted and relevant to adultlearners. 2b: Learning Objectives: The teacher establishes clear and measurable learning objectives for thecourse and for each lesson. 2c: Content Standards Alignment: The teacher aligns lesson plans, textbooks, and learning materialswith the Adult Citizenship Education Content Standards and Foundation Skills. 2d: Differentiated Instructional Design: The teacher tailors lessons and instructional resources(including course texts, instructional materials, and resources) to meet the individuallearning needs of adult students with diverse backgrounds and varying ESL skill levels. 2e: Thematic Instructional Design: The teacher makes the content accessible by creatingthematically organized lessons. 2f: Technology: The teacher incorporates technology into lessons to make course content moreengaging and accessible to adult students.5 The Professional Development Guide for Adult Citizenship Educators
Teacher Competencies (continued)Domain 3, Instructional Delivery:The teacher uses a variety of instructional strategies to engage adult students with the coursecontent and ESL.Instructional delivery is the keystone of the teaching process. Itinvolves using your instructional design to teach the course content,building relationships with students and maintaining a positivelearning environment. In an adult citizenship education classroom,teachers engage with students with diverse cultural and linguisticbackgrounds as well as varying learning needs.Therefore, teachers should tailor instruction to the individual needsand experiences of students (this is sometimes called differentiatedinstruction) and apply effective ESL instructional strategies as theyprepare their students for the naturalization process and the civicscontent exam.The teacher competencies for Instructional Delivery are: 3a: Instructional Strategies: The teacher uses a variety of scaffolding, sheltering, and evidencebased instructional strategies to connect course content and ESL. 3b: Differentiated Instruction: The teacher tailors instruction to accommodate the individuallearning needs of adult students with diverse backgrounds and varying ESL skill levels. 3c: Prior Knowledge: The teacher engages the students’ prior knowledge and experiences todevelop their content knowledge and ESL skills. 3d: Communication: The teacher clearly communicates instructions, directions, expectations,and learning objectives to adult students. 3e: Technology: The teacher integrates and uses technology to help students learn and to makethe course content more accessible and engaging. 3f: ESL instructional strategies: The teacher uses a variety of ESL instructional strategies topromote English language acquisition.6 The Professional Development Guide for Adult Citizenship Educators
Teacher Competencies (continued)Domain 4, Assessment:The teacher uses assessments to monitor and measure student learning and inform instruction.Assessments involve using a variety of tools to measure priorknowledge, teaching, and learning. Before enrolling students in anadult citizenship education course, teachers must determine theirEnglish language skill levels through nationally normed assessments.Teachers can then use the data from these assessments to refineand adapt instructional design and delivery, as well as formal andinformal assessments. Formal assessments are measurements that areadministered in a structured context and often rely on formats likemultiple-choice tests, essay, short-answer responses, or oral interviews.Informal assessments include all of the strategies that teachers use toevaluate student learning and the effectiveness of their instruction,such as homework or in-class projects. They may also involve theteacher assessing student responses during a class discussion. The keyto assessment, whether formal or informal, is providing students withtimely feedback so that they can process what they have learned andidentify areas for growth.The teacher competencies for Assessment are: 4a: Standardized Assessments: The teacher interprets data from nationally normed, standardizedESL assessments to align students with the appropriate level course and/or materials. 4b: Formal Assessments: The teacher uses a variety of formal assessments to measure studentlearning and content knowledge of adult students with diverse backgrounds and varying ESLskill levels. 4c: Informal Assessments: The teacher uses a variety of informal assessments to measure studentlearning and content knowledge of adult students with diverse backgrounds and varying ESLskill levels. 4d: Differentiated Assessments: The teacher tailors formal and informal assessments for measuringstudent learning and content knowledge to meet the needs of adult students with diversebackgrounds and varying ESL skill levels. 4e: Student Feedback: The teacher uses assessments to provide timely and meaningful feedbackto students. 4f: Using Data: The teacher uses data from assessments to establish learning objectives andmodify instruction.7 The Professional Development Guide for Adult Citizenship Educators
Teacher Competencies (continued)Domain 5, Learning Environment:The teacher creates a safe and respectful environment that promotes adult student learning.The classroom is a unique environment that is built upon a foundationof trust and respect between teachers and students. This foundationallows students to explore the content, engage with the teacherand other students, and feel safe enough to make mistakes. Adultcitizenship education classrooms include students with incrediblydiverse backgrounds, and these students also have families, careers,and responsibilities that require their time and attention. Creating aculture in the classroom that respects the diversity of students andvalues their time can help to establish a positive learning environment.The teacher competencies for Learning Environment are: 5a: Safe Learning Environment: The teacher establishes a safe learning environment whereadult students feel comfortable engaging with the instructor and each other. 5b: Learning and Diversity: The teacher creates an inclusive learning community thatpromotes and reflects diversity. 5c: Optimizing Learning: The teacher maximizes instructional time and space tooptimize learning.8 The Professional Development Guide for Adult Citizenship Educators
