ED5720 at Capella University asks students to evaluate their own instruction techniques and performance to see how well they align with professional teaching standards and dispositions for English Language Students (ELLs). They also examine instruction and learning strategies for ELLs.
The catalog adds collaboration with ELLs, their families, the community and other stakeholders. Honest self-evaluation is the hard part: markers look for evidence and specific changes, not praise or general statements.
Course at a Glance
| Item | Details |
|---|---|
| University | Capella University |
| Course code | ED5720 |
| Level | Graduate |
| Credits | 4 (catalog figure) |
| Prerequisite | None listed in the catalog |
| Subject area | Teaching English language students |
What ED5720 Covers
| Area (from the catalog) | What it involves |
|---|---|
| Self-evaluation of instruction | Judging your techniques and performance |
| Professional standards and dispositions | Aligning practice with standards for teaching ELLs |
| Instruction and learning strategies | Approaches that support ELLs |
| Collaboration | Working with ELLs, families, the community and stakeholders to improve instruction |
Key Ideas in Practice
Evidence-Based Self-Evaluation
Choose evidence you can point to: lesson plans, student work, notes or feedback. For each standard, state what you do now, what the evidence shows and what you will change.
Illustration: A standard asks teachers to support students' language growth within content lessons. You note that your lessons rely heavily on spoken explanation. You plan to add sentence frames, visuals and a short vocabulary preview, and to check student responses after two lessons to see whether participation widens.
Dispositions
Dispositions are habits of mind such as respect for students' languages and cultures. Show them through actions, for example how you invite students to use home languages as a learning resource.
Typical Assignments and How to Approach Them
Confirm real prompts in your course room; these fit the description.
| Task type | What it tests | How to approach it |
|---|---|---|
| Self-evaluation against standards | Reflective practice | Rate yourself with evidence, then list improvements |
| Strategy analysis | Knowing ELL strategies | Explain strategy, rationale and classroom use |
| Family and community plan | Collaboration | Propose specific two-way communication and partnerships |
| Improvement plan | Professional growth | Set goals, actions and a review date |
Planning a Standards Self-Check
A table organizes the evidence. The entries are generic.
| Standard area | Current practice | Evidence | Next step |
|---|---|---|---|
| Language in content | Mostly spoken | Lesson plans | Add visuals |
| Assessment | Written only | Past tests | Add oral option |
| Family contact | Notes in English | Messages | Offer translation |
Writing Reflective Evaluation
- Name the standard in your own words.
- Describe current practice honestly.
- Cite evidence and a source.
- Plan a specific change and how you will check it.
Avoid deficit language about students; describe what they bring, such as home languages and experiences.
Where Students Get Stuck
- Self-praise without evidence. Back every claim with an example.
- Generic strategies. Connect each to a lesson and proficiency level.
- One-way family communication. Include listening, not only informing.
- Terminology slips. Use the terms your program uses consistently.
A Worked Example: Turning a Weakness into a Plan
Honest self-evaluation can feel uncomfortable, but it is what the task asks for.
Suppose a review of your lessons shows that students with limited English rarely speak in whole-class discussion. You might note that questions are open-ended and come quickly. Your plan: give a question to pairs in advance, allow a minute of partner rehearsal, provide a sentence frame and call on pairs rather than individuals. After two weeks you review how many students spoke and note any change. You also tell families how the routine works and invite them to suggest ways to practice at home.
This links self-evaluation, strategy and family collaboration in one short example, which is the combination the course description points to.
Feedback Comments You Might Meet and How to Respond
Self-evaluation tasks draw predictable comments.
| Comment | Likely cause | Fix |
|---|---|---|
| Evaluation lacks evidence | Claims without artifacts | Reference lesson plans or student work |
| Change not specific | General goals | Name the action, timing and check |
| Family role limited | One-way notices | Add two-way communication |
Honest self-assessment, supported by evidence, tends to read as stronger than confident statements with nothing behind them.
Study Tips for ED5720
- Save lesson plans and student work early as evidence.
- Read the standards document before your first draft.
- Ask a colleague to observe one lesson and give notes.
- Use APA 7th edition for sources.
How We Help with ED5720
Send the prompt, rubric, standards document and readings. A writer can prepare a model self-evaluation outline, explain strategies, or edit your draft. Our education assignment help guide covers general support.
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Frequently Asked Questions
The catalog lists none.
4, per the catalog.
The description says your own instruction techniques and performance against professional standards and dispositions for ELLs.
Yes, collaboration with ELLs, families, the community and stakeholders is named.
A professional habit of mind or attitude, such as respect for students' languages and cultures.
No. We provide custom answers, feedback and editing only.