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Culturally and Linguistically Diverse Education
Culminating Experience: Final Reflection
Dear Candidate:
The Culminating Experience for the M.A. in Culturally & Linguistically Diverse Education is a final project that
helps you synthesize your learning and speak to your academic and professional development in the Master’s
program. Your Culminating Experience should let your CLDE faculty readers know who you are, where you have
been, how you have developed as an educator of Culturally and Linguistically Diverse learners and where you are
aiming to go. Thus, while the Culminating Experience: Final Reflection is a formal academic product, think of it as
very personal and “first-person.” The Culminating Experience will be completed during the capstone class of the
MA program, CLDE 5035 Connecting Multilingual Theories to Practice.
There are three sections to the Culminating Experience:
I. A 3-5 minute video in which you succinctly express what you have learned in the CLDE program.
II. A selection of artifacts and reflections that correspond to the TESOL and CDE teacher preparation standards.
III. Your responses to a short program feedback questionnaire and a copy of your most recent transcript.
.
Section I: Three–five minute Video
You will create a 3-5 minute video that explains what you have learned in the CLDE program. This type of video
could be useful to you in future job searches and interviews. Choose one of the following prompts to create your
video:
Prompt #1: Imagine that you are talking to your colleagues or school administrators, and you must distill your
thoughts about how you have developed as a Master Teacher / Educator /Specialist to teach culturally and
linguistically diverse students. Consider how your practice has or will change as a result of completing the
CLDE program.
Prompt #2: Imagine you are in charge of designing an instructional program for emergent bilingual students in
your school. What components would you include? What supports would you ensure? How would you use
your Master’s expertise in CLDE in your program design?
Section II: Artifacts and Reflections
You will select a set of artifacts that demonstrates how you have met each of the six domains in the TESOL and
Colorado Department of Education teacher preparation standards. For the full set of standards that comprise
each domain, please see Appendix A of this document. Brief descriptions of the six domains are listed below.
*If you are also a candidate for a Bilingual Specialist Endorsement, you will complete your Culminating
Experience in Spanish and/or bilingually, and complete an additional section targeting the CDE
standards for bilingual specialists. You can discuss details and format with your CLDE 5035 instructor.
Please see Appendix C for details.
Domain 1: Knowledge About Language
Candidates demonstrate knowledge of English language structures, English language use, second language
acquisition and development, and language processes to help multilingual learners acquire academic language and
literacies specific to various content areas.
Domain 2: Literacy for Multilingual Learners
Candidates demonstrate and apply knowledge of language and literacy development for multilingual learners,
including the basic elements of literacy and the ability to provide effective instruction that is systematic,
comprehensive and effective; Candidates show how to incorporate the contribution of native language to
acquisition of English as an additional language; and the distinction between language differences and learning
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disabilities.
Domain 3: Culture, Equity and Diversity (or Multilinguals in the sociocultural context)
Candidates demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural,
social, and sociopolitical contexts on the education and language acquisition of multilingual students as supported
by research and theories. Candidates investigate the academic and personal characteristics of each multilingual
student, as well as family circumstances and literacy practices, to develop individualized, effective instructional
and assessment practices for their multilingual students. Candidates recognize how educator identity, role, culture,
and biases impact the interpretation of multilingual students’ strengths and needs.
Domain 4: Planning and Implementing Instruction
Candidates plan supportive environments for multilingual students, design and implement standards- based
instruction using evidence-based, multilingual-centered, interactive approaches. Candidates make
instructional decisions by reflecting on individual outcomes and adjusting instruction. Candidates
demonstrate understanding of the role of collaboration with colleagues and communication with families to
support the acquisition of English language and literacies in the content area as well as to sustain the
cultural and linguistic repertoires that students bring to school. Candidates use and adapt relevant resources,
including appropriate technology, to effectively plan, develop, implement, and communicate about
instruction for multilinguals.
Domain 5: Assessment and Evaluation
Candidates apply assessment principles to analyze and interpret multiple and varied assessments for multilingual
learners, including classroom-based, standardized, and language proficiency assessments. Candidates understand
how to analyze and interpret data to make informed decisions that promote English language and content learning
and sustain home language and cultural practices. Candidates understand the importance of communicating
results to other educators, students, and families.
