ESL Web Site for Students and Teachers 

HOME

Books, Online Courses

English Placement Test Writing Prompts/Grading Forms

ESL Teaching Tips 

Research Papers 

Sample Administrative Forms

Sample Previsit Forms (For the Evaluation of a Teacher)

Sample Syllabi

To: Academic Director  10-4-99

From: Michael

Re: Annual Activity report

The following annual activity report includes information for the following quarters: Summer Quarter 1998, Fall Quarter 1998, Winter Quarter 1999, Spring Quarter 1999, and Summer Quarter 1999. I will include information relating to the Master Instructor Goals and Objectives that were given to me by Randy Carr prior to or on September 29, 1997. This report also includes the specific responsibilities relating to the Placement and Testing Specialist position, which I currently hold.

1. Teach up to 20 hours per week in the IEP program.

"My teaching load was about 22 hours a week. In addition to the 22 hours, I taught a Keiwa Conversation Class that met eight hours per week for five weeks."

2. Attend weekly instructor meetings

"I have attended all meetings."

3. Attend Master Instructor meetings, biweekly or as needed.

"I attended these meetings on a weekly basis from 12:00-1:00 PM."

4. Attend, assist, or lead in the quarterly instructor in-service held each quarter.

"I gave the in-service by talking about placement issues and second language acquisition."

5. Provide leadership, advice, and information to the Academic Director: textbook selection, program evaluation, classroom observations, interviewing of new instructors, remaining current in new testing trends.

"I have done all these except classroom observations. Randy did not have us do any. Concerning new testing trends, see my attached Curriculum Vitae which outlines what professional development I have done."

1. Serve as the testing specialist for the TOEFL and the TOEIC.

"I am certified to administer the TOEIC. So far, I have administered the TOEIC once. There has not been a demand for it yet. I can administer the TOEFL test, but because I teach the TOEFL class, ETS prohibits me from administering the test. I do coordinate with Jim and Kim the administration of the TOEFL test every quarter."

2. Lead in all student testing.

"Each quarter I arrange the materials and testing facilities for the Michigan tests. I make sure that we have enough proctors to administer the entrance and exit tests that we give at ACLP."

3. Lead and oversee the placement committee for the IAP

"After coordinating the entire placement process each quarter, I submit the new rosters on the first day of class and distribute. I update the new rosters as Jill makes editing suggestions and as we have late testing for the first two weeks of the quarter. I administer the placement test to any late students who come to ACLP. I am the main point of contact for students when they have placement problems or concerns. At the end of the quarter, I lead the discussion with instructors concerning level changes."

4. Send Michigan test, and TOEFL test scores to students.

"Whenever available, I put these scores on the students’ progress reports at the end of the quarter."

5. Maintain files on student scores for Michigan and TOEFL tests.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. In addition to these statistics, I give a practice TOEFL Writing Test to students in levels three, four, five, and grad. I keep a record of all these scores as well."

6. Record and monitor the correlation between the TOEFL and IEP levels.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. I closely monitor this on a quarter to quarter basis."

7. Keep current on testing trends, especially on computerized TOEFL testing.

See my attached Curriculum Vitae which outlines what professional development I have done on computer-based testing."

8. Become certified to administer the TOEIC.

"I did this a couple of years ago."

9. Oversee the maintenance of the Language Lab

"I do this periodically. Occasionally, I make more copies of tapes for the short term programs and as teachers request them. Twice a quarter, I clean the tape decks and master console. I report any problems with the Language Lab to Joyce who brings the technician in to do any repairs that might be necessary."

Master Instructor general responsibilities:

1. Teach up to 20 hours per week in the IEP program.

"My teaching load was about 21 hours a week."

2. Attend weekly instructor meetings

"I have attended all meetings."

3. Attend Master Instructor meetings, biweekly or as needed.

"I attended these meetings on a weekly basis from 12:00-1:00 PM."

4. Attend, assist, and lead in the quarterly instructor in-service held each quarter.

"Though I was unable to attend the in-service given by Professor Jandt, I listened to it on tape".

5. Provide leadership, advice, and information to the Academic Director: textbook selection, program evaluation, classroom observations, interviewing of new instructors, remaining current in new testing trends.

"I have done all these except classroom observations. Randy did not have us do any. Concerning new testing trends, see my attached Curriculum Vitae which outlines what professional development I have done."

