Teacher Handbook

Introduction

This handbook is written for teachers at BYU’s English Language Center (ELC). It includes important information to help them be successful in their work at the ELC and to ensure that they are in compliance with all policies and procedures. Teachers with questions related to their responsibilities should consult this handbook first. They should also read and be familiar with the ELC Student Handbook and the ELC Policies.

Note about departmental support: The ELC supports the Department of Linguistics by providing faculty with access to ELC resources, language learners, or instructors to facilitate their teaching, the learning of their students, or their research. 

Hiring

Policy

The purpose of the ELC is to be an exceptional venue for BYU TESOL MA graduate students to apply their university study and help them optimize the quality of their teaching. Therefore, the primary pool of prospective ELC teachers comes from the ranks of the graduate students in the TESOL MA program. In order to provide effective mentors and to enhance the overall quality and continuity of the program, the ELC also hires a number of exceptional non-students.

Student Qualifications  

First-time teachers from the TESOL MA program who have completed the New Teacher Orientation prior to their first semester are eligible to be hired for a class their first semester in the program. Continuing student teachers may be eligible to teach one or two classes. However, students who are not progressing adequately in their graduate work or are past their second year in the program will lose their priority status and may not be offered a class.

Undergraduate students are expected to first complete a practicum teaching experience with an assigned co-teaching mentor. After successful completion of the practicum, they can apply for an internship. Students must be enrolled in the LING 399R Internship in order to be considered for an internship at the ELC. Undergraduates who have completed the internship may be eligible to teach one or two classes.

Non-Student Qualifications

Usually, non-students are required to have an MA in TESOL or a graduate-level certificate for TESOL before they can teach at the ELC. In rare exceptions, non-students without an MA in TESOL or a graduate-level certificate for TESOL may be considered for hire if they meet the following conditions:

1. The applicant has earned a Bachelor’s degree with a minor in TESOL and has some meaningful teaching experience.

2. The applicant comes with one or more strong recommendations from a qualified professional well acquainted with the ELC.

Even when these requirements are met, there is no guarantee the applicant will be hired. Approvals will be granted on an individual basis. When approvals are granted, usually the applicants will only be given one class their first semester, and they will work closely with a mentor who will monitor their progress.

Optional Practical Training (OPT)

As a lab school, BYU’s English Language Center’s primary obligation is to current students. Nevertheless, the ELC cannot guarantee classes to part-time teachers regardless of student status. This includes international students who plan to stay in the US after graduation for Optional Practical Training (OPT). OPT status does not change the process for determining teaching assignments for an individual. Applications to teach at the ELC for students who hope to receive OPT status will be processed on the same time table as the other applications. Nevertheless, every effort will be made to inform applicants as soon as possible regarding whether the ELC is able to offer them classes.

Process

All teachers are hired on a semester-long contract. Employment in one semester does not guarantee subsequent employment. Student applicants will submit the name of their faculty advisor who will be contacted to comment on student progress in the program. The number of classes a student can receive is dependent on the advisor’s approval and the ELC needs. Exceptions for students to be hired hourly instead of contract are dependent on approval by the Coordinators Council.

Non-student applicants will complete an ecclesiastical endorsement release at the start of each unique contract. A background check will be completed yearly. An offer to teach part-time for the semester is dependent on those clearances and the openings available.

Expectations for Teachers

Professionalism

Teachers at the ELC are expected to:

• Attend all required faculty meetings and workshops;
• Complete administrative tasks and paperwork on time (e.g., course outlines, grades, evaluations);
• Be punctual and require punctuality of the students;
• Be well prepared for every class and use class time wisely;
• Require proper titles from students (Sister, Brother, Dr., Ms., Miss., Mr., etc);
• Represent BYU and the Church well in dress and manner;
• Maintain appropriate boundaries between themselves and students;
• Be respectful and courteous to other teachers in the treatment of shared resources, such as classrooms, offices, and materials;
• Be an example of respect and Christian kindness to students, staff, and co-workers, and require the same high standard of behavior of the students at the ELC;
• Communicate with administrators including coordinators, the Student Services Advisor, and Skill Area Supervisors in a timely manner regarding student concerns such as plagiarism, classroom disruptions, attitude problems, honor code issues, and so on.

