Tools and Feedback Protocols for the Development of High-Leverage Teaching Practices With Foreign Language Teachers

• In Event: Learning to Swim on a Sidewalk? Practice-Based Education for Teachers of Language Learners

Abstract

Objectives
This paper examines the use of checklists and rubrics to support the development of high leverage teaching practices (HLTPs) in a practice-based approach to foreign language teacher (FL) preparation. HLTPs are practices that 1) are developmentally appropriate teacher candidates, 2) apply across different approaches to instruction, 3) can be detailed and made accessible, 4) can be revisited periodically, and 5) can be implemented in the field site (Ball, Sleep, Boerst, & Bass, 2009). Within the field of FL education, Author (XXXX) have identified three HLTPs: (1) increasing interaction and target language comprehensibly, (2) questioning for building and assessing student understanding, and (3) teaching grammar using an inductive approach followed by co-constructed explanations. For each HLTP, they designed a checklist that deconstructs its critical components and a corresponding rubric to assess the candidate’s implementation of the practice.
Theoretical Framework
A key component to the practice-based approach is that teacher candidates’ practice must be mediated by more expert teachers or peers. According to the sociocultural theory of learning, knowledge is constructed through interaction between a learner and the environment as humans use symbolic tools to mediate their own environment and the environment of others (Kozulin, 1998; Vygotsky, 1978) . Tools, such as the checklists and rubrics described here, serve to scaffold the learning of teacher candidates by decomposing a complex practice into more understandable parts. However, research is needed to understand how these tools can be utilized to improve teacher candidates’ practice.
Methods/Data Sources
The present study was guided by the research question, How do checklists and rubrics focused on critical components promote the development of HLTPs for FL teacher candidates? To answer this question, the use of checklists and rubrics was explored within the four step process of deconstruction, demonstration, rehearsal and coaching, and implementation followed by feedback (Ball & Forzani, 2009; Lampert & Graziani, 2009). The checklists listing the critical components of each HLTP were used to deconstruct the practice, whereas the rubrics facilitated discussion about candidate performance during rehearsal and implementation of each practice.
The researchers used a multiple case study analysis consisting of a convenience sample of four FL teacher candidates. Data were collected during the rehearsal and implementation phases of the four step process related to each HLTP. Using a guided reflective protocol, participants were asked to verbalize their thoughts as they watched their videotaped implementation of the HLTP and completed the corresponding rubric. Researchers then presented the candidates with the rubric completed by the instructors and asked them to comment on the similarities and discrepancies between the two ratings. Finally, candidates crafted a plan for future rehearsal and implementation that incorporated the reflection on current performance.
Findings and Significance
The researchers concluded that the checklists and accompanying rubrics served as mediating artifacts to promote the development of the HLTPs for teacher candidates. This paper demonstrates the role and impact of the HLTP checklists and rubrics as tools to promote development of HLTPs within the practice-based approach to FL teacher preparation.

Authors

• Kristin Johnson Davin, Loyola University Chicago

• Francis J. Troyan, The Ohio State University