1. Serve as the testing specialist for the TOEFL and the TOEIC.

"I am certified to administer the TOEIC. So far, I have administered the TOEIC once. There has not been a demand for it yet. I can administer the TOEFL test, but because I teach the TOEFL class, ETS prohibits me from administering the test. I do coordinate with Jim and Kim the administration of the TOEFL test every quarter."

2. Lead in all student testing.

"Each quarter I arrange the materials and testing facilities for the Michigan tests. I make sure that we have enough proctors to administer any entrance and exit tests that we give at ACLP."

3. Lead and oversee the placement committee for the IEP

"After coordinating the entire placement process each quarter, I submit the new rosters on the first day of class and distribute. I update the new rosters as Jill makes editing suggestions and as we have late testing for the first two weeks of the quarter. I administer the placement test to any late students who come to ACLP. I am the main point of contact for students when they have placement problems or concerns. At the end of the quarter, I lead the discussion with instructors concerning level changes."

4. Send Michigan test, and TOEFL test scores to students.

"Whenever available, I put these scores on the students' progress reports at the end of the quarter."

5. Maintain files on student scores for Michigan and TOEFL tests.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. In addition to these statistics, I give a practice TOEFL Writing Test to students in levels three, four, five, and grad. I keep a record of all these scores as well."

6. Record and monitor the correlation between the TOEFL and IEP levels.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. I closely monitor this on a quarter to quarter basis."

7. Keep current on testing trends, especially on computerized TOEFL testing.

See my attached Curriculum Vitae which outlines what professional development I have done on computer-based testing."

8. Become certified to administer the TOEIC.

"I did this a couple of years ago."

9. Oversee the maintenance of the Language Lab

"I do this periodically. Occasionally, I make more copies of tapes for the short term programs and as teachers request them. Twice a quarter, I clean the tape decks and master console. I report any problems with the Language Lab to Joyce who brings the technician in to do any repairs that might be necessary."

1. Teach up to 20 hours per week in the IAP program.

"My teaching load was about 17 hours a week due to the additional administrative responsibilities taken on after Randy’s resignation."

2. Attend weekly instructor meetings

"I have attended all meetings."

3. Attend Master Instructor meetings, biweekly or as needed.

"I attended these meetings on a weekly or biweekly basis from 12:00-1:00 PM."

4. Attend, assist, and lead in the quarterly instructor in-service held each quarter.

"Because of the transition between Randy’s resignation and a new director being hired, there was no in-service held this quarter".

5. Provide leadership, advice, and information to the Academic Director: textbook selection, program evaluation, classroom observations, interviewing of new instructors, remaining current in new testing trends.

"Because of the absence of an IEP Academic Director, Jim, Kim, and I have taken up the slack in this area. However, since there was no clearly defined precedent for doing the classroom observations, I have still have not done any. Randy did not give us explicit authority to do this though it was written into the contract. Concerning new testing trends, see my attached Curriculum Vitae which outlines what professional development I have done."

1. Serve as the testing specialist for the TOEFL and the TOEIC.

"I am certified to administer the TOEIC. So far, I have administered the TOEIC once. There has not been a demand for it yet. I can administer the TOEFL test, but because I teach the TOEFL class, ETS prohibits me from administering the test. I do coordinate with Jim and Kim the administration of the TOEFL test every quarter."

2. Lead in all student testing.

"Each quarter I arrange the materials and testing facilities for the Michigan tests. I make sure that we have enough proctors to administer any entrance and exit tests that we give at ACLP."

3. Lead and oversee the placement committee for the IEP

"After coordinating the entire placement process each quarter, I submit the new rosters on the first day of class and distribute. I update the new rosters as Jill makes editing suggestions and as we have late testing for the first two weeks of the quarter. I administer the placement test to any late students who come to ACLP. I am the main point of contact for students when they have placement problems or concerns. At the end of the quarter, I lead the discussion with instructors concerning level changes."

4. Send Michigan test, and TOEFL test scores to students.

"Whenever available, I put these scores on the students’ progress reports at the end of the quarter."

5. Maintain files on student scores for Michigan and TOEFL tests.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. In addition to these statistics, I give a practice TOEFL Writing Test to students in levels three, four, five, and grad. I keep a record of all these scores as well."

6. Record and monitor the correlation between the TOEFL and IAP levels.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. I closely monitor this on a quarter to quarter basis."

