Candidate in Master of Arts in English/TESOL Salisbury University

Candidate in Master of Arts in English/TESOL

Salisbury University

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Table of Contents

Robin Adamopoulos

Table of ContentsTable of Contents

I.Philosophy of Education I.Philosophy of Education

II.ResumeII.Resume

III.TESOL StandardsIII.TESOL Standards

IV.Technology StandardsIV.Technology Standards

V.ArtifactsV.Artifacts TESOL StandardsTESOL Standards Technology StandardsTechnology Standards

VI.Classroom EvaluationsVI.Classroom EvaluationsReturn to Homepage

Philosophy of Education

“Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings

pursue in the world, with the world, and with each other.”Paolo Freire (1970),

Pedagogy of the Oppressed

The classroom should be an environment where students feel free to discuss The classroom should be an environment where students feel free to discuss their ideas and use their experiences to enhance their learning. My view of teaching is the their ideas and use their experiences to enhance their learning. My view of teaching is the teacher as a facilitator of learning: the teacher constructs an environment where learning teacher as a facilitator of learning: the teacher constructs an environment where learning can take place. I want to give my students the opportunity to try new things and to build can take place. I want to give my students the opportunity to try new things and to build on their developing concepts of the world and society.on their developing concepts of the world and society.

Acquiring a second language is a long and complex process, the teacher must Acquiring a second language is a long and complex process, the teacher must help the students to face these difficulties and persevere through the challenges they will help the students to face these difficulties and persevere through the challenges they will face. Therefore, as an ESL teacher, I must have a view towards caring and nurturing the face. Therefore, as an ESL teacher, I must have a view towards caring and nurturing the whole person, accepting the students for who they are, and, at the same time, attempting whole person, accepting the students for who they are, and, at the same time, attempting to provide them with the tools, the language and literacy skills, the students will need to be to provide them with the tools, the language and literacy skills, the students will need to be able to succeed in academics and society. able to succeed in academics and society.

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TESOL StandardsTESOL Standards

Domain 1: LanguageDomain 1: Language

Domain 2: CultureDomain 2: Culture

Domain 3: Planning and Managing InstructionDomain 3: Planning and Managing Instruction

Domain 4: AssessmentDomain 4: Assessment

Domain 5: ProfessionalismDomain 5: Professionalism

Return to Table of Contents

Technology StandardsTechnology Standards

I.I. Information Access, Evaluation, Processing and Applic Information Access, Evaluation, Processing and ApplicationationII.II. Communication CommunicationIII.III. Legal, Social and Ethical Issues Legal, Social and Ethical IssuesIV.IV. Assessment for Administration and Instruction Assessment for Administration and InstructionV.V. Integrating Technology into the Curriculum and Instruct Integrating Technology into the Curriculum and InstructionionVI.VI. Assistive Technology Assistive TechnologyVII.VII. Professional Growth Professional Growth


ArtifactsArtifactsTESOL DomainsTESOL Domains

Domain 1: LanguageDomain 1: Language Standard 1.a. Describing LanguageStandard 1.a. Describing Language Standard 1.b. Language Acquisition and DevelopmentStandard 1.b. Language Acquisition and Development

Domain 2: CultureDomain 2: Culture Standard 2.a. Nature and Role of CultureStandard 2.a. Nature and Role of Culture Standard 2.b. Cultural Groups and IdentityStandard 2.b. Cultural Groups and Identity Standard 2.c. Interrelationship Between Language and CultureStandard 2.c. Interrelationship Between Language and Culture

Domain 3: Planning and Managing InstructionDomain 3: Planning and Managing Instruction Standard 3.a. Planning for ESL InstructionStandard 3.a. Planning for ESL Instruction Standard 3.b. Managing ESL InstructionStandard 3.b. Managing ESL Instruction Standard 3.c. Managing Content Instruction for ESOL LearnersStandard 3.c. Managing Content Instruction for ESOL Learners Standard 3.d. Using Resources Effectively in ESL InstructionStandard 3.d. Using Resources Effectively in ESL Instruction

Domain 4: AssessmentDomain 4: Assessment Standard 4.a. Issues of Assessment for ESLStandard 4.a. Issues of Assessment for ESL Standard 4.b. Language Proficiency AssessmentStandard 4.b. Language Proficiency Assessment Standard 4.c. Classroom-based Assessment for ESL.Standard 4.c. Classroom-based Assessment for ESL.