Substitutions

ELC teachers cannot ever cancel a class or plan to start late or end early.

ELC teachers sign a contract agreeing to teach during the semester. Therefore, planned time off should be reserved for rare, extenuating circumstances. Disruptions in teaching undermine the pedagogical practices we strive to exemplify including optimizing class time, cultivating a positive learning environment, evaluating learning effectively, providing meaningful feedback, and demonstrating professionalism. Teachers at the ELC help reduce these problems by minimizing the demand for substitutions. Very few class hours each semester are approved for substitutions.

Teachers should receive approval from the Curriculum Coordinator. Teachers seeking a substitute must:

• Find another teacher to take their class(es). Typically, they should decide on a day to teach for the proposed substitute as compensation.
• Submit a Substitution Request Form on FileMaker
  
  • Complete the form with information about the class that needs to be covered and when that will occur.
    
    • You must complete a form for each individual course that you teach, but one form can be used to request multiple days of coverage for that course.
  • Identify the teacher who will be substituting and a date for you to reciprocate the substitution.
    
    • All substitutes must be current ELC teachers.
  • Provide a reason for the substitution request.
  • Agree to provide a lesson plan no less than 24 hours prior to the substitution.
  • Submit request and wait for a response.
    
• Receive approval from the Curriculum Coordinator.

No substitutions may occur until the substitute confirms the arrangement and it is approved by one of the ELC Directors. According to BYU policy, substitutes may not be paid, so substituting in return is recommended. Adjustments to contracts will only be made for long-term substitutions (more than a week of class).

Emergency Substitutions

If a teacher is unable to teach a class due to an unexpected emergency occurring less than an hour before the start of class (ex. car accident on the way to work), the teacher should text or call 801-422-6129 or call 801-422-3137 as soon as possible to inform the ELC of the emergency and the need for a substitute. Lesson plans should be forwarded to the Coordinator of Curriculum and Instruction if possible under the circumstances.

Student-Staff Relationships at the ELC

ELC staff such as administrators, teachers, tutors, lab employees, administrative staff, and interns must demonstrate the highest level of professionalism in their interactions with others.

The primary role of the teacher is to assist students as they learn English. Students may approach you with immigration, legal, or other personal issues. Rather than attempting to address these issues, refer your students to the Student Services Advisor who can help them find accurate information and professional resources as needed. If a student declines to speak with the Student Services Advisor, you may choose to make the Student Services Advisor aware of the situation. The student can then be contacted if necessary.

Dress & Grooming Standards

“When your greatest desire is to let God prevail, to be part of Israel, so many decisions become easier. So many issues become nonissues! You know how best to groom yourself. … You know the kind of person you really want to become.”

— Russell M. Nelson, “Let God Prevail,” (2020)

In addition to following BYU’s dress and grooming standards, teachers at the ELC wear professional-style business casual clothing that is consistent with the purpose and mission of BYU and the ELC. The clothing you choose to wear and the way you groom yourself should represent your dedication and commitment to creating a spiritually strengthening environment.

As an ELC teacher, you represent the University. Your appearance should not be distracting, rather it “should always be modest, neat, and clean, consistent with the dignity adherent to representing The Church of Jesus Christ of Latter-day Saints and any of its institutions of higher education.” (Nelson, 2020) “Your respect for yourself and others will increase as you honor your body through your behavior, appearance, and dress.” (For the Strength of Youth)

ELC teachers are required to wear dress slacks, skirts, or dresses instead of jeans, capris, or leggings. Teachers also wear shirts or tops that are not distracting. This includes graphic T-shirts. All clothing should cover the temple garment whether or not the teacher is endowed. Footwear should be professional, and teachers should avoid wearing flip flops and tennis shoes.

During Spirit weeks and on days with ELC-wide activities, jeans may be appropriate.

We trust your ability to dress professionally. Please counsel with ELC mentors, the Program Coordinator, or the Coordinator of Curriculum and Instruction when questions or issues arise.

Communication

Generally, the ELC administrators will contact teachers through one of three ways—email (BYU account), Microsoft Teams, or messages placed into teachers’ boxes. Some of this information will be time sensitive. Therefore, it is essential that teachers check their boxes in room 103, Teams, and their BYU email every day. Teachers should make every effort to respond to emails and memos promptly.