7. Keep current on testing trends, especially on computerized TOEFL testing.

"Based on a tip given to me by Linda Chaffee, I spent about 15 hours during the vacation researching out the TOEFL Trainer, an Internet based TOEFL program designed to give students computer-based TOEFL training. I decided to integrate the TOEFL trainer into the advanced TOEFL classes for the following quarter."

8. Become certified to administer the TOEIC.

"I did this a couple of years ago."

9. Oversee the maintenance of the Language Lab

"I do this periodically. Occasionally, I make more copies of tapes for the short term programs and as teachers request them. Twice a quarter, I clean the tape decks and master console. I report any problems with the Language Lab to Joyce who brings the technician in to do any repairs that might be necessary."

1. Teach up to 20 hours per week in the IEP program.

"My teaching load was about 17 hours a week due to the additional administrative responsibilities taken on after Randy’s resignation."

2. Attend weekly instructor meetings

"I have attended all meetings."

3. Attend Master Instructor meetings, biweekly or as needed.

"I attended these meetings on a weekly or biweekly basis from 12:00-1:00 PM."

4. Attend, assist, and lead in the quarterly instructor in-service held each quarter.

"Because of the transition between Randy’s resignation and a new director being hired, there was no in-service held this quarter."

5. Provide leadership, advice, and information to the Academic Director: textbook selection, program evaluation, classroom observations, interviewing of new instructors, remaining current in new testing trends.

"Because of the absence of an IEP Academic Director, Jim, Kim, and I have taken up the slack in this area. However, since there was no clearly defined precedent for doing the classroom observations, I have still have not done any. Randy did not give us explicit authority to do this though it was written into the contract. Concerning new testing trends, see my attached Curriculum Vitae which outlines what professional development I have done."

1. Serve as the testing specialist for the TOEFL and the TOEIC.

"I am certified to administer the TOEIC. So far, I have administered the TOEIC once. There has not been a demand for it yet. I can administer the TOEFL test, but because I teach the TOEFL class, ETS prohibits me from administering the test. I do coordinate with Jim and Kim the administration of the TOEFL test every quarter."

2. Lead in all student testing.

"Each quarter I arrange the materials and testing facilities for the Michigan tests. I make sure that we have enough proctors to administer the entrance and exit tests that we give at ACLP."

3. Lead and oversee the placement committee for the IAP

"After coordinating the entire placement process each quarter, I submit the new rosters on the first day of class and distribute. I update the new rosters as Jill makes editing suggestions and as we have late testing for the first two weeks of the quarter. I administer the placement test to any late students who come to ACLP. I am the main point of contact for students when they have placement problems or concerns. At the end of the quarter, I lead the discussion with instructors concerning level changes."

4. Send Michigan test, and TOEFL test scores to students.

"Whenever available, I put these scores on the students’ progress reports at the end of the quarter."

5. Maintain files on student scores for Michigan and TOEFL tests.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. In addition to these statistics, I give a practice TOEFL Writing Test to students in levels three, four, five, and grad. I keep a record of all these scores as well."

6. Record and monitor the correlation between the TOEFL and IEP levels.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. I closely monitor this on a quarter to quarter basis."

7. Keep current on testing trends, especially on computerized TOEFL testing.

"See my attached Curriculum Vitae which outlines what professional development I have done on computer-based testing."

8. Become certified to administer the TOEIC.

"I did this a couple of years ago."

9. Oversee the maintenance of the Language Lab

"This quarter, with the help of Kim Schaefer, I did an annual spring cleaning of the language lab. We cleaned the closet, rearranged and refiled the tapes so that the students could have better access of the language lab during open hours from 12:00-1:00 PM. We had a very good response this quarter. Fifteen to twenty students utilized the language lab on a weekly basis for Spring Quarter 1999."

1. Teach up to 20 hours per week in the IEP program.

"My teaching load was about 16 hours a week due to the additional administrative responsibilities taken on after Randy’s resignation."

2. Attend weekly instructor meetings

"I have attended all meetings."

3. Attend Master Instructor meetings, biweekly or as needed.

"I attended these meetings on a weekly or biweekly basis from 12:00-1:00 PM."

4. Attend, assist, and lead in the quarterly instructor in-service held each quarter.

"Because of the transition between Randy’s resignation and a new director being hired, there was no in-service held this quarter."

5. Provide leadership, advice, and information to the Academic Director: textbook selection, program evaluation, classroom observations, interviewing of new instructors, remaining current in new testing trends.