Domain 5: ProfessionalismDomain 5: Professionalism Standard 5.a. ESL Research and HistoryStandard 5.a. ESL Research and History Standard 5.b. Partnerships and AdvocacyStandard 5.b. Partnerships and Advocacy Standard 5.c. Professional Development and CollaborationStandard 5.c. Professional Development and Collaboration


ArtifactsArtifactsTechnology StandardsTechnology Standards

I.I. Information Access, Evaluation, Processing and Application Information Access, Evaluation, Processing and Application

II.II. Communication Communication

III.III. Legal, Social and Ethical Issues Legal, Social and Ethical Issues

IV.IV. Assessment for Administration and Instruction Assessment for Administration and Instruction

V.V. Integrating Technology into the Curriculum and Instruction Integrating Technology into the Curriculum and Instruction

VI.VI. Assistive Technology Assistive Technology

VII.VII. Professional Growth Professional Growth


TESOL Domain 1:TESOL Domain 1: Language Language

Candidates know, understand, and use the Candidates know, understand, and use the major concepts, theories, and research related major concepts, theories, and research related to the nature and acquisition of language to to the nature and acquisition of language to construct learning environments that support construct learning environments that support ESOL students’ language and literacy ESOL students’ language and literacy development and content area achievement.development and content area achievement.

Return to TESOL Standards

Standard 1.a.

Standard 1.b.

Standard 1.a. Standard 1.a. Describing LanguageDescribing Language

Candidates demonstrate understanding of Candidates demonstrate understanding of language as a system and demonstrate a language as a system and demonstrate a high level of competence in helping ESOL high level of competence in helping ESOL students acquire and use English in students acquire and use English in listening, speaking, reading and writing for listening, speaking, reading and writing for both social and academic purposes.both social and academic purposes.

Artifact Reflection

Return to TESOL Domain 1

Artifact: Standard 1.a.Artifact: Standard 1.a.

The artifact selected for The artifact selected for TESOL Domain 1: TESOL Domain 1: Standard 1.a. Describing Language Standard 1.a. Describing Language is a is a Food Shopping Lesson Plan developed for Food Shopping Lesson Plan developed for ENGL 539: Second Language ENGL 539: Second Language Acquisition. Acquisition.

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Standard 1.b. Language Standard 1.b. Language Acquisition and DevelopmentAcquisition and Development

Candidates know, understand and apply Candidates know, understand and apply concepts, theories, research, and practice concepts, theories, research, and practice to facilitate the acquisition of both a to facilitate the acquisition of both a primary and a new language in and out of primary and a new language in and out of classroom settings.classroom settings.

Artifact Reflection


Artifact: Standard 1.b.Artifact: Standard 1.b.

The artifact selected for The artifact selected for TESOL Domain 1: TESOL Domain 1: Standard 1.b. Language Acquisition and Standard 1.b. Language Acquisition and DevelopmentDevelopment is a paper exploring the is a paper exploring the impact of personality on second language impact of personality on second language acquisition written for ENGL 539: Second acquisition written for ENGL 539: Second Language Acquisition in the Spring of Language Acquisition in the Spring of 2004.2004.

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TESOL Domain 2 : TESOL Domain 2 : CultureCulture

Candidates know, understand, and use the major Candidates know, understand, and use the major concepts, theories, and research related to the nature concepts, theories, and research related to the nature and structure of culture to construct learning and structure of culture to construct learning environments that support ESOL students’ language and environments that support ESOL students’ language and literacy development and content area achievement.literacy development and content area achievement.

Standard 2.a.

Standard 2.b.


Standard 2.c.

Standard 2.a. Standard 2.a. Nature and Role of CultureNature and Role of Culture

Candidates know, understand, and use Candidates know, understand, and use the major concepts, principles, theories the major concepts, principles, theories and research related to the nature and role and research related to the nature and role of culture in language development and of culture in language development and academic achievement which support academic achievement which support individual students’ learning.individual students’ learning.

