Parthena Draggett

This session is offered during Event 2 June 27-30, 2022 Monday through Thursday

Meet your consultant for AP Spanish Language and Culture:

Parthena Draggett has had a long career as a professional educator, teaching a wide variety of Spanish (and French) courses at the secondary and university levels.  She is recently retired from the Community School of Naples, Florida, where she taught AP Spanish and also supervised Pre-K to 12 world languages, building Vertical Alignment and Pre-AP Strategies across languages and levels.

Prior to being recruited to CSN, Parthena had spent 34 years teaching in Ohio, the last 24 at Jackson High School in Massillon, Ohio, where she also served as Department Chair and had founded the AP Spanish Language and Culture and the AP Spanish Literature and Culture programs.

Passionate about her work with both students and teachers in the quest for increased proficiency in language communication, Parthena was named “Ohio’s World Language Teacher of the Year” for 2015.

An enthusiastic AP and Pre-AP teacher, Parthena also regularly participates in the AP Spanish Language and Culture Reading where she serves as a Table Leader. Her current work as a National Language Consultant enables her to continues this passion, helping teachers develop vertical alignment skills that lead to AP starting in early levels of Spanish.

In addition to her work as a College Board AP Spanish Consultant, Parthena serves as Moderator of the College Board AP Spanish Language and Culture Community. She has also represented AP world languages on the College Board AP Consultants’ Panel and served on the 2008 AP Spanish Standards Setting Panel. Parthena contributed as a writer and editor of materials for the AP Community Online Annotated Resource Guide and also participated in editing and composing sample syllabi for the previous AP Spanish Language and Culture Course Audit.

Parthena is the President-Elect of the American Association of Teachers of Spanish and Portuguese, having previously served on the AATSP Board of Directors as Secondary Representative from 2015-2018. She has been honored with many awards and distinctions over the years, such as State Director of the Year for the Sociedad Honoraria Hispánica.

In addition, she is a Praxis II Spanish Language Chief Scoring Leader and item writer for ETS.  Besides the AATSP, Parthena maintains membership in ACTFL, the FFLA, and the Ohio Foreign Language Teachers Association (distinguished service award and other awards). She presents at state, regional, and national conferences, including AATSP, ACTFL, FFLA, OFLA, NECTFL, COFLT, ICTFL, Global C.R.E.D, and of course, the AP Annual Conference.

Parthena earned her B.A. in Spanish, French, and Education from the Mount Union College (now the University of Mount Union) and her M.A. in Spanish and French Pedagogy and Applied Linguistics from Kent State University.

Publications:

  1. Draggett, Parthena, Temas, Vista Higher Learning, 2020 (Lead Author)
  2. Draggett, Parthena, Temas, Vista Higher Learning, 2014 (Lead Author)
  3. Draggett, Parthena, Temas para Español B, Vista Higher Learning, 2020 (Lead Author)
  4. Frisancho, Jorge, *AP® Spanish Language and Culture Exam Preparation, Vista Higher Learning, 2020 (I authored the strategies for each exam task, as well as appendices.)
  5. El arte – ventana y espejo, The College Board, 2013 (Curriclum Module for Professional Development)
  6. Thèmes, Vista Higher Learning, 2022 (Geneviève Delfosse, Eliane Kurbegov, Parthena Draggett)
  7. Thèmes, Vista Higher Learning, 2016 (Geneviève Delfosse, Eliane Kurbegov, Parthena Draggett)
  8. Draggett, Parthena, *AP® French Language and Culture Exam Preparation, Vista Higher Learning, 2020
  9. Draggett, Parthena, *AP Spanish Language and Culture Quick Study Guide, Bar Charts, Inc., 2014

APSI TOPICS AND OBJECTIVES:

COLLEGE BOARD REQUIRED APSI TOPICS DENOTED BY *

(Essential questions of teacher reflection accompany each topic.)

  • *Course and Exam Description (CED) and Course Planning: ¿Por qué es importante y cómo nos apoya en el deseo de llevar a los estudiantes a mejorar sus destrezas y preparación para mayo?
    • AP Course Introduction (and instructional design): Themes, Contexts, Culture, Authentic Resources, Modes of Communication, Scaffolding the Skills: ¿Cómo enseñamos el curso y qué herramientas nos apoyan como docentes?
    • AP Skill Categories, Skills, Objectives: ¿Cómo se reflejan en la comunicación y las tareas del examen? ¿Qué queremos que los estudiantes hagan?
    • Teaching content vs teaching skill: ¿Cómo demuestran los estudiantes su comprensión e interpretación? ¿Cómo reaccionan y procesan lo que interpretan en sus interacciones interpersonales? ¿Cómo utilizan el contenido para presentar sus ideas y opiniones en textos presentacionales, tanto en las redacciones como en los discursos?
    • Strategies and Instructional Tools (in CED): ¿Cómo enseñamos el curso?
    • Difference between formative vs. summative assessment – ¿Cómo estructuramos y evaluamos el progreso
    • AP exam structure, task models, and requirements: ¿Qué tienen que hacer mis estudiantes y cómo para llegar al éxito en el examen de AP Español Lengua y Cultura?
  • The role of Culture: ¿Cómo interpretamos y enseñamos los productos, las prácticas y las perspectivas? ¿Cómo guiamos a los estudiantes a entender la perspectiva de una comunidad? ¿Cómo integramos la cultura por todo el curso, todos los días?
  • *Strategies and Pedagogical Tools – Deep dive throughout week: Para cada tarea del examen, ¿Qué herramientas, sitios de red, actividades, aplicaciones y más nos apoyan en esta aventura de enseñar el curso de AP?
  • *Diversity and Inclusion and Equity and Access: ¿Cuál es la importancia para cada estudiante? ¿Cuál es la importancia para todo el programa de AP? ¿Cómo podemos honrar la diversidad presente en el salón de clase y ser más inclusivos?
  • *Assess & Reflect:
    • In depth look at each task and how to prepare for Sections I (Interpretive MCQ) and Section II (FRQ: ¿Qué podemos aprender de los exámenes del pasado para mejor preparar a los estudiantes para mayo?
    • Providing meaningful feedback: ¿Cómo debemos reaccionar y comentar para ayudar al estudiante a reflexionar y establecer metas para mejorar su comunicación, tanto para el contenido como para el lenguaje?
    • Instructional Planning Reports (IPRs): ¿Cuál es la importancia de la reflexión para los profesores? ¿Cómo usamos la información de los IPR?
  • Vertical Alignment: ¿Por qué es importante integrar los elementos del curso de AP desde el primer nivel de español? ¿Cómo beneficia a los estudiantes?
  • *AP Classroom: ¿Cómo lo navegamos y qué herramientas nos ofrece? ¿Cómo podemos utilizar estos recursos para avanzar el aprendizaje y la preparación de cada estudiante?
    • AP Classroom – Personal Progress Checks (PPCs)
    • AP Classroom – AP Question Bank
    • AP Classroom – Features of Performance Dashboard
  • *AP Daily: ¿Cómo accedemos y usamos estos videos para enfocarnos más en las tareas del examen?
  • Course audit requirements for 2022-23 school year and beyond: ¿Cómo demostramos que enseñamos el curso según las expectativas del College Board, integrando los elementos clave del CED?