Grades

Because stakes are high for learning experience grades, students need to be able to track their grades. Therefore, teachers must do the following on a weekly basis: (1) update student grades, and (2) ensure that students have access to their grades. This will allow students to make course corrections if necessary. Student grades are updated institutionally every three weeks for a total of four times a semester. These grades are available in Canvas, so it is imperative that students check and keep their contact information current.

Resources for Teachers

Administrative Support

The administrative structure of the ELC is called the Executive Council. While all members of the Executive Council are happy to answer questions, the chart below shows who to turn to for the frequent questions and concerns for ELC teachers.

Mentors

New teachers at the ELC are assigned to work with a mentor teacher. Weekly meetings with the mentor teacher will provide a space to ask questions about policies and procedures. The mentor teacher will also observe and provide feedback for new teachers. When possible, the mentor teacher will also observe and meet with experienced teachers as well.

Copies & Printing

Copy orders are now submitted through this form (https://elc.byu.edu/copies). Teachers should allow 24 hours for copies to be completed, and copying is done on a first-come, first-served basis, not on demand. Teachers are limited to 100 copies per student per class for the semester. Paper colors are shown in the Teacher Break Room. Completed copies will be placed in your box in room 176.

Printers are available for teachers throughout the building for work-related printing, including room 176 and room 119. These printers are meant for teacher copies, not for multiple copies such as handouts for the whole class. Teachers may also use the computer lab (printing fees apply) to make personal copies. Personal copies (printing fees apply) can also be made by the student workers in room 103.

However, instructors are encouraged to utilize electronic means for classroom materials and information where possible.

Teacher Break Room

The Teacher Break Room (176 UPC) has class textbooks available for teacher use and study. ELC students are not allowed to use or check out these materials. Textbooks may be checked out for the entire semester. Nothing should be removed from the library without being properly checked out. All materials should be returned promptly to a Front Office Assistant. Teachers should not re-shelve materials themselves. At the end of the semester all textbooks and other materials need to be returned, even if the teacher plans to use them the next semester. At the end of the semester, teachers should verify with one of the office workers that they have returned all items.

Technology 

There are abundant resources for technology use for both students and teachers. Contact the Coordinator of Assessment and Technology or the Lab Attendants for support in becoming familiar with the technology available to you.

The computer lab (121) and Chromebook carts (121) are available for reservations during class time. The computer lab is available for students during the lunch break and after class as well.

Teachers have additional access to laptops that can be checked out and used specifically and only for classroom teaching and during designated teaching time. For our teachers’ preparation, the computers in 119 are also available. Students are not allowed to use the computers in this room; they must use the computer lab. Because Room 119 is a shared space, teachers should not leave personal belongings and classroom materials there to clutter the room. It also has resource textbooks available for teacher use and study.

All who use these resources should do so in accordance with all of the policies related to their use and be conscientious of the shared nature of these resources. While the ELC does its best to maintain and manage these resources, problems may arise as these resources are used. If this happens, please consider the following:

• Always include an alternative plan for technology should there be an issue during the class that prevents you from using it.
• Immediately raise the awareness of the lab staff to the issue. During normal operating hours there should be at least one lab attendant at the service desk in the computer lab (121 UPC; 801-422-7289; elc-csrs@byu.edu). Depending on the issue, they may be able to immediately service your needs.
• After you have done this if the problem remains unresolved, please contact the Coordinator of Assessment and Technology (801-422-4042).

Reserving Shared Resources

Generally, teachers may sign up for facilities and available technology resources through the online scheduler accessible from the ELC website (elc.byu.edu/scheduler). The scheduler allows reservations for the computer lab, chromebooks, chapel/auditorium, and the gym/kitchen for approved activities.

Teachers will usually be limited to advance reservations for once a week per resource throughout the semester. Later in the semester they may sign up again if the resource is still available within one week of the date they would like to use it. Nevertheless, resources should not be monopolized. Everyone should have a fair chance to access them. If teachers only need a resource for half the class period, then they should sign up only for that half period so that other teachers who want to use the resource for the other half of the class will be able to do so. Also, to use resources as efficiently as possible, teachers should make sure to cancel a reservation if the resource is no longer needed. Repeated reservations that are not used will be noted and may result in the inability to use that resource in the future.