Artifact Reflection

Return to TESOLDomain 2


The artifact selected for The artifact selected for TESOL Domain 2: TESOL Domain 2: Standard 2.a. Nature and Role of Culture Standard 2.a. Nature and Role of Culture is a is a reaction paper written for ENGL 535 : Language reaction paper written for ENGL 535 : Language and Culture. The paper is a review of a chapter and Culture. The paper is a review of a chapter from Sonia Nieto (2002): from Sonia Nieto (2002): Language, Culture, and Language, Culture, and Teaching: Critical PerspectivesTeaching: Critical Perspectives for a New for a New Century.Century.

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Standard 2.b.Standard 2.b.Cultural Groups and IdentityCultural Groups and Identity

Candidates know,understand, and use Candidates know,understand, and use knowledge of how cultural groups and knowledge of how cultural groups and students’ cultural identity affect language students’ cultural identity affect language learning and school achievement.learning and school achievement.

Artifact Reflection

Return to TESOLDomain 2


The artifact selected for The artifact selected for TESOL Domain 2: TESOL Domain 2: Standard 2.b. Cultural Groups and Standard 2.b. Cultural Groups and IdentityIdentity is a lesson plan which builds on is a lesson plan which builds on cultural knowledge. This lesson plan was cultural knowledge. This lesson plan was developed for ENGL 538 Bilingualism. developed for ENGL 538 Bilingualism.

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Standard 2.c. Interrelationship Standard 2.c. Interrelationship Between Language and CultureBetween Language and Culture

Candidates know and understand the Candidates know and understand the interrelationship between language and interrelationship between language and culture and the impact of this relationship culture and the impact of this relationship on learning.on learning.

Artifact Reflection


Artifact: Standard 2.c.Artifact: Standard 2.c.

The Trickster Tales Lesson Plan I wrote The Trickster Tales Lesson Plan I wrote for ENGL 538: Bilingualism was selected for ENGL 538: Bilingualism was selected for for Standards 2.b. and 2.c.: Standards 2.b. and 2.c.: Interrelationship Between Language and Interrelationship Between Language and CultureCulture as this lesson uses culture as a as this lesson uses culture as a medium to teach language.medium to teach language.

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TESOL Domain 3: Planning TESOL Domain 3: Planning and Managing Instructionand Managing Instruction

Candidates know, understand, and are able to use effective Candidates know, understand, and are able to use effective practices and strategies related to planning and management practices and strategies related to planning and management of ESL instruction, including classroom organization, effective of ESL instruction, including classroom organization, effective teaching strategies for developing and integrating language teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom structures, and effectively choosing and adapting classroom resources.resources.

Standard 3.a.

Standard 3.c.


Standard 3.b.

Standard 3.d.

Standard 3.a. Planning Standard 3.a. Planning for ESL Instructionfor ESL Instruction

Candidates know, understand, and apply concepts, Candidates know, understand, and apply concepts, research, and best practices to plan and organize research, and best practices to plan and organize classroom instruction in a supportive learning classroom instruction in a supportive learning environment for ESOL students. Candidates environment for ESOL students. Candidates demonstrate enthusiasm for learning a second language, demonstrate enthusiasm for learning a second language, serve as effective English language models, and serve as effective English language models, and manage the classroom effectively for multilevel manage the classroom effectively for multilevel classrooms with learners from diverse backgrounds.classrooms with learners from diverse backgrounds.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 3: TESOL Domain 3: Standard 3.a. Planning for ESL Instruction Standard 3.a. Planning for ESL Instruction is an observation of a mainstream is an observation of a mainstream classroom with ELLs conducted for EDUC classroom with ELLs conducted for EDUC 547: Methods of Teaching ESOL in the 547: Methods of Teaching ESOL in the Fall of 2004. Fall of 2004.

