Michigan Online Educator Certification System

Michigan STARTALK Chinese Teacher Academy

Narrative (include basic information to let participant know what the program is about) The Michigan STARTALK Chinese Teacher Academy begins with one-week online training (July 2- 6), followed by 3-week onsite training and practicum at the Western Michigan University (WMU) (July 9-27) and one-week online practicum (July 30-August 3). The MSCTA program aims to recruit five experienced Chinese teachers (more than 3-years teaching experience) and ten prospective and novice (0-2 years of teaching experience) Chinese teachers from public/private K-12 schools, colleges, graduate programs, and heritage/community schools. Since 2016, the Department of Teaching, Learning and Educational Studies (TLES) has been in collaboration with various departments such as the Department of World Languages and Literatures, and Special Education Department at WMU to offer a Master of Arts in Teaching (MAT) Chinese as a Second Language program. This is a state-approved post-baccalaureate initial teacher certification program that leads to Michigan Teaching Certification. Thus, in conjunction with WMU’s Teacher Certification Program, after the program, the participants will have three pathways that lead to certification i.e., add a minor endorsement (20 credit hours) in their initial teaching certificate, the initial teacher certificate program (26 credit hours) or the master program (33 credit hours). Prior to the face-to-face training session, participants will engage in one-week (10 hours) synchronous and asynchronous online training. Participants will study online modules and attend webinars presentations on topics related to second language acquisition theories, Chinese linguistic, NCSSFL-ACTFL Can-Do Statements, Center for Advanced Research on Language Acquisition (CARLA) Web-based learning modules, STARTALK Multimedia Teacher Workshop Collection, STARTALK Teaching Heritage Languages Online Workshops and the Five C's: Communication, Culture, Connections, Comparisons, and Communities. In the first week of the face-to-face training session, participants are required to design linguistically and culturally rich lessons based on the STARTALK-endorsed principles, ACTFL World-Readiness Standards using the Backward Design approach for their micro-teaching sessions. After that, participants will be co-teaching with instructors in the student program for 2-weeks and individual practicum. This will allow participants to transfer new knowledge and skills to an authentic class. Collectively, at the end of the program, participants will be able to plan student learning experiences based on local curriculum and state and national standards, frequently check for understanding in a variety of ways throughout the lesson, engage in self-assessment and peer review to monitor progress toward the targeted performance objectives and their own language and culture goals, and use processes that allow them to analyze and reflect on their current teaching practices.

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