Along the path to proficiency, we encounter many things in our classroom, in our department, and in the field. In this series, we would like to share some notes from the field from educators who have made an impact and have learned something impactful along their journey. Here they will share their notes from the field with us and how their learning has helped shape them, as well as its impact, as they help their students along the path to proficiency.

Proficiency – this is something that I’ve known about since my college days, where I breathed, ate, and slept on my training for the OPI and WPT. While I’ve tried to incorporate proficiency in my short four years as a teacher, it wasn’t until this year that I made a real switch to proficiency-based practices in the classroom.

There was a point last year, probably in conjunction with hearing Thomas Sauer speak at the Central States Conference, that I realized that I understood proficiency, but my students did not. Sure, I had mentioned it at the beginning of the year, we’d talked about crepes and movies in proficiency-style, and my kids could maaaaaaaybe tell you what it meant to be a novice. But as I was using performance-based assessments and making the tentative first steps into IPAs, I realized there was a huge disconnect in how I graded and how my students understood my grading practices.

Thomas always talks about transparency for students, and that’s the point where it hit me that my students might not be realizing why we were doing what we were doing. They, despite my efforts, continued to compare scores and ask why they got a different grade for writing “as much” as another student. That, in my opinion, is a big problem.

So this year, I’ve begun to focus on proficiency levels and performance expectations for my students and reminding them of their goals. We started off this year with our normal proficiency talks, but we do check-ins about once a month to see how we’ve grown. Since my schools are 1:1, it’s really easy for me to have students submit an assignment online – either typed or recorded and then find and listen to it two months later to see the progress that we’ve made. It’s hard to see the fruits of our proficiency labors, but when my students are smiling about what they can say now compared to say, October, you know that they’ve bought into what proficiency is all about.

Another great thing this year is with our mini progress checks and goal updates, a lot of students are really honing in on the skills they need to make the jump to the next level. Before, I could tell my students to use a full sentence and it felt fruitless. Now, I can say, “does a ‘oui’ response help you reach your goals?” “Is responding to a question with ‘rouge’ acceptable at this point in the year?” and students take that feedback and push themselves to do better.

So, if you want to incorporate more transparent, proficiency-based practices, here’s what I recommend:

  1. Take a day to really make sure your students understand the concept of proficiency. There are a lot of pre-made activities out there for you to use when explaining these concepts to your students.
  2. Try to take time for students to reflect on the progress that they’ve made over the past month, quarter, or semester. You can use online assignments for this, or you can take hard copies and copy/scan them for later use.
  3. The next time you give a PBA, ask students what level their performance should be. Have them write what they expect (or what you expect, if you’ve been explicit about levels) at the top to remind them what they should do. It doesn’t hurt to have a rubric attached – some of my students like checking off things they think that they have done.
  4. Gently remind students what kinds of language they should be using. Sometimes a nice reminder of “can you make that phrase a sentence” “don’t forget what your end-of-year goal is,” or “what else could you add” can remind students of their level without feeling chastised!
  5. Give students a rubric and ask them to assess a sample of their own, giving evidence for why they thought so. Even if they’re a little bit off, it really gives them time to think about the whys and hows of a particular level.

Don’t be afraid to sacrifice some time in the TL to have students think about, reflect on, or evaluate their progress. If we’re striving for 90%, understanding proficiency is definitely worth the 10% of L1 (or more!) that we’re allowed.

Wendy Farabaugh is a fourth-year French teacher in Northeast Ohio, with degrees in French and Education from Miami University. She is the face behind the twitter account @MmeFarab, the blog mmefarab.wordpress.com, and has been a part of the moderating team for #langchat for over a year. She is committed to growing and learning for her students, profession, and her life.

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Timothy is a third-year Spanish teacher in the Andover Public Schools. He holds a BA in Spanish and Secondary Education from Worcester State University. He has seen the power of proficiency in both his teaching and his own learning. Although he is new to the profession, teaching for proficiency is all he knows, so he feels blessed to have started his career so recently.

Rosalyn Rhodes is currently a Spanish teacher in Charlotte, North Carolina. She holds a Bachelors in Spanish from UNC-Greensboro and a Masters in Teaching K-12 Foreign Language from UNC-Charlotte. She has traveled and led student groups in Nicaragua, Cuba, and the Dominican Republic. In her thirteen years of teaching, Ms. Rhodes has taught every grade level K-12, and has worked in both public and independent schools. In her professional career in Charlotte Mecklenburg Schools, she served as the WL New Teacher Coordinator and WL Master Teacher, writes curriculum, and presented a variety of professional development workshops. A member of both ACTFL and FLANC, her 2014 and 2016 FLANC presentations earned top 10 status, and Ms. Rhodes was named the 2015 FLANC Teacher of the Year. She loves teaching Novice learners and states that her goal with her students is to “open their eyes to new people and new places, and to equip them with the language skills necessary for their own cultural journey.”