Please note that if you sign up for a portable resource, it is necessary to indicate the room you will be in so that a teacher signing up for the same resource after you will be able to find it. Upon finishing use of reserved resources, items checked out from 103 UPC should be returned immediately. (e.g. cables, laptops, white boards, etc.) Use should not extend to any outside-of-class use.

Offices

Teachers will be assigned a shared office space when they begin teaching. Teachers should keep in mind that the UPC building is used by student wards and that their offices are also used by the bishops of those wards. Therefore, the offices must be kept clean and tidy. All teacher belongings should be stored in the carrels, not under or on top of them. Teachers should clean their area and lock their carrel before leaving. Contact the Administrative Office Manager with questions about getting an office, keypad code, and carrel key. Nothing should be tacked or taped to the office doors, walls, or windows at the ELC. Instead, the bulletin boards should be used for this purpose. Teachers should not expect the building to be open for use on Saturdays.

ELC personnel may use their assigned office space until 6:00 p.m. when offices must be turned over to ward bishops. If teachers need a computer or workspace after 6:00 p.m., they should use Room 119.

Parking

All vehicles must be registered with the BYU Traffic Office in the JKB. Registration can be done online or in the BYU App.The “A” parking lot immediately to the east of the UPC is designated for non-student faculty and staff. Other “U” parking is provided north of the UPC. Teachers need to park in the areas that correspond to their current status. For example, students should park in the “U” lot and non-students are permitted to park in the “A” or “U” lots. Neither teachers nor students should park in visitor parking as this will likely result in a parking ticket. Parking availability can be impacted by games and other university events.

Conference Funding

The ELC encourages faculty to attend and present at TESOL-related conferences. Full-time visiting faculty (Skill Area Supervisors) and part-time student faculty may receive funding for these conferences from the Linguistics Department. However, the department does not fund other ELC faculty for conference attendance. Therefore, the ELC would like to provide financial support for part-time, non-student faculty to present at conferences when sufficient ELC funds are available. This is limited to funding for registration fees for attendance at I-TESOL and International TESOL if ELC funds are available. Other finances associated with conference attendance (e.g., travel, food, hotel costs, membership fees, etc.) will be the responsibility of the faculty member. Registration fees for other conferences related to the faculty member’s work at the ELC may also be considered.

The faculty member should contact the Program Coordinator to request access to these funds.

Institutional Procedures for ELC Classrooms

Attendance

Teachers must mark attendance online by 3pm each day through the online portal (https://elcfilemaker.byu.edu/fmi/webd/elcCMS) . Teachers are responsible to mark the roll accurately each day. The Student Services Advisor is the only person authorized to excuse tardiness or absences.

• Students are marked as present if they are on time and physically in the room at the start of class (8:30, 9:45, 12:00, 1:15). 
• Students that arrive after the start of class should be marked as late. 
• Students should be marked as absent if they miss more than 10 minutes during any part of the class period. 
• Notes can be added to the roll to provide any necessary/helpful insights on patterned behavior for the Student Services Advisor.

There are specific requirements set for attendance in order for students to remain in status legally (F-1 visa for language training). Because of this, teachers cannot cancel class, begin late, or dismiss early.

Tardies and absences will only be excused for special extenuating circumstances approved by the Student Services Advisor (e.g., attendance at the funeral of an immediate family member, doctor visits or medical treatments with a doctor’s note, or other unique circumstances that may warrant an excuse). The Student Services Advisor will mark excused tardies and absences on the roll within one week after the event. Students must have 80% attendance to receive a completion certificate; they must also maintain 80% attendance to remain at the ELC.

Proficiency Grades

This grade measures students’ ability to use English well enough to fulfill the objectives for a given class. The proficiency grade is representative of a student’s actual English proficiency improvement throughout the semester. One purpose of this grade is to provide students concrete feedback on this improvement.

• Whatever grading scale the teacher uses, the grades should give an honest assessment of students’ abilities.
• Ask for help from the Skill Area Supervisor or the Coordinator of Assessment and Technology if you are unsure about how to create items that will appropriately evaluate your students.
• Because this grade needs to reflect ability, extra-credit cannot be included in this grade.
• A proficiency assignment can have a related learning experience grade. For example, a presentation could have a proficiency grade and a parallel but separate learning experience for working with group members and/or active listening during other presentations.