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Standard 3.b. Managing ESL Standard 3.b. Managing ESL InstructionInstruction

Candidates know, understand and use a Candidates know, understand and use a variety of effective teaching strategies and variety of effective teaching strategies and materials for developing and integrating materials for developing and integrating English listening, speaking, reading and English listening, speaking, reading and writing.writing.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 3: TESOL Domain 3: Standard 3.b. Managing ESL Instruction Standard 3.b. Managing ESL Instruction is is a lesson plan prepared as part of a unit a lesson plan prepared as part of a unit plan for ENGL 532: Literacy and ESOL plan for ENGL 532: Literacy and ESOL Reading and developed further for ENGL Reading and developed further for ENGL 534: Literacy and ESOL Writing.534: Literacy and ESOL Writing.

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Standard 3.c. Managing Content Standard 3.c. Managing Content Instruction for ESOL LearnersInstruction for ESOL Learners

Candidates know, understand, and Candidates know, understand, and implement a range of teaching strategies, implement a range of teaching strategies, structures and models to support ESOL structures and models to support ESOL students in accessing the core curriculum students in accessing the core curriculum by learning language and academic by learning language and academic content together.content together.

Artifact Reflection



The Information Quest Lesson Plan was The Information Quest Lesson Plan was selected as an artifact for selected as an artifact for Standard 3.c.Standard 3.c. Managing Content Instruction for ESOL Managing Content Instruction for ESOL Learners Learners as this lesson integrates content as this lesson integrates content knowledge– a history lesson with knowledge– a history lesson with language learning.language learning.

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Standard 3.d. Using Resources Standard 3.d. Using Resources Effectively in ESL InstructionEffectively in ESL Instruction

Candidates are familiar with a wide range Candidates are familiar with a wide range of materials, resources, and technologies of materials, resources, and technologies and choose, adapt, and use them and choose, adapt, and use them effectively in ESL teaching.effectively in ESL teaching.

Artifact Reflection


Artifact: Standard 3.d.Artifact: Standard 3.d.

The Information Quest Lesson Plan uses The Information Quest Lesson Plan uses many resources in delivering content and many resources in delivering content and literacy skills to ESOL learners. This literacy skills to ESOL learners. This artifact was also selected to demonstrate artifact was also selected to demonstrate Standard 3.d. Using Resources Effectively Standard 3.d. Using Resources Effectively in ESL Instruction.in ESL Instruction.

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TESOL Domain 4: TESOL Domain 4: AssessmentAssessment

Candidates understand issues of assessment Candidates understand issues of assessment and use assessment measures as they relate to and use assessment measures as they relate to ESOL students.ESOL students.

Standard 4.a.

Standard 4.c.


Standard 4.b.

Standard 4.a. Standard 4.a. Issues of Assessment for ESLIssues of Assessment for ESL

Candidates understand various issues of Candidates understand various issues of assessment, e.g. cultural bias, political and assessment, e.g. cultural bias, political and social factors in assessment, IQ and special social factors in assessment, IQ and special education testing (including gifted and talented), education testing (including gifted and talented), as they affect ESOL student learning.as they affect ESOL student learning.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 4: TESOL Domain 4: Standard 4.a. Issues of Assessment for Standard 4.a. Issues of Assessment for ESL ESL is an independent study project is an independent study project developed for EDUC 591: Instructional developed for EDUC 591: Instructional Techniques for Inclusion addressing the Techniques for Inclusion addressing the assessment and evaluation of ELLs with assessment and evaluation of ELLs with learning disabilities.learning disabilities.

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Standard 4.b. Language Standard 4.b. Language Proficiency AssessmentProficiency Assessment

Candidates know and use a variety of Candidates know and use a variety of language proficiency instruments to inform language proficiency instruments to inform instruction and understand its uses for instruction and understand its uses for identification and placement of students.identification and placement of students.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 4: TESOL Domain 4: Standard 4.b. Language Proficiency Standard 4.b. Language Proficiency Assessment Assessment is a survey of language is a survey of language proficiency I designed for teaching ESOL proficiency I designed for teaching ESOL ENGL 101 at Salisbury University, Fall, ENGL 101 at Salisbury University, Fall, 2004. 2004.