"Because of the absence of an IEP Academic Director, Jim, Kim, and I have taken up the slack in this area. However, since there was no clearly defined precedent for doing the classroom observations, I have still have not done any. Randy did not give us explicit authority to do this though it was written into the contract. Concerning new testing trends, see my attached Curriculum Vitae which outlines what professional development I have done."

"Concerning textbook selection, I have been redefining the TOEFL prep curriculum this quarter so that these classes continue to keep up to date with current TOEFL Computer-Based trends."

1. Serve as the testing specialist for the TOEFL and the TOEIC.

"I am certified to administer the TOEIC. So far, I have administered the TOEIC once. There has not been a demand for it yet. I can administer the TOEFL test, but because I teach the TOEFL class, ETS prohibits me from administering the test. I do coordinate with Jim and Kim the administration of the TOEFL test every quarter."

2. Lead in all student testing.

"Each quarter I arrange the materials and testing facilities for the Michigan tests. I make sure that we have enough proctors to administer the entrance and exit tests that we give at ACLP."

3. Lead and oversee the placement committee for the IAP

"After coordinating the entire placement process each quarter, I submit the new rosters on the first day of class and distribute. I update the new rosters as Jill makes editing suggestions and as we have late testing for the first two weeks of the quarter. I administer the placement test to any late students who come to ACLP. I am the main point of contact for students when they have placement problems or concerns. At the end of the quarter, I lead the discussion with instructors concerning level changes."

4. Send Michigan test, and TOEFL test scores to students.

"Whenever available, I put these scores on the students’ progress reports at the end of the quarter."

5. Maintain files on student scores for Michigan and TOEFL tests.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. In addition to these statistics, I give a practice TOEFL Writing Test to students in levels three, four, five, and grad. I keep a record of all these scores as well."

6. Record and monitor the correlation between the TOEFL and IEP levels.

"Attached to this report are statistics for the Michigan and TOEFL tests for this quarter. I closely monitor this on a quarter to quarter basis."

7. Keep current on testing trends, especially on computerized TOEFL testing.

"See my attached Curriculum Vitae which outlines what professional development I have done on computer-based testing."

8. Become certified to administer the TOEIC.

"I did this a couple of years ago."

9. Oversee the maintenance of the Language Lab

Other relevant areas:

After 200 hours of web mastering design, I have constructed a web site for ESL students with links to the ACLP Web Page as well as to 2,443 other ESL links. The purpose of the web site to encourage ACLP students to utilize the Internet for computer-assisted instruction. It will also ready them for the computer-based TOEFL since many students need more practice reading from a computer screen. An indirect aim, perhaps, is to draw additional students into our program (Dave’s ESL Café gets 1,000,000 hits a month). Any support in helping me to make this the best ESL Web Site on the Web will be greatly appreciated. Currently, the Web Site has received 544 hits from 16 different countries all over the world.

I completed a 250 page workbook this year for English 311 which helps me not only for English 311 students, but also ESL students. Writing the book has helped me to become more grounded in both the theory and practice of linguistics focusing on phonetics, phonology, morphology, syntax, pragmatics, psycholinguistics, and sociolinguistics.

I wrote and complied information for an English 101 and English 306 workbook this year. Putting these two books together has helped me to become more of an academic expert in assessing and teaching writing at the freshman and senior levels of university study. Having this knowledge puts me in a unique position with ESL students in that I can tell them what kinds of writing assignments they can expect at college and what kinds of imposed constraints they might encounter in their composition classes.

During Spring Quarter 1999 at ACLP, I coordinated with CSUSB professors who selected students to volunteer to be conversation partners with some of our students. This is not to be confused with Professor Jandt’s class that comes over three times a quarter. I had university students coming over almost every day to engage in conversational discourse with interested ACLP students who had signed up. It was a great success though volunteers slowed down a bit as the quarter got closer to finals. I particularly focused on the advanced levels for this program since many of them will be studying in the university next quarter. I wanted to get them ready to make the transition.

I have not missed teaching a single ACLP class during my six year tenure here with one exception. I did miss three days once because I presented TOEFL research to the TESOL Conference in Orlando, Fla. I went with randy Carr on that trip.

My contributions to this program are for three reasons:

1. I love teaching. I sincerely enjoy teaching ESL students. It is a very rewarding career.

2.I want to improve and make this program the best program around. I hope that I can help us stay competitive.

3. Job security: I want the administration to see that I view ACLP as my primary place of employment.