This grade also shows how students will perform at the next level. Though a minimum proficiency grade may not be required to move on to the next level, a score of 74% is considered passing. Teachers should determine and explain to students whether their proficiency is sufficient to handle more advanced tasks in the next level.

Late Proficiency Assignment Policy

Proficiency assignments are accepted during the three-week grading period in which they are due. Deadlines and extensions for late proficiency assignments should always be clearly explained to students and indicated on Canvas.

Because proficiency measures language performance, students should not automatically lose points or receive a zero for any type of absence.

Students are allowed to make up missing proficiency assignments within that grading period without penalty. When an absence occurs too close to the three-week grade report for students to complete, it must be completed by the following week. If the teacher requires a student to complete a proficiency assignment and the student chooses not to complete it by the extended deadline, the assignment should receive a 0. In some cases, a teacher may decide to mark a proficiency assignment as excused on Canvas.

Learning Experience Grades

Learning experience grades at the ELC demonstrate student effort to learn, practice, and apply the language learning principles taught in class. They should encompass learning experiences that support the learning outcomes in the curriculum. High learning experience grades also suggest that a student meets expectations for contributing to a positive environment that will maximize learning by engaging with in-class projects, presentations, and group work.

• Make sure that you implement your grading methods consistently from one student to another.
• Make updates to your learning experience grades at least weekly and ensure that your students have access to them.
• Clearly indicate why points have been deducted. This may be recorded on the submitted assignment or test itself or by clearly articulated comments that are attached to a grade in Canvas.
• Attendance should not be accounted for in this grade category, although engagement in some learning experiences may be impacted by absence in-class. 
• Because this grade needs to reflect engagement in the course, extra-credit cannot be included in this grade.
• A learning experience grade can be attached to a proficiency assignment. For example, a test could have a proficiency grade and a parallel but separate learning experience for completing it on time.

Learning experience grades determine whether a student will be allowed to return to the ELC the following semester. (See section Inappropriate Student Behavior) They also may be used to determine whether a student will be allowed to work or take a vacation. To remain in good standing, students must earn a learning experience grade of at least 80% in each class.

Late Learning Experience Policy

Learning Experiences must be completed within the three-week grading period. Deadlines and extensions for excused absences should always be clearly explained to students and indicated on Canvas. If an excused absence occurs too close to the three-week grade report for students to complete, it must be completed by the following week.

Teachers will excuse grades in this category for any and all excused absences as indicated by the Student Services Advisor, but a teacher may still require a missed learning experience to be completed for full credit.

Not all learning experiences can be completed late, so teachers will need to decide which assignments will be given a 0 to students with unexcused absences. For example, a peer review practice is valuable experience, but completing it late is a major inconvenience for the teacher and peer. This cannot be completed late.

Submitting Grades

Teachers should update both the learning experience and proficiency grade categories weekly. This allows students to be aware of their standing in the course.

Every three weeks during the semester, teachers will fill out a form online to report the students’ grades (https://elcfilemaker.byu.edu/fmi/webd/elcCMS). These grade checks are done every three weeks to allow the administration to address concerning behaviors or patterns with the students.

At the end of the semester, similar forms are submitted online to more fully report on student achievement and behavior (https://elcfilemaker.byu.edu/fmi/webd/elcCMS).

• The learning experience form asks teachers to report the final grade percentage rounded to the nearest whole number. Teachers are asked to provide an explanation of any students receiving a grade lower than 80%. 

  • In addition, teachers are asked to mark if the student would positively contribute to a class taught by a new teacher. The information on this form helps the administration to explain the rationale if students have questions about dismissals due to low learning experience grades.

• The proficiency form asks for the teacher to report the final grade percentage rounded to the nearest whole number. Teachers are given space to leave any additional comments about student performance that should be considered in the student’s placement for the next semester. The form also asks teachers to give each student a holistic rating of preparedness for the next level.