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Standard 4.c. Classroom-based Standard 4.c. Classroom-based Assessment for ESLAssessment for ESL

Candidates know and use a variety of Candidates know and use a variety of classroom-based assessment tools to inform classroom-based assessment tools to inform instruction.instruction.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 4: TESOL Domain 4: Standard 4.c. Classroom-Based Standard 4.c. Classroom-Based Assessment for ESL Assessment for ESL is a project designed is a project designed to teach rhetorical structure and assess to teach rhetorical structure and assess students’ comprehension of this concept. students’ comprehension of this concept. This project was a part of a unit plan for This project was a part of a unit plan for EDUC 534: Literacy and ESOL Reading.EDUC 534: Literacy and ESOL Reading.

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TESOL Domain 5: TESOL Domain 5: ProfessionalismProfessionalism

Candidates demonstrate knowledge of the history of ESL teaching. Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work and advocate for ESOL students and their families and work collaborative to improve the learning environment.collaborative to improve the learning environment.

Standard 5.a.


Standard 5.b.

Standard 5.c.

Standard 5.a. Standard 5.a. ESL Research and HistoryESL Research and History

Candidates are knowledgeable of history, Candidates are knowledgeable of history, research, and current practice in the field research, and current practice in the field of ESL teaching and apply this knowledge of ESL teaching and apply this knowledge to improve teaching and learning.to improve teaching and learning.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 5: TESOL Domain 5: Standard 5.a. ESL Research and History Standard 5.a. ESL Research and History is a research journal prepared for ENGL is a research journal prepared for ENGL 538: Bilingualism which explored websites 538: Bilingualism which explored websites and current news involving ESL issues.and current news involving ESL issues.

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Standard 5.b. Standard 5.b. Partnerships and AdvocacyPartnerships and Advocacy

Candidates serve as professional Candidates serve as professional resources, advocate for language minority resources, advocate for language minority children, and build partnerships with their children, and build partnerships with their families.families.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 5: TESOL Domain 5: Standard 5.b. Partnerships and AdvocacyStandard 5.b. Partnerships and Advocacy is a is a Power Point presentation prepared for EDUC Power Point presentation prepared for EDUC 591: Independent Study of the History and 591: Independent Study of the History and Foundations of Education. The Power Point Foundations of Education. The Power Point presents a framework for collaboration between presents a framework for collaboration between the school, parents and the community in the school, parents and the community in supporting ELLs and their families.supporting ELLs and their families.

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Standard 5.c. Professional Standard 5.c. Professional Development and CollaborationDevelopment and Collaboration

Candidates collaborate with and are Candidates collaborate with and are prepared to serve as a resource to all staff prepared to serve as a resource to all staff to improve learning for all ESOL students.to improve learning for all ESOL students.

Artifact Reflection



The artifact selected for The artifact selected for TESOL Domain 5: TESOL Domain 5: Standard 5.c. Professional Development and Standard 5.c. Professional Development and Collaboration Collaboration is an Annotated Bibliography is an Annotated Bibliography which serves as a handout/companion piece for which serves as a handout/companion piece for the Power Point – Artifact for Standard 5.b. The the Power Point – Artifact for Standard 5.b. The handout and Power Point were designed to be handout and Power Point were designed to be used in a professional development workshop.used in a professional development workshop.

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UNDER CONSTRUCTIONUNDER CONSTRUCTION

Return to TESOL StandardsBack

Technology Standard I:Technology Standard I: Information Access, Evaluation, Information Access, Evaluation,

Processing and ApplicationProcessing and Application

Access, evaluate, process and apply information Access, evaluate, process and apply information efficiently and effectively.efficiently and effectively.

Artifact Reflection

Return to Technology Standards

Artifact: Technology Standard IArtifact: Technology Standard I

The artifact selected for The artifact selected for Technology Technology Standard I: Information Access, Standard I: Information Access, Evaluation, Processing, and ApplicationEvaluation, Processing, and Application is is an Annotated Bibliography which is the an Annotated Bibliography which is the research base of the presentation selected research base of the presentation selected for TESOL Domain 5.for TESOL Domain 5.

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Technology Standard II: Technology Standard II: CommunicationCommunication

Use technology effectively and appropriately to Use technology effectively and appropriately to interact electronically. Use technology to interact electronically. Use technology to communicate information in a variety of forms.communicate information in a variety of forms.