Domain 6: Professionalism and Leadership
Candidates demonstrate professionalism and leadership by collaborating with other educators, knowing policies
and legislation and the rights of multilingual students and families, advocating for multilingual students and their
families, engaging in self-assessment and reflection, and pursuing continuous professional development.
You will include at least one artifact for each of the six domains, but it is more likely that you will need to
include more than one artifact to address the complexity of each domain. Possible artifacts include, but are not
limited to:
● graduate class PBAs/ papers/case studies
● lesson and/or curriculum plans and/or classroom materials
● assessment instruments
● student work that reveals changes in your practice
● presentation handouts
● agendas from meetings you led or initiatives you led at the school/in the community
● letters to parents
● photos of classrooms, bulletin boards, field trips
● articles you have authored
● letters to the editor
Please consider the following points as you select your artifacts:
● Of particular relevance are projects that link theory and practice. The TESOL/CDE standards explicitly
state that candidates know, understand and use the major concepts, theories, and research related to the
field. Your artifacts should reflect this depth of knowledge and application.
● You may use a single artifact to demonstrate more than one domain, but you need to specify how the artifact
illustrates each domain in a unique way. It is more likely that you will include more than one artifact for
each particular domain to make your case.
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● Artifacts do not need to be exemplary pieces of work. Sometimes our best learning comes from our less-
than- perfect work. A paper or project that you developed in the beginning of your program may not
adequately reflect your understanding by the end of the program. In the artifact reflection section you can
explain why you chose this particular artifact, exemplary or not, to illustrate your understanding of the
domain.
In addition to submitting artifacts for each of the six domains, you will also write a reflection that addresses your
learning in the program and your development as an educator of multilingual learners. For each of the six domains,
you will write a brief reflection that synthesizes several points:
1. Why you selected this/these particular artifact(s).
Was it an AHA moment? A particularly challenging situation? An assignment that stretched you beyond
your comfort zone? Something completely new?
2. How the artifact(s) demonstrate(s) your understanding of the TESOL/CDE domains
What is the explicit connection between the assignment and the domain?
3. How the artifact/learning applies to your future as a teacher.
How will I apply theory to classroom? Is this a weak/strong area for me? Do I need to devote more time to
this area? Do I need to a take leadership role in this area?
Section III : Program Feedback / Uploaded Transcript
We value your feedback. Please respond to the four questions in the Program Feedback section. Your evaluation
will be used to improve the program for future graduate students. Finally, upload a UCD transcript (unofficial is
fine) to your Culminating Experience. You can download an unofficial transcript through the UCD student portal.
Additonal Details
Assessment of the Culminating Experience
Your instructor for CLDE 5035 Connecting Multilingual Theory to Practice will be the primary assessor for your
Culminating Experience. Please see Appendix B for the CLDE Master’s Culminating Experience Rubric. An
additional CLDE faculty member will be an outside reader for your Culminating Experience and will provide a general
comment on your work.
LiveText Information
All parts of the CLDE Culminating Experience are submitted via LiveText, an online assessment tool. You will
receive support on accessing and completing the Culminating Experience during the capstone class of the MA
program, CLDE 5035 Connecting Multilingual Theories to Practice.
Appendices
In the appendix of this document you will find:
Appendix A: TESOL and CDE Teacher Preparation Standards
Appendix B: CLDE Master’s Culminating Experience Rubric
Appendix C: Bilingual Education Specialist Endorsement
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Appendix A
TESOL and CDE Teacher Preparation Standards
Please note: The six domains synthesize the the TESOL and CDE standards, so the standard numbers (ie. TESOL
Standard 2, 8.22 (3)) do not always correspond with the numbering system for the six domains (Domain 1,2,3, etc.).
Domain 1: Knowledge about Language
TESOL
STANDARD 1: KNOWLEDGE ABOUT LANGUAGE
Colorado Department of Education
8.22 (1) Language acquisition and language development for
CLD students
Candidates demonstrate knowledge of English language
structures, English language use, second language
acquisition and development, and language processes to help
Multilingual Language Learners (MLLs) acquire academic
language and literacies specific to various content areas.