  • 5 Student could skip one level and be successful. 
  • 4 Student will be at the top of the next level, but placed correctly. 
  • 3 Student will be placed correctly in the next level. 
  • 2 Student will be at the bottom of the next level, but placed correctly. 
  • 1 Student should remain in the same level for the next semester. 

For more information about how students are assigned proficiency levels, click here.

Inappropriate Student Behavior

The teacher has the primary responsibility for addressing behavior issues in the classroom. New teachers should work with their mentors to address issues they find challenging. For additional advice on dealing with inappropriate student behavior teachers can talk with the Program Coordinator, Coordinator of Curriculum and Instruction, or Student Services Advisor.

Periodically students may exhibit inappropriate behaviors in the classroom that are inconsistent with the Honor Code or ELC standards. These might include but are not limited to Academic Honesty violations such as plagiarism, cheating, or falsification. Inappropriate behavior may also include negative classroom attitudes, disrespect or mistreatment of teachers or classmates, or any other behavior that may disrupt classroom learning. A student should receive a 0 for an assignment where they did not follow the Academic Honesty policy. The teacher can offer to let the student resubmit the assignment for credit after meeting with the teacher and the Student Services Advisor.

Even if this was the first instance in your class and the student was unaware of the expectations, report the situation to the Student Services Advisor. A note will be added to the student file. This allows us to keep track of patterns of behavior across semesters and skills.

While the response to inappropriate student behaviors may vary depending on a variety of factors, the ELC will usually adhere to the following guidelines:

• The teacher meets with the student, addresses the inappropriate behavior, and warns the student of the potential consequences if the behavior is repeated (e.g., probation or dismissal).
• The teacher sends an email message to the Student Services Advisor to document the behavior and the meeting with the teacher.
• The Student Services Advisor meets with the student to ensure that the student understands why the behavior was inappropriate and the potential consequences if the behavior is repeated. This is recorded in the student’s ELC record.
• Future violations usually involve a meeting with the Program Coordinator and may result in probation or dismissal.

If teachers have knowledge of or suspect a serious Honor Code violation involving illegal activity, immorality, or Word of Wisdom issues, or if they feel threatened addressing inappropriate behaviors, they should contact the Program Coordinator or Student Services Advisor as soon as possible.

Preventing Sexual Discrimination and Harassment

For the benefit and safety of students and faculty, teachers should include the statement verbatim in all course syllabi: available on canvas.

In addition to this policy, the ELC encourages teachers to maintain professional boundaries between themselves and students. This includes:

• Avoiding familiar forms of touch common among friends
• Avoiding language that is overly familiar or could be perceived as flirtatious 
• Treating all students equally and avoiding the appearance of favoritism 
• Limiting social interaction outside of the classroom that is more friendly than professional
• Messaging students only through their BYU email address or Canvas account
• Putting the role of teacher ahead of that of friend or confidant

Dress & Grooming Standards

As an ELC teacher, you are expected to encourage students to follow the dress and grooming standards with kindness and respect. As you create positive relationships with your students, these conversations can occur more naturally and allow the student to feel your love rather than any judgment. When issues arise that warrant change, encourage your students privately to review the dress and grooming standards and make appropriate changes. If needed, you can inform the Student Services Advisor of concerning patterns of dress and grooming that a student is unwilling to adjust.

Students with extreme dress or grooming that is distracting or inappropriate may be asked to leave the classroom to change and they may be counted late or absent (see attendance policies). The Student Services Advisor can assist you with situations that may be especially awkward.

End of Semester Activities

Oftentimes, teachers and students want to celebrate their learning during the last week of classes. Class time is a valuable resource that cannot be replaced. Learning and LAT preparation is a priority. The ELC provides a large activity with food at the end of the semester after the closing assembly where students and teachers can celebrate together. Therefore, teachers should not feel obligated to have an end of semester celebration or to bring food for students.

Examples of appropriate in-class celebrations include games that re-emphasize the learning outcomes reached during the semester, interactive presentations by students, and activities that focus on culture and language learning.

If your classroom celebration includes food other than small packaged items, such as Laffy Taffy or fun-size chocolate bars, or treats that are intended to be taken home and eaten later, please talk with the Coordinator of Curriculum and Instruction first.

