• integration of course content and classroom teaching experiences from the first year through the final year of the program.
• partnerships between colleges or universities and schools that encourage team-teaching and teaching exchanges between post-secondary professors and preK-12 classroom teachers.
• partnerships between colleges that house the foreign language program and colleges of education.
• exchanges among university and K-12 educators, high school, middle school and elementary school administrators and teachers.
• teaching experiences in elementary, middle, and high schools in diverse communities and settings.
• coaching and mentoring of teacher education candidates by foreign language educators.
• development of teachers of all levels as reflective practitioners.
• foreign language specific methods courses taught by faculty with content­area expertise and teaching experiences in preK-12 schools.
• field experience supervision by faculty with foreign language teaching expertise.
• integration of technology throughout the program so that pre-service teachers learn with technology and teach with it.
• total immersion experiences in the target language and culture .
• opportunities for teachers to become "culture bearers."
• a component that enables teacher education candidates to attain a targeted standard of language proficiency by the end of the program.
• components that prepare teachers to advocate for the profession and to adapt foreign language instruction to students with special needs.

• surveys teacher needs.
• offers incentives for participation in follow-up work.
• provides discipline-specific workshops and institutes that occur over time.
• builds in an action plan for implementing ideas explored in workshops/institutes/professional development activities.
• provides opportunities for classroom teachers to share their expertise with other teachers.
• focuses on self-reflection as well as practice, feedback, and coaching phases in classrooms.
• engages teachers in on-going dialogue with colleagues and in the sharing of ideas and materials.
• encourages districts to provide time for teachers to engage in professional development.
• requires periodic total immersion experiences in the target language and target culture in order to strengthen language proficiency and cultural awareness.
• includes opportunities for delivery via appropriate forms of technology.
• provides lists and evaluations of materials and documents that are relevant to the development of good teaching practices.

• strongly recommend that states provide certification options from preK-12
• strongly recommend that all certification programs be performance-based
  • encourage language professionals to engage in dialogue across levels about potential teacher performance standards in content, pedagogy, and language proficiency.
  • support teacher performance standards based on existing national standards (e.g., National Board of Professional Teaching Standards, INTASC Standards for initial licensure).
  • establish levels of language proficiency for initial certification and recertification.
  • identify and create instruments to assess teaching performance and language proficiency.
  • prior to state certification require one academic year of teaching mentored by an experienced foreign language teacher.
  • require teachers to participate in on­going professional development designed specifically for foreign language teachers as a prerequisite for recertification.
  • provide models of alternative routes to certification that ensure quality teaching:
• programs for preparing native-speakers
• programs for preparing teachers on temporary certificates
• programs for those seeking a career change
  • offer off-site, technology-supported certification programs coupled with local school experiences as approved by individual states.

TEACHER DEVELOPMENT
Synthesis and significant Additions from the Board of Reviewers Comments

• The prescriptive nature of many of the suggestions was questioned/challenged.
• There needs to be discussion of "teacher retainment" and how to avoid turnover among young teachers.
• The format of this paper should be used for all five papers in their final form.
• Steps must be taken to accommodate persons who have been excluded historically from these programs (e.g., persons from the private sector; teachers in private and religious schools).

• Certification
  • Collaboration of local, state, and national FL organizations, FL departments, and state agencies to establish criteria for state certification
  • Work toward national standards for certification
  • Develop alternative routes to certification especially for native speakers
• Mentoring
  • Identify and/or train "master teachers" to serve as mentors and cooperating teachers for pre-service teachers/interns
  • Insure that student teachers and novice in-service teachers are mentored by master teachers
• Internship Programs
  • Develop a well articulated internship program involving foreign language departments and schools of education with collaboration among in-service teacher-mentors, foreign language departments, methods instructors, supervisors of field experiences
  • Provide paid internships for pre-service teachers
  • Provide incentives to serve as mentors and cooperating teachers for interns
  • Use pre-service teachers as (paid) aides in the foreign language classroom
  • Supervisors of the field service/internships must have foreign language proficiency and foreign language teaching expertise
  • Supervisors must have ample site visits and time with interns

• Preparation in Discipline/Subject Matter
  • Establish language proficiency standards for student teachers and certification
  • Establish better collaboration between language departments and schools of education
  • Study abroad experience should be required
  • Prepare native speakers educated outside the United States to deal with U.S. learners and classrooms
  • Align foreign language department curriculum with the national standards
• Methods Courses
  • Develop ACTFL "certification" for teacher trainers and methods courses
  • Establish an advisory group for each teacher preparation program consisting of in-service teachers, methods instructors, foreign language faculty, and pre-service teachers
  • Establish model curricula/syllabi for methods courses
  • Establish "best practice" for teachers and classrooms
  • Incorporate the Standards as the organizing principle for the methods course while still maintaining the four skills. Demonstrate how the four skills fit into the three communicative modes of interpersonal, interpretive, presentational
• Elementary Program Issues
  • Seek K-12 foreign language certification to support elementary programs
  • Promote proficiency of teachers in elementary programs
  • Development endorsement in foreign language for elementary school teachers

• Encourage pre-service teachers to become involved in professional development at an early age
  • Allow methods students and student interns to join state organizations and attend the state conference at much reduced rates
  • Provide mini-grants for student teachers or first-year teachers for travel expenses to attend state conferences
  • Require methods students and student interns to attend state conferences
  • Invite student teachers to present at conferences
• Encourage in-service teachers to become involved with professional development
  • Provide funding for professional development workshops and institutes
  • Provide rewards and incentives for teachers to participate in professional development
  • Investigate/research the effectiveness of various professional development models
  • ACTFL should take the lead in providing summer institutes and other professional development opportunities at the local and regional level
  • Provide more professional development opportunities for maintaining and improving language proficiency at the local, state, and national levels