1a Candidates demonstrate knowledge of English language
structures in different discourse contexts to promote
acquisition of reading, writing, speaking, and listening skills
across content areas. Candidates serve as language models
for MLLs.
1b Candidates demonstrate knowledge of second language
acquisition theory and developmental process of language to
set expectations for and facilitate language learning.
1c Candidates demonstrate knowledge of language
processes (e.g., interlanguage and language progressions) to
facilitate and monitor MLLs’ language learning in English.
1d Candidates apply knowledge of English academic
language functions, learning domains, content-specific
language and discourse structures, and vocabulary to
promote MLLs’ academic achievement across content areas.
The educator of CLD student populations must be
knowledgeable, understand and be able to use the major
theories, concepts and research related to language
acquisition and language development for CLD students. In
support of student learning, the candidate must demonstrate
understanding and ability to implement research-based
knowledge about:
8.22(1)(a) Linguistics that include orthography, phonology,
morphology, vocabulary, syntax, semantics, and pragmatics
applied to English language development for linguistically
and culturally diverse students;
8.22(1)(b) Instructional practices that support acquisition of
English language as an additional language for CLD students
8.22(1)(c) Written and oral discourse that includes intention
and functions of speech, genres, and organizational features
and patterns; and,
8.22(1)(d) Sociolinguistics that include cultural references,
register, varieties of dialects and accents, and nonverbal
communication.
Domain 2: Literacy for Multilingual Learners
TESOL
Colorado Department of Education
8.22(2) Literacy development for CLD students
No specific literacy standard
The educator of CLD student populations must be
knowledgeable, understand, and be able to apply the
major theories, concepts and research related to literacy
development for CLD students. In support of student
learning, the CLD educator must demonstrate
understanding and ability to implement research-based
knowledge about:
8.22(2)(a) Literacy instruction, including the identification
and use of linguistic interdependence, to support
development of the four components of language
development (listening, speaking, reading, writing and
critical thinking) in English for CLD students;
8.22(2)(b) The basic elements of literacy and the ability to
provide effective instruction that is systematic,
comprehensive and effective in support of the English
language developmental needs of CLD students;
8.22(2)(c) Language and literacy development for CLD
students for social and instructional purposes in the school
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setting, with an emphasis on communication of
information, ideas, and concepts necessary for academic
success, particularly in Language Arts, Mathematics,
Science and Social Studies;
8.22(2)(d) The contribution of native language to acquisition
of English as an additional language; and
8.22(2)(e) The distinction between language differences and
learning disabilities.
Domain 3: Culture, Equity and Diversity
TESOL
STANDARD 2: MLLS IN THE SOCIOCULTURAL
CONTEXT
Colorado Department of Education
8. 22 (4) Culture, diversity and equity
Candidates demonstrate and apply knowledge of the impact
of dynamic academic, personal, familial, cultural, social, and
sociopolitical contexts on the education and language
acquisition of MLLs as supported by research and theories.
Candidates investigate the academic and personal
characteristics of each MLL, as wMLL as family
circumstances and literacy practices, to develop
individualized, effective instructional and assessment
practices for their MLLs. Candidates recognize how educator
identity, role, culture, and biases impact the interpretation of
MLLs’ strengths and needs.
2a Candidates demonstrate knowledge of how dynamic
academic, personal, familial, cultural, and social contexts,
including sociopolitical factors, impact the education of
MLLs.
2b Candidates demonstrate knowledge of research and
theories of cultural and linguistic diversity and equity that
promote academic and social language learning for MLLs.
2c Candidates devise and implement methods to understand
each MLL’s academic characteristics, including background
knowledge, educational history, and current performance
data, to develop effective, individualized instructional and
assessment practices for their MLLs.
2d Candidates devise and implement methods to learn about
personal characteristics of the individual MLL (e.g.,
interests, motivations, strengths, needs) and their family
(e.g., language use, literacy practices, circumstances) to
develop effective instructional practices.
2e Candidates identify and describe the impact of his/her
identity, role, cultural understandings, and personal biases
and conscious knowledge of U.S. culture on his/her
interpretation of the educational strengths and needs of
individual MLLs and MLLs in general.