Celebrations without a clear language learning outcome may occur on Fridays during the times we regularly have classes during the week (8:30, 9:45, 12:00, 1:15). Teachers of a particular section of students who wish to have an outside of class party should coordinate their efforts.

Recommendations for Curricular Changes

Curricular components at the English Language Center have been carefully designed to achieve stated outcomes. They also have been designed to complement preceding and subsequent curricular elements in adjacent proficiency levels as well as to fit well with other components across the skills within a specific proficiency. Nevertheless, the curriculum at the English Language Center is viewed as dynamic rather than static. Although frequent changes may undermine the stability and effectiveness of the curriculum, a principled approach to curricular change ensures that it remains dynamic and cohesive.

Changes may be appropriate when the adjustment better facilitates instruction, helps students reach curriculum objectives, or reflects current understanding of second language acquisition and pedagogy. Ideas for curricular change may come from theory, research, or experience, and might originate from the Coordinators’ Council, individual supervisors, members of curriculum development teams, or insightful teachers. Recommendations may be associated with a variety of curricular texts, materials, and resources, as well as proficiency descriptors and learning outcomes. In each case, the Coordinator of Curriculum and Instruction should be informed and involved from the outset.

If teachers have recommendations for changing a curricular component or modifying the designated materials that are used within a course, they should discuss their ideas with their Skill Area Supervisor prior to making any changes. The supervisor will involve the Coordinator of Curriculum and Instruction. When a recommendation may warrant further action, there will usually be a two-step process. The first includes approval to pilot the new element and the second includes approval to implement the new element.

Assessment

Friday Testing Policy

The ELC’s schedule is designed to have classes Monday to Thursday and class tests on Fridays. Assessments that take more than 30 minutes should not be occurring during scheduled class time; they should happen on Fridays, either in the computer lab or online. On Fridays, the computer lab is used as a testing center, and teachers are encouraged to reserve it for that use. Check the Friday Test Instructions for Teachers online for updated policies, the ELC Friday Test Reservation for scheduling tests, and the Friday Testing Rules to prepare students for a testing center environment. If you have questions about Friday testing, please contact the Coordinator of Assessment and Technology.

LATs

The Language Acquisition Tests (LATs) are required for all students at the end of each semester. The results of the tests are used along with student grades and teacher recommendations to place students for the next semester or to determine if a student will be allowed to return. Failure to take the LATs will cause a student to have an incomplete semester and will be cause for dismissal from the ELC.

Because the LATs are a holistic assessment of student proficiency, the best preparation is to simply participate in class and complete all assignments during the semester. Students can sign up for the Learn LATs Canvas course to learn and practice test taking strategies. There are some practice items teachers can use with students in development and are available through Box. If you are interested in accessing these to use with your students, please contact the Coordinator of Assessment and Technology.

Calibration & Ratings

As part of a teaching contract at the ELC, all teachers are expected to participate in rating the speaking and/or writing responses students submit during the LATs. The number of hours rating depends on the number of classes that you teach.

A week before LATs, you will have access to a Canvas Calibration Training course (two parts) and receive a practice set of ratings to complete as part of the calibration training (elctesting.byu.edu). This will allow you to see how well you are aligned with the rubric and the other raters.

Once you complete the second part of the training course, you will begin to receive student responses to rate. Ratings will be added in groups as each day of the LATs. You will receive all of the ratings by 3pm on Thursday of the last week of the semester. Ratings are due before midnight on that same Thursday.

Additional Institutional Testing

Occasionally students will be asked to complete additional testing during the semester. This is usually connected to the MA testing coursework, as part of research for a thesis, or to support the Center of Language Studies.

Piloting Assessments/Materials for Coursework or Research

As part of their coursework, students in teacher preparation courses can request to test and evaluate assessments and materials at the English Language Center. Faculty members are asked to communicate with the Coordinator’s Council the scope and timeline of the project. The students involved in the project should meet with the Coordinator of Curriculum and Instruction or Coordinator of Assessment and Technology during the development stages to communicate the specific purpose, timeline, and resources needed for their assessment or materials development project.

After the pilot and analysis of the results, students and faculty should provide any relevant insights or suggestions in a timely manner. ELC students should receive feedback on the pilot assessments when possible. The Executive Council should receive a brief explaining any insights from the pilot that would be relevant to the ELC.