Artifact Reflection


Artifact: Technology Standard IIArtifact: Technology Standard II

The artifact selected for The artifact selected for Technology Technology Standard II: CommunicationStandard II: Communication is a Learning is a Learning Experience Activity lesson developed for Experience Activity lesson developed for ENGL 547: ESOL Methods. The lesson ENGL 547: ESOL Methods. The lesson involves using photography to create a involves using photography to create a composition.composition.

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Technology Standard III: Technology Standard III: Legal, Social and Ethical IssuesLegal, Social and Ethical Issues

Demonstrate an understanding of the legal, Demonstrate an understanding of the legal, social, and ethical issues related to technology social, and ethical issues related to technology use.use.

Artifact Reflection


Artifact: Technology Standard IIIArtifact: Technology Standard III

The artifact selected for Technology The artifact selected for Technology Standard III: Legal, Social, and Ethical Standard III: Legal, Social, and Ethical Issues Issues is a journal consisting of reflections is a journal consisting of reflections on articles gathered from on-line on articles gathered from on-line resources compiled for ENGL 538: resources compiled for ENGL 538: Bilingualism.Bilingualism.

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Technology Standard IV: Technology Standard IV: Assessment for Assessment for

Administration and InstructionAdministration and Instruction

Use technology to analyze problems and Use technology to analyze problems and develop data-driven solutions for instructional develop data-driven solutions for instructional and school improvement.and school improvement.

Artifact Reflection


Artifact: Technology Standard IVArtifact: Technology Standard IV

The artifact selected for Technology The artifact selected for Technology Standard IV: AssessmentStandard IV: Assessment is a Power Point is a Power Point on developing criterion-referenced tests. on developing criterion-referenced tests. The presentation was a course The presentation was a course requirement of ENGL 591: Special requirement of ENGL 591: Special Topics– ESOL Assessments.Topics– ESOL Assessments.

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Technology Standard V:Technology Standard V:Integrating Technology into the Integrating Technology into the

Curriculum and InstructionCurriculum and InstructionDesign, implement and assess learning experiences that Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.problem solving, communication and/or collaboration.

Artifact Reflection


Artifact: Technology Standard VArtifact: Technology Standard V

The artifact selected for The artifact selected for Technology Technology Standard V: Integrating TechnologyStandard V: Integrating Technology is a is a lesson plan developed for ENGL 534: lesson plan developed for ENGL 534: ESOL Literacy and Writing. This lesson ESOL Literacy and Writing. This lesson involves students in conducting research involves students in conducting research to prepare a Power Point Presentation.to prepare a Power Point Presentation.

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Technology Standard VI:Technology Standard VI:Assistive TechnologyAssistive Technology

Understand human, equity and developmental issues Understand human, equity and developmental issues surrounding the use of assistive technology to enhance surrounding the use of assistive technology to enhance student learning performance and apply that student learning performance and apply that understanding to practice.understanding to practice.

Artifact Reflection


Artifact: Technology Standard VIArtifact: Technology Standard VI

The artifact selected for The artifact selected for Technology Technology Standard VI: Assistive TechnologyStandard VI: Assistive Technology is a set is a set of two interactive graphic organizers of two interactive graphic organizers designed for use with the Trickster Tales designed for use with the Trickster Tales Lesson Plan. This project was completed Lesson Plan. This project was completed for EDUC 415: Instructional Techniques for EDUC 415: Instructional Techniques for Inclusion.for Inclusion.

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Technology Standard VII:Technology Standard VII:Professional GrowthProfessional Growth

Develop professional practices that support Develop professional practices that support continual learning and professional growth in continual learning and professional growth in technology.technology.

Artifact Reflection


Artifact: Technology Standard VIIArtifact: Technology Standard VII

The artifact selected for The artifact selected for Technology Technology Standard VII: Professional GrowthStandard VII: Professional Growth is a is a photo collage of pictures from an English photo collage of pictures from an English 101 course designed for ESOL students 101 course designed for ESOL students that I taught at Salisbury University in the that I taught at Salisbury University in the Fall of 2004.Fall of 2004.

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Documents

Candidate in Master of Arts in English/TESOL Salisbury University