The educator of CLD student populations must be
knowledgeable, understand, and be able to apply the
major theories, concepts and research related to culture,
diversity and equity in order to support academic access
and opportunity for CLD student populations. In support
of student learning, the CLD educator must be able to
demonstrate knowledge and understanding of:
8.22 (4)(a) Colorado state law and federal law, history and
socio-political context related to CLD student
populations, education, multicultural education and
bilingual education.
8.22(4)(b) The role of culture in language development and
academic success;
8.22(4)(c) The relation of cultural identity and heritage
language to English language learning and academic
success;
8.22(4)(d) The contribution of heritage language
maintenance to the development of English language
literacy; and
8.22(4)(e) The relationship of culture to family and
community involvement in schools in order to
communicate, collaborate, and enhance involvement
Colorado Department of Education
8.22(3) Instruction
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The educator of CLD student populations must understand
and implement strategies and select materials to aid in
English language and content learning. In support of student
learning, the CLD educator must demonstrate understanding
and ability to implement research-based knowledge about:
8.22(3)(a) The functions of the English language to second
language learners to support their development of both social
and academic language skills;
8.22(3)(b) Effective instructional techniques, methodologies,
and strategies to develop English language literacy and to
meet the diverse needs of second language learners, including
those students with learning disorders;
8.22(3)(c) Effective instruction and instructional planning
that is systemic, sequential, wMLL-articulated, and delivered
in an engaging environment;
8.22(3)(d) Selection and utilization of instructional materials
and resources that are age, grade level, and language-
proficiency appropriate, that are aligned with the curriculum,
English language proficiency standards, and English
language arts content standards, and that maintain and/or
improve student achievement;
8.22(3)(e) Maintenance and support of high academic
performance standards and expectations for CLD student
populations; and,
8.22(3)(f) Providing content instructional strategies that
integrate the development of English language literacy and
content literacy to improve student access to content
curricula, particularly in Language Arts, Mathematics,
Science and Social Studies.
Domain 5 Assessment and Evaluation
TESOL
STANDARD 4: ASSESSMENT AND EVALUATION
Colorado Department of Education
8.22(5) Assessment
Candidates apply assessment principles to analyze and
interpret multiple and varied assessments for MLLs,
including classroom-based, standardized, and language
proficiency assessments.
Candidates understand how to analyze and interpret data to
make informed decisions that promote English language and
content learning. Candidates understand the importance of
communicating results to other educators, MLLs, and MLLs’
families.
4a Candidates apply knowledge of validity, reliability, and
assessment purposes to analyze and interpret student data
from multiple sources, including norm-referenced and
criterion-referenced tests. Candidates make informed
instructional decisions that support language learning.
The educator of CLD student populations must be
knowledgeable, understands, and be able to use progress
monitoring in conjunction with formative and summative
assessments to support student learning. In support of
student learning, the candidate must demonstrate knowledge
and ability to:
8.22(5)(a) Assist content teachers in the interpretation of
summative assessments of content knowledge, including
national content assessments and Colorado-approved content
assessments, for the purpose of guiding instruction and
learning for CLD students;
8.22(5)(b) Administer and interpret the results of summative
assessments of English language proficiency, including
national and Colorado-approved content assessments for the
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4b Candidates demonstrate understanding of classroom-
based formative, summative, and diagnostic assessments
scaffolded for both English language and content assessment.
Candidates determines language and content learning goals
based on assessment data.
4c Candidates demonstrate knowledge of state-approved
administrative considerations, accessibility features, and
accommodations appropriate to MLLs for standardized
assessments.
4d Candidates demonstrate understanding of how English
language proficiency assessment results are used for
identification, placement, and reclassification.
purpose of assessing English proficiency and guiding
instruction;
8.22(5)(c) Develop, administer and interpret the results of
formative assessments and progress monitoring of English
language proficiency that are appropriate for the language
proficiency level of the student for the purpose of guiding
instruction; and
8.22(5)(d) Demonstrate knowledge and ability to
communicate and collaborate with other educators, service
providers, and student population family members to
identify and assist in the implementation of a comprehensive
instructional plan that responds to the socio- economic,
academic, and linguistic needs of CLD students.