Tim has been a teacher of French and Spanish for 30 years and has been an instructional leader since 2006. He's served on the board of directors of the Massachusetts Foreign Language Association since 2008 and as president for 2017. He holds a B.A. in French and Spanish, and an M.A. in critical & creative thinking with a focus on second language acquisition and curriculum development. He's particularly interested in effective program design and instructional practices.

Rebecca Blouwolff has been a French teacher at Wellesley Middle School in Massachusetts since 1998. Her practice was forever changed by attending a 2014 workshop with Laura Terrill, co-author of ACTFL's The Keys to Planning for Learning. Since then, she has abandoned her previous hobbies in order to rewrite her curriculum, blog about thematic units, participate in #langchat, and provide professional development to colleagues in the Boston area. She holds a B.A. from Brown University and Ed.M. from Harvard's Graduate School of Education, served as a Fulbright Teaching Fellow in France, and is a candidate to become a National Board Certified Teacher.

Sharon has recently retired as Instructional Specialist for Languages Other than English in Arlington Independent School District, Arlington, TX. In that capacity she oversaw the writing and implementation of curriculum for 32 courses in five languages. She was also instrumental in the establishment of two Fine Arts Dual Languages Academies, as well as FLES programs in Chinese and Portuguese. She has directed five successful STARTALK programs in Arlington. Sharon has served as President of the Texas Foreign Language Association and continues to be active in the profession in her role as a collaborator on the TELL project and as a consultant to various school districts. 

Thomas Sauer is the Director of Design and Communication for AdvanceLearning and an independent consultant. He previously held positions as world language specialist in the Fayette County Public Schools and Jefferson County Public Schools for almost ten years and taught German at the University of Kentucky, Georgetown College and Kentucky Educational Television. He has directed a variety of state and federal grants, most recently as program director and consultant for several successful STARTALK programs. Thomas has served as President of the Kentucky World Language Association as well as on the Board of the American Council on the Teaching of Foreign Languages, the National Association of District Supervisors of Foreign Languages and the Central States Conference on the Teaching of Foreign Languages. Named the 2011 Pearson/NADSFL Supervisor of the Year and a 2010 Global Visionary by the World Affairs Council of Kentucky and Southern Indiana, Thomas is passionate about helping educators making the shift from teaching to learning.

Paul Jennemann is the coordinator of an elementary school dual language immersion magnet program, has served on the curriculum revision team, and has facilitated district-wide professional development with Shelby County Schools (TN). Paul holds undergraduate degrees in Spanish and French and a graduate degree in Spanish with a focus on language acquisition and pedagogy. Paul lives in Memphis, Tennessee, with his wife and two sons, where they love to go to the park, go to the zoo, and cook together.

Lisa Werner is both high school German teacher and Department Chair of an inspiring group of World Language Teachers at Bozeman High School in Bozeman, Montana. Her formal teaching career began in Wyoming, continued in Ohio and brought her back home to Montana in 2004. She holds an undergraduate degree in German from the University of Montana, a M.A. in German Language from the University of Wisconsin-Madison and is certified in both German and ESL. Lisa is  a member of the AATG, MALT, and ACTFL. She looks forward to spending June either leading students on travel/homestay adventures to Austria and Germany or participating in the AP Reading for the AP German Language and Culture Exam, after which she bask in the beauty of the Montana summer with her husband, Joel.

Colleen Lee-Hayes teaches Japanese in a public high school in Coquitlam (Vancouver) BC Canada.  At age 17 she told her educator parents that she’d never be a teacher...and look where she is now! Her classroom is her laboratory and her teaching is a ‘hybrid’ of methodologies as she seeks to find what resonates with her students. Colleen tells her classes that her goal as a teacher is to help them develop the skills (& courage) to use their language in the ‘real world’. She blogs regularly and credits her involvement with the #langchat PLN for the evolution of her teaching. Colleen holds Bachelor degrees in Asian Studies/Japanese & Education and an MBA in Finance & Marketing. She has been a moderator with #langchat since 2013 and has presented locally/provincially in Canada as well at ACTFL.

