Practicum Guidelines – ESL Endorsement Program
University of Wyoming
The purpose of the Practicum experience in English as a Second Language (ESL) practicum
(Supervised Internship in English as a Second Language, EDCI 5580 Section 01, 2 credits) is to
provide students an opportunity to demonstrate competence in the standards associated with the
ESL endorsement. In addition, we hope that the experience will develop an ethic of self-
assessment that is critical to all professional educators.
The practicum can only begin once the student has completed the previous four courses that
make up the ESL endorsement (ENGL/LANG 4750, ENGL/LANG 4770, EDCI 4350, and
ENGL 5030) but not before student teaching. However, work conducted as part of a normal
work assignment or student teaching can be used for the practicum experience, as long as it
meets the number of contact hours associated with working with second language learners.
NOTE: Placement site must be reviewed and approved via the
appropriate channels as required on the Plan for Practicum form
PRIOR to beginning the practicum experience.
Because the ESL endorsement is an attachment to the Wyoming Professional Teaching License,
we can only count practicum completed in K-12 settings. In addition, because it is a K-12
endorsement, candidates should plan a one-day “observation” in a setting different from their
primary setting (that is, if the main practicum is in an elementary school, then spend one day
observing work with second language learners in a middle school or high school setting).
The practicum requires that the candidate spend a minimum of 45 hours working with second
language learners over the span of the 15-week university semester. The observation in a second
setting hours can count toward the 45-hour requirement.
The candidate must be observed three times, for one hour each, over the course of the semester.
One of the three hours must be a videotaped lesson. Each observation must be a different lesson
and different from the videotaped lesson. The structure of this videotape will be described
There must be one outside evaluator of the practicum experience. Ideally, an ESL endorsed
teacher will supervise the practicum. Given that there are so few ESL endorsed teachers in the
state and in the event that this is not possible, we will strive for either one or some combination
of the following. We can allow this supervision to be completed by student teacher supervisors
(for those seeking the endorsement while student teaching at the same time). Alternately, the
faculty of the ESL courses can make field site visits. The district person responsible for the
second language learner program can also serve this role. If none of these works, we will allow
the last two observations to come via two other videotaped lessons.
At end, the supervisor must complete two lesson evaluations based on their observations (actual
or video). These evaluation forms are included in Appendix B. In addition, a final letter with a
recommendation regarding the candidate’s competency for the endorsement should be included
in a sealed, signed envelope. Be sure to be specific in describing both the strength and areas of
improvement for the candidate. Include any suggestions for future professional development.
At end, be sure to clearly state your recommendation; recommend, recommend following
specific improvement, or not recommend. Please send this letter to Dr. Francisco Rios,
Professor, Department of Educational Studies, Dept. 3374, 1000 E. University Ave., Laramie,
The application process includes the following:
A. Plan for Practicum Form (Appendix C)
B. Agreement to Policies Form (Appendix D)
C. Enroll in EDCI 5580 Section 01 (2 units)
Evidence of Candidate Performance
Each candidate must provide evidence of their competence to work with second language
Two Required Assignments
Videotaped Lesson. This requires that the candidate videotape a lesson (30-45 minutes
long; cannot be the same lesson evaluated by the supervisor). Begin the videotape with
a description of the lesson to be taped. Consider responding to some of the following
What is the lesson to cover?
How does this lesson fit in the scope and sequence of what you’re teaching?
Who are the students in your class (languages spoken, level of English
proficiency, etc.)? What do you hope will happen in the lesson if all goes well?
What challenges might arise during the delivery of the lesson?
How does this lesson exemplify the general principles that guide your work with
Second language learners?
Then videotape the lesson.
End the video with a self-assessment of the lesson. Make notes of how you felt the
lesson went. You might also want to make notes after viewing the videotape of the
lesson. Then, provide a self-assessment of the lesson. The key in this post assessment is
for you to engage in reflective thinking specific to working with second language
learners. Consider some of the following
What went well with the lesson? Why?
What knowledge or values underlie your decisions to teach in that way?
How did the lesson meet the language, academic, and social needs of ELL
How was this lesson appropriate given the classroom setting (grade level,
academic content, student language level, etc).
What didn’t go so well? Why?
What surprised you about the lesson?
What would you do differently the next time you teach the lesson?
What will you do differently the next time you work with these students?
What you learned from this experience?
What teaching principles for working with English learners does this experience
validate or question for you?
BE SURE TO DESCRIBE WHY YOU THINK THIS LESSON WAS A GOOD
EXAMPLE OF TEACHING SECOND LANGUAGE LEARNERS AND A GOOD MODEL OF
YOUR UNDERSTANDING OF ESL TEACHING.
VIDEO TAPE GUIDELINES
• Please include the lesson plan for the videotaped lesson.
• It is best if the videotaped lesson is from a lesson you have developed.
• It is best if the supervising teacher is not in the class when the lesson is
• It is best if you can get both yourself and the students on the videotape.
• VHS only videotapes are acceptable.
Observation Report – Second Setting. As mentioned above, because the endorsement is
K-12, you need to have an observation experience in an alternative setting. In a two-three
page paper, describe the setting where you observed second language learners. Describe
what you observed. At least half of the paper must be your analysis of what you observed
(What teaching philosophy was evident? How were students responding to the lesson?
What curriculum materials were helpful? How you would approach teaching at this level?
Other Possible Assignments (at least one is required)
Unit/Lesson Plan development and Self-Assessment. Develop a unit plan and lesson plan
for second language learners. Be sure to describe the standards/objectives (academic,
social and language), curriculum materials, scope and sequence for the unit, major
activities, outside resources, assessment system, and your own assessment of the
strengths of the lesson.