RubricsDomain 1, Content Knowledge:The teacher possesses the necessary knowledge of the content to prepare students for thenaturalization process and test and to teach about the rights and responsibilities of U.S. citizenship.1a: Naturalization and Interview ProcessThe teacher possesses the necessary knowledge of the naturalization process to prepare students to complete the N-400 and the interview and to takethe Oath of Allegiance.Level 1The Level 1 teacher struggles to provide accurateinformation or provides some inaccurate informationabout the pre-interview, interview, post-interview, orthe N-400. The teacher has limited or no knowledgeof where to find information to supplement gapsin content knowledge, or where students can findresources to learn more about the naturalizationprocess.Level 2Level 3The Level 2 teacher can provide students with mostinformation regarding requirements, procedures, andexpectations for the pre-interview, the interview, the postinterview, and the N-400 by either providing instructionor when answering questions. The teacher knows whereto find information that can supplement gaps in contentknowledge and where students can find resources tolearn more information about the naturalization process.The Level 3 teacher can easily and correctly providestudents with information regarding requirements,procedures, and expectations for the pre-interview, theinterview, the post-interview, the N-400, and wherestudents can find resources to learn more informationabout the naturalization process.1b: Citizenship ContentThe teacher possesses the necessary knowledge of citizenship content to prepare students for the citizenship, reading, and writing exams.Level 1Level 2The Level 1 teacher has limited knowledge ofthe civics content and primarily relies on havingstudents work independently through the text forinstruction, and the teacher cannot supplement orprovide context to the content and course materialsduring class.The Level 2 teacher has enough civics contentknowledge to develop thematic lessons but is limitedin the ability to supplement and provide context to thecontent much beyond what is available in the coursematerials during class.Level 3The Level 3 teacher displays exceptional knowledgeof the civics content by developing thematic lessonsand supplementing and providing context to thecontent and course materials during class.9 The Professional Development Guide for Adult Citizenship Educators
Domain 1, Content Knowledge (continued)1c: Adult English as a Second Language (ESL) Learning TheoryThe teacher possesses the necessary knowledge of adult ESL learning theory to prepare students to complete the N-400, the interview, and the reading and writingexams, and to take the Oath of Allegiance.Level 1Level 2The Level 1 teacher does not integrate ESLsheltering and scaffolding techniques with coursecontent in any lessons.The Level 2 teacher displays sufficient knowledgeof adult ESL learning theories by integrating ESLsheltering and scaffolding techniques with coursecontent in most lessons or for students at every ESLlevel.Level 3The Level 3 teacher displays exceptional knowledgeof adult ESL learning theories by integrating ESLsheltering and scaffolding techniques with coursecontent in every lesson and for students at everyESL level.ORThe Level 2 teacher displays sufficient knowledgeof adult ESL learning theories by integrating ESLsheltering and scaffolding techniques with coursecontent in every lesson and for students at most ESLlevels.10 The Professional Development Guide for Adult Citizenship Educators
Domain 2, Instructional Design and Lesson Planning:The teacher identifies resources and plans lessons that connect the course content with the students’ prior knowledge and ESL skill levels.2a: Instructional ResourcesThe teacher identifies and uses instructional resources (including course texts, instructional materials, and resources) that are targeted and relevant to adult learners.Level 1Level 2The Level 1 teacher does not use the textbookeffectively or does not use it at all; AND the teacherdoes not use supplemental instructional resources toprovide a fuller context to the content or to make thecontent accessible and relevant to students.The Level 2 teacher is able to effectively use thetextbook and occasionally uses supplementalinstructional resources to provide context to the content,and to make the content accessible and relevant tostudents.Level 3The Level 3 teacher is able to effectively use thetextbook and a variety of supplemental instructionalresources to provide a fuller context to the contentand to make the content accessible and relevant tostudents.2b: Learning ObjectivesThe teacher establishes clear and measurable learning objectives for the course and for each lesson.Level 1Level 2Level 3The Level 1 teacher does not create co
Domain 2, Instructional Design and Lesson Planning: The teacher identifies resources and plans lessons that connect the course content with the students’ prior knowledge and ESL skill levels. Instructional design and lesson planning are behind-the-scenes components of teaching that directly reflect in the instructional delivery.
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
Swimming. There were many more merit badges that you could have earned then that are similar to those of today. For example the Angling merit badge became the Fishing merit badge in 1951. Civics became Citizenship in 1946, and in 1952, Citizenship expanded into Citizenship in the Community, Citizenship in the Home, and Citizenship in the Nation.
och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att
Den kanadensiska språkvetaren Jim Cummins har visat i sin forskning från år 1979 att det kan ta 1 till 3 år för att lära sig ett vardagsspråk och mellan 5 till 7 år för att behärska ett akademiskt språk.4 Han införde två begrepp för att beskriva elevernas språkliga kompetens: BI