Betsy Taylor is a high school French teacher in Franklin, TN. She holds a B.A. in French from UT-Knoxville, Un Diplôme de Langue et de Culture from the University of Angers, France, and an M.S. in Secondary Teaching with an emphasis in World Language from UT-Knoxville.  Over the past 19 years, she has taught all levels of French, 1-AP/IB, often participated in local and state curriculum writing, and regularly presents at the local, state and regional levels.  She is a National Board Certified Teacher and is an active leader in TFLTA, where she has served as President and Conference Secretary, and was recently named the 2016 TFLTA Teacher of the Year.  She is a passionate Francophile dedicated to spreading the joy of language and culture to her students and providing them with quality proficiency based learning. In her spare time she attempts to teach her cat, Gigi, French and serves on the board of the Scottish Society of Middle Tennessee. 

Christi Gilliland has served as Williamson County School’s World Language Curriculum Specialist since 2012. Prior to that she taught Spanish to grades K-12 for a decade. She is committed to helping teachers grow professionally in order to create better language learning experiences for students. She strongly believes that any PD should reach the students’ desks. She was happy to represent NADSFL as an ACTFL Leadership Initiative for Learning Languages (LILL) fellow. The monthly NADSFL Café webinar sessions materialized as a direct result of her work with LILL. These sessions bring together experts in the field of World Language education to help leaders across the country learn more about current best practices. Currently, she is working hard to help her district transition to proficiency-based instruction and curriculum. As a good Southerner should, many areas of her life are often guided by the question, “What would Dolly Parton do?”

Valerie Shull teaches Spanish for elementary and middle school children at Rogers Park Montessori School, where she's been on staff for twenty years.  During her time at RPMS she’s worked with children age four to fourteen. The rubber hits the road in her proficiency-focused program during her school’s annual 8th grade travel/homestay trip to Costa Rica, which is recognized by ACTFL’s Global Engagement Initiative.  Valerie is passionate about working toward language proficiency with children, improving her own practice and supporting teachers in their journey. She is a regular conference presenter on the topic of language proficiency in the early years and is a member of NNELL, AATSP, and ACTFL,  where she currently serves on the Global Engagement Committee. Valerie works and lives in Chicago with her daughter, a young global-citizen-in-training. 

Nicaraguan-born, Miami-raised, confused for Cuban world language teacher and enthusiast always up for the challenge of adding more.   

Amanda Robustelli-Price is a French teacher in northern Connecticut. An educator passionate about preparing students for success in our interconnected world, Amanda has been in the field of education for fifteen years, having worked as a teacher, department coordinator, and teacher trainer. She is returning to teaching after staying home with her son, and is excited to implement her professional learning from her time away from the classroom.

Matt Coss (“Mateo” or 高正远 to some) is currently pursuing a Master’s degree in Second Language Acquisition & Application at the University of Maryland, College Park. He is also working as a member of the STARTALK division of the National Foreign Language Center at UMD. Previously, Matt worked as a Spanish teacher and freelance translator during a gap year after receiving his B.A. in Hispanic Linguistics and Chinese with a minor in Entrepreneurship from UNC Chapel Hill. What he lacks in age, he makes up for in teaching experience—despite only being 23 years old, Matt has been a Spanish teacher since the age of 16 and a Chinese teacher since the age of 19. Through a series of fortunate events that are much too long to relate here, Matt grew up bilingual (English & Spanish) and started learning Mandarin at age 11 (currently Superior on OPI/ACTFL scale). Matt has taught a broad range of learners in both Spanish and Chinese, from novice 3 rd graders to medical school students to retired adults and beyond. For Matt, language learning and teaching have been lifelong companions so far, and it is his dream to continue learning, teaching and growing on the Path…

Meredith White earned her B.A., B.S., M.Ed., and Ed.S. all in World Language Education from the University of Georgia. Her focus on novice learners works to ingrain proficiency, authentic resources, genuine tasks, student-guided thematic units, and making language learning enjoyable. When she isn't at PRHS teaching Spanish, she's at Georgia State University teaching educational methods classes or presenting/attending state, regional, and national workshops. Passionate about sharing and collaborating with other teachers, she blogs, moderates the PLN #langchat, and serves on the GGC College of Education Advisory and SEALLT Executive Boards.

Alyssa Villarreal, is the President of Advance Learning and World Language Coordinator for Shelby County Schools (SCS) in Memphis, TN. Ms. Villarreal holds two masters degrees (Curriculum and instruction and educational leadership). As the World Language Coordinator for Shelby County Schools (SCS), she coordinates the district’s language program, which includes programs in eight languages including Spanish, French, German, Russian, Latin, Japanese, Arabic and Chinese. Ms. Villarreal has written and directed three successful Foreign Language Assistance program (FLAP) grants in her nine-year tenure in SCS. The first was to build a K-12 Russian program and was received in 2007. She was one of eight World Language Coordinators nationally to receive a 2008 FLAP grant to build K-12 global villages in Japanese, Arabic, Russian, and Chinese. In addition to her district duties, she has worked as the Foreign Language methods instructor for the University of Memphis. She has served as program director of three STARTALK programs for Memphis City Schools, consultant to other STARTALK programs and a STARTALK site visitor. In addition to her district duties, she has worked as the Foreign Language methods instructor for the University of Memphis. She is currently serving as President of the National Association of District Supervisors of Foreign Languages (NADSFL) and was named the 2012 NADSFL Supervisor of the Year.