Reflective Journal. Develop a journal that reflects on your experiences working with
second language learners. This journal should contain at minimum eight reflections.
They can be topical or they can be based on your experiences over time. Be sure to
explore “why” things are as they are and “how” things can be better. Each reflection
should be a minimum of one page. NOTE: The Observation Report – Second Setting
can NOT be used as an entry.
Peer Review. Participate in a peer review process. Ask a colleague to observe you
teaching and ask the peer to provide you with feedback about your work with second
language learners. You should provide the peer’s feedback and your response to that
Interview with students/parents. Interview the students and/or parents of second
language learners. Consider asking them about their experiences coming to the US, their
feelings in the community, their feelings in the school, their hopes/dreams, how teachers
can reach them more fully, etc. Write up the “gist” of this interview and your reflections
Community Project. Engage in a project with your students in the community. It might
be a visit to a community center. It may be an activity your students engage in to
improve the community. Write up the project rationale and purpose, the activity,
reactions from others, reactions from the students, what worked/didn’t work, and what
you would do alternately.
Portfolio Check Sheet
University of Wyoming
___________________________ Student Name
Directions: When completed with all requirements for the practicum, please, compile a
portfolio for submission. Use the following checklist to help assure you have completed all
requirements. Include this check sheet with the portfolio.
1. Videotape of candidate teaching ______
2. Self-reflection of on videotape or in written form ______
3. Description of visit to alternative setting with observation ______
4. At least one of the following
a. Unit/Lesson Plan and Self-Assessment ______
b. Student and /or parent interviews ______
c. Peer Review ______
d. Community project ______
e. Reflective Journal ______
5. Supervisor lesson evaluations (two) using evaluation forms provided ______
State of Wyoming
English As A Second Language (ESL) Program Approval Standards.
The following Standards pertain to programs for preparing teachers of English to teach English
to speakers of other languages.
(a) Standard I. The program shall require knowledge of the nature of language, of language
varieties, and the phonology, morphology, and syntax of the English language.
(b) Standard II. The program shall require demonstrated competence in listening, speaking,
reading, and writing English.
(c) Standard III. The program shall require knowledge of the effects of cognitive, affective,
and socio-cultural variables on language learning.
(d) Standard IV. The program shall require demonstrated competence in language
assessment techniques and instruments as they relate to the evaluation of students.
(e) Standard V. The program shall require demonstrated competence in teaching English as
the other language.
(f) Standard VI. The program shall require demonstrated competence in interacting
effectively and sensitively with students, parents, and others within culturally and linguistically
(g) Standard VII. The program shall require knowledge of the similarities and differences
between the linguistic structures of the other language and English.
(h) Standard VIII. The program shall require demonstrated understanding of multicultural
factors as they are related to language and dialect across geographic regions, ethnic groups, and
(i) Standard IX. The program shall require knowledge of language development and
(j) Standard X. The program shall require demonstrated competence in the management of
a cross-cultural classroom.
ESL Endorsement Program
University of Wyoming
School: ___________________________________ Date: _________________
Observer: _________________________________ Grade/Class: ________________
Title of lesson: _________________________________________________________
[ ] Well-constructed lesson plan for: Competencies
[ ] SDAIE/Academic Instruction in English 1. Student Rapport and Classroom Environment
[ ] Bilingual 2. Curricular and Instructional Planning Skills
[ ] ESL 3. Diverse and Appropriate Teaching
[ ] Materials ready 4. Student Motivation, Involvement and Conduct
[ ] Efficient routines 5. Presentation (including comprehensible speech)
[ ] Appropriate appearance 6. Presentation Skills
[ ] Unit and placement of lesson in the unit: 7. Student Diagnosis and Assessment
8. Cognitive Engagement of Teaching
__________________________________ 9. Affective Engagement of Teaching
10. Capacity to Teach Diverse Students
11. Professional Behavior
What I saw:
Goal(s) for next observation:
Plan for Practicum Form
ESL Endorsement Program
University of Wyoming
NOTE: This form must be completed and approved PRIOR to beginning
the ESL practicum experience. Please include a $40.00 processing fee by
cashiers check or money order made out to The University of Wyoming.
Candidate Name: W#: ___________________
Address: City, State, & Zip code: ___________________
Semester Requesting Practicum: ___________________________________________________
Describe the setting (school district, number of second language learners, program description,
Describe how you will meet the 45-hour requirement over the 15 weeks (include days/time you
will be working with second language learners)
When/Where you intend to go to complete the “observation in a second setting”
Name of person currently working with second language learners
Name of supervising teacher and date they agreed to supervise you
Contact information for that supervisor
Phone: Address: Email:
Student _________________________________________________ ____________________
District Representative _____________________________________ ____________________
Contact F. Rios (307) 766-4055 or firstname.lastname@example.org or the name of the person in your district
who can approve a practicum in that district.
ESL Endorsement Program Director _________________________ _____________________
Agreement to Policies Form
ESL Endorsement Program
University of Wyoming
I, __________________________________________, have read the policies for the practicum
experience for the ESL Endorsement through the University of Wyoming. Specifically, I agree:
• To complete all the coursework for the ESL endorsement prior to embarking on the
• To complete the Plan for Practicum Form and get approval for the plan from both the
district representative and the UW ESL Endorsement Program Director prior to
beginning the ESL practicum experience [Contact F. Rios at (307) 766-4055 or
email@example.com for the name of the person in your district who can approve the
• To work with second language learners for 45 hours over the course of a semester
• To provide one videotape with self analysis.
• To complete one additional assignment as described in the Practicum Guidelines.
• To write one observation report in a second setting
• To be supervised by an outside evaluator to include two formal evaluations
• To enroll in EDCI 5580-01 for 2 credit hours for the semester in which the practicum will