Domain 6: Professionalism and leadership
TESOL
STANDARD 5:
PROFESSIONALISM AND
LEADERSHIP
Colorado Department of Education
8.22 (6) Self-assessment and PD
Bilingual Education Specialist
Colorado Department of Education
Candidates demonstrate
professionalism and leadership by
collaborating with other educators,
knowing policies and legislation and
the rights of MLLs, advocating for
MLLs and their families, engaging in
self-assessment and reflection,
pursuing continuous professional
development, and honing their
teaching practice through supervised
teaching.
5a Candidates demonstrate
knowledge of effective collaboration
strategies in order to plan ways to
serve as a resource for MLL
instruction, support educators and
school staff, and advocate for MLLs.
5b Candidates apply knowledge of
school, district, and governmental
policies and legislation that impact
MLLs’ educational rights in order to
advocate for MLLs.
5c Candidates practice self-
assessment and reflection, make
adjustments for self- improvement,
and plan for continuous professional
development in the field of English
language learning and teaching.
The culturally and linguistically
diverse education educator shall self-
assess the effectiveness of instruction
based on the achievement of students
and pursue continuous professional
development through appropriate
activities, coursework and
participation in relevant professional
organizations.
Note: The official version of the
TESOL standards used the term
English Language Learners and
ELLs. We changed the terminology to
Multilingual Learner and MLLs to
resist the hegemony of English and to
highlight the linguistic and cultural
assets that multilingual students
bring to our schools. The Colorado
Department of Education uses the
term Culturally and Linguistically
Diverse (CLD).
4.23 (2)The culturally and
linguistically diverse education
bilingual specialist shall self-assess
the effectiveness of instruction based
on the achievement of students and
pursue continuous professional
development through appropriate
activities, coursework and
participation in relevant professional
organizations.
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Appendix B: Rubric for CLDE MA Culminating Experience
Artifacts and
Reflection
No
Evidence
Developing
Indicates Awareness
Proficient
Indicates
Integration &
Application of
Ideas
Exceeds
Expectations
Indicates Critical
Reflection,
Innovation &
Creativity
Completion of
Final
Reflection
Video
Video addresses and
provides some
evidence of reflection
and synthesis of
learning throughout
CLDE
program.
Video addresses and
provides clear
evidence of reflection
and synthesis of
learning throughout
CLDE program and
application of that
learning to schools..
Video addresses and
provides clear evidence
of reflection and
synthesis of learning
throughout CLDE
program and integration
of that learning in
classroom practice and
the school community
in critical and creative
ways.
Domain 1:
Language
Artifact & reflection
address and provide
some evidence of
candidate’s ability to
describe and analyze
language.
Artifact & reflection
address the domain
and provide clear
evidence of
candidate’s ability to
understand language
acquisition and
describe language
based on
sound theory.
Artifact & reflection
address the domain and
provide clear evidence
of candidate’s ability to
understand language
acquisition and describe
language based on
sound theory and
integration of that
knowledge in critical &
creative ways that
benefit CLD students.
Domain 2:
Literacy for
Multilingual
Learners
Artifact & reflection
address the domain
and provide some
evidence of
candidate’s ability to
understand the
complexity of literacy
for bilinguals and to
plan meaningful,
effective instruction.
Artifact & reflection
address the domain
and provide clear
evidence of
candidate’s ability to
understand the
complexity of
literacy for bilinguals
and to plan
meaningful, effective
instruction.
Artifact & reflection
address the domain and
provide clear evidence
of candidate’s ability to
understand the
complexity of literacy
for bilinguals and to
plan meaningful,
effective instruction that
intentionally elevates
the status of
bilingualism and
biliteracy.
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Domain 3:
Culture, Equity
and
Diversity
Artifact & reflection
address and provide
some evidence of
candidate’s
understanding of the
nature and role of
culture, cultural
groups and identity.
Artifact & reflection
address the domain
and provide clear
evidence of
candidate’s
understanding of the
nature and role of
culture, cultural
groups and identity.
Artifact & reflection
address the domain and
provide clear evidence
of candidate’s
understanding of the
nature and role of
culture, cultural groups
and identity and the
integration of culture,
equity and diversity in
creative ways that
benefit CLD students.
Domain 4:
Planning and
Implementing
Instruction
Artifact & reflection
address and provide
some evidence of
candidate’s ability to
plan, implement,
reflect upon standards-
based language and
content instruction.
Artifact & reflection
address the domain
and provide clear
evidence of
candidate’s ability to
plan, implement and
reflect upon
standards-
based language and
content instruction.
Artifact & reflection
address the
domain and provide
clear evidence of
candidate’s ability to
plan, implement and
reflect upon
standards-based
language and content
instruction in critical,
innovative and creative
ways.
Domain 5:
Assessment and
Evaluation
Artifact & reflection
address and provide
some evidence of
candidate’s
understanding of
language and
classroom-based
assessment and issues
of assessment
for bilinguals.
Artifact & reflection
address the domain
and provide clear
evidence of
candidate’s
understanding of
language and
classroom- based
assessment and issues
of assessment for
bilinguals.
Artifact & reflection
address the domain and
provide clear evidence
of candidate’s
understanding of
language and
classroom-based
assessment and issues of
assessment for
bilinguals and shows
integration of that
knowledge in critical
and creative ways.
Domain 6
Professionalism
and Leadership
Artifact & reflection
address and provide
some evidence of
candidate’s
participation in
partnerships,
advocacy, and
leadership on behalf
of bilingual learners.
Artifact & reflection
address the domain
and provide clear
evidence of
candidate’s
participation in
partnerships,
advocacy, and
leadership on behalf of
bilingual learners.
Artifact & reflection
address the domain
and provide clear
evidence of
candidate’s
participation in regular
and ongoing
partnerships,
advocacy, and
leadership on behalf of
bilingual learners, their
families and the larger
community.
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Appendix C: Bilingual Education Specialist Endorsement Standards and Rubric
Please complete your Culminating Experience in Spanish and/or bilingually.
Domain 7: Bilingual Education Specialist
4.23(1)(b) ability to implement research-based knowledge to effectively deliver literacy and content instruction in a
heritage language of a current Colorado student population.
4.23(1)(c) research-based knowledge and ability to utilize students’ heritage language to help them transition skills and
strategies learned in the heritage language to literacy and content areas in English.
4.23(1)(d) demonstrate the research-based knowledge and ability to plan and implement lessons to help students make
cross-language connections.
4.23(1)(e) a high level of biliteracy and academic language proficiency in English and in one other heritage language
used by Colorado students – as determined by the Department -- including, but not limited to, reading, writing,
listening, oral communication and critical thinking. (Please include admission criteria and measures to determine
language proficiency.)
4.23(1)(f) understanding and ability to implement research-based knowledge to discriminate between effective and
ineffective bilingual programs in order to develop and deliver effective research-informed structures and programs that
support bilingual development.
4.23(1)(g) proficiency and ability to teach in a non-English language. (Please include admission criteria and measures
to determine language proficiency.)
4.23(1)(h) understanding of research-based knowledge of the culture and history of a heritage language community of
Colorado students.
The following Bilingual Education Specialist standard is addressed with Domain 6 Professionalism and Leadership:
4.23 (2)The culturally and linguistically diverse education bilingual specialist shall self-assess the effectiveness of
instruction based on the achievement of students and pursue continuous professional development through appropriate
activities, coursework and participation in relevant professional organizations.
Artifacts and
Reflection
No
Evidence
Developing
Indicates Awareness
Proficient
Indicates Integration
& Application of
Ideas
Exceeds Expectations
Indicates Critical
Reflection, Innovation
& Creativity
Domain 7: Bilingual
Education Specialist
Artifact & reflection
address and provide
some evidence of
candidate’s ability to
support bilingual
language and identity
development and to
enact effective bilingual
instruction
/programming for
Spanish English
bilingual students.
Artifact & reflection
address and provide
clear evidence of
candidate’s ability to
support bilingual
language and identity
development and to
enact effective
bilingual instruction
/programming for
Spanish English
bilingual students.
Artifact & reflection
address and provide
clear evidence of
candidate’s ability to
support bilingual
language and identity
development and to
enact effective
bilingual instruction
/programming for
Spanish English
bilingual students in
critical, innovative and
creative ways.