Dr. Michele Anciaux Aoki, International Education Administrator for Seattle Public Schools, is responsible for developing and supporting the ten international schools in the district and their K-12 Dual Language Immersion programs in Japanese, Mandarin Chinese, and Spanish, as well as supporting all World Language teachers throughout the district. She is Co-Director of the Confucius Institute of the State of Washington, a partnership among the University of Washington, Seattle Public Schools, the Governor’s Office, and Hanban in China. From 2008 to 2014, Michele served as World Languages and International Education Program Supervisor at the Washington State Office of Superintendent of Public Instruction (OSPI). While there she worked with the State Board of Education and Washington State School Directors Association to develop and implement a model policy and procedure for Competency-Based Credits to award high school credits to students with demonstrated language proficiency. She was instrumental in introducing the Seal of Biliteracy in Washington State. Since 2011, Michele has partnered with the University of Washington on their Russian and Portuguese STARTALK Teacher and Student Programs. Michele has a Ph.D. in Slavic Linguistics and taught Russian language and English as a Second Language at the University of Washington for a number of years…

Saint Andrew’s School, in Boca Raton, Florida, is a PreK-12 day and boarding college preparatory school with 1,275 students from over 40 countries. Three of the school's language department teacher are sharing their reflections: Carolina Seiden, P.hD., is a passionate linguist, curious teacher, and adoring beagle mom. She is perpetually flawed and fortunate to have forgiving friends and colleagues. Currently, she is working as a language teacher and support staff for teachers’ use of technology in learning. Stephanie Shepherd is a second career language teacher.  Her former life as an orchestral musician ignited her passion for learning languages, traveling, and living in different countries. She tries to pass on the torch to her middle school students. Elena Giudice considers herself fortunate to have lived and worked in international schools in France, Puerto Rico, USA, The Bahamas, and Malta. Her studies in Intercultural Communications influenced her personal and professional growth in such positive ways that she strives to reach her students not only in their language growth but in the development of their social-emotional and cultural intelligence skills. Elena is currently Chair of the World Languages and Cultures Department at Saint Andrew’s School.

Jaime Basham is a high school Spanish teacher who enthusiastically incorporates humor and authentic realia in her classes. She has served on the revision committee for the Wyoming World Language Standards and has revised curriculum in Campbell County School District #1. Jaime holds an undergraduate degree in Spanish Secondary Education and is currently in pursuit of her masters in Curriculum & Instruction. She is a member of ACTFL, PNCFL, and the President of WFLTA. In the summers, when she isn't leading student groups abroad, she enjoys backpacking and fishing in the majestic mountains of Wyoming. She also enjoys playing disc golf, cooking, playing board games, and spending time with her husband and two cats.

I have been teaching Spanish for the past forty years at all levels from elementary to college with the longest tenure at the University School of Milwaukee Independent School for the past 33 years. I have had the great privilege of co-leading our PK-12 World Language Department in a conversion from a traditional grammar-based program to an oral proficiency-based program with the help of Greg Duncan. I received my ACTFL oral proficiency certificate in October of this past year and just returned from spending a week at the Singapore American School observing the most phenomenal elementary school language program that I have ever seen. I am an AP teacher and reader. For 18 years I have lead a summer service trip to Panama to work with malnourished children.

John Cadena teaches Japanese at the high school level for the North East Independent School District in San Antonio, Texas.  In addition to presenting at local, state, and national conferences on World Language teaching, he serves as a member of the Rubric Development Committee and New Teacher Training team for North East ISD World Languages.  John regularly collaborates with other World Language teachers online, and has been a moderator for the #langchat discussion group since February 2015.  An avid reader of teacher blogs and Twitter feeds, John strongly advocates for educators taking their professional development into their own hands and building a professional learning network that models reflection and growth.

Maris is a Lower School and Middle School Spanish teacher at an independent school in Washington, DC. Although she has taught almost all grades and levels of Spanish. She earned her Bachelor of Arts in Spanish and Art History in addition to her Master's in Teaching from the University of Virginia. Maris also loves adapting authentic resources to make them comprehensible to use in her class. In addition, she has presented on how to incorporate technology into a proficiency-based classroom at various conferences. She lives in Virginia with her family, and she enjoys exploring